In this research, 103 Hispanic junior high school students were instructed using the Kumon Mathematical Method. Instruction took place 1 hour per day, 5 days a week in a public school setting. Instruction extended over an eight month period. Student subjects were pretested and posttested on the Mathematics batteries of the California Achievement Test (CAT). The amount of progress in mathematics was determined by computing gain scores for each section of the examination. Data included in this report includes: (1) CAT math concepts scores; (2) CAT computation and applications scores; (3) CAT total math scores; (4) school attendance; (5) Kumon Examination scores; (6) Kumon time scores; (7) number of packets completed; (8) Kumon level advancement; (9) class period; (10) academic track; and (11) grade level. Correlational relationships between variables are also discussed. Reported were significant gains in math computation, math concepts, and math applications scores at the seventh grade level; grade 8 students maintained their percentile rankings for the duration of the study; subjects significantly increased their speed on the Kumon exam; and CAT math gain scores were greater for the seventh graders than for the eighth graders. CAT gain scores were correlated with post Kumon exam scores. CAT gain scores were not correlated with Kumon exam time scores, number of Kumon packets completed, or Kumon advancement. (Author/CW)
The small type in appendix D has been enlarged to improve readability.