Abstract
Purpose. The purpose of the study was to identify the desired knowledge, skills, and attitudes of students exiting grade twelve in five selected elementary schools as determined by parents and certificated staff. The study compared the outcomes identified by these stakeholder groups. Further, the study determined the degree to which the identified knowledge, skills, and attitudes were addressed in the schools' written curricula in the areas of English/language arts and mathematics for grades four, five, and six. Methodology. The research design was descriptive. Five elementary schools were selected to participate in this study. Twenty-five or more parents and certificated staff from each school used a Modified Nominal Group technique to identify desired student outcomes. Qualitative analysis was used to determine patterns and themes that emerged from the data. Conclusions. Parents and educators value a wide range of student outcomes, many of which were not formally found in the school's curricula. Both parents and staff valued competence in the basic core curricula. Additionally, they both valued life skills, or the ability to apply their core curriculum knowledge to everyday life situations. Nonacademic outcomes were absent in the curricula. Outcomes beyond the traditional curriculum are important to parents and teachers. Present curriculum focuses on content not application of learning. Recommendations. Nonacademic outcomes need to be recognized as a component of quality education and be included in the curriculum. Teachers should be trained to address nonacademic outcomes through pedagogy. Parents should become aware of nonacademic outcomes and how they are addressed in the curriculum.