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Bill of Rights Institute Materials More Effective in Improving Student Knowledge


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A recent independent study found that curriculum created by the Bill of Rights Institute increased student knowledge by more than 50%

and is more effective than other comparable curriculum. The evaluation and analysis of Criminal Procedure Lessons from The Bill of Rights for Real Life was conducted by Evaluation Solutions through a grant from the Fred C. and Mary R. Koch Foundation.


Teachers volunteered to teach from Criminal Procedure lessons from The Bill of Rights for Real Life curriculum or from other lessons. Students were given pre- and post-tests designed to measure specific knowledge of ideas and facts related to the Fourth, Fifth, and Eighth Amendments.


Student test scores increased 52% after being taught with the Bill of Rights Institute lessons, indicating significant knowledge gain. Students went from a failing grade of 48% on the pre-test to an average grade of 73% on the posttest. The increased scores and knowledge gain from the Bill of Rights Institute lesson plans greatly exceeded the scores by students taught with other lessons.


Students taught with other lesson plans only increased their scores by 34%. “This study is an important measure for the Bill of Rights Institute as it

continues to provide teachers effective curriculum materials to educate the next generation of American citizens,” commented Victoria Hughes, President of the Bill of Rights Institute.


The Bill of Rights Institute was founded in 1999 with a mission to educate young people about our country’s Founding principles articulated in our

Founding documents, and how they continue to affect and shape a free society.



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  • 3 weeks later...

Expanding the Tutorial Skills of Parents vs Hiring the "Bill or Rights Organization"


I respect your choice to research and express your support for a corporate interest to be granted a contract to provide a structured curriculum.


The most impressive means of providing better quality education for DC students will be to very openly develop the tutorial skills of parents, especially for elementary school students, and allow DC youth to receive more frequent, positive and skilled tutorial assistance from their parents and concerned community adult neighbors during this entire upcoming school year.

It is only a myth that a child can become educated only within the hours of 9am -3pm.

A child will not learn how to walk, speak, or even learn how to go to the bathroom without continuous practice. We all know this yet too many have resigned the academic development of too many children to only what the child can possibly experience during the school day.


There only being 4 report cards for the entire school year will continue to fail to develop a strong team effort between parents and teachers. The ability of parents, teachers and school administrators to cooperate will be determined by their ability to communicate.

Designing 8 if not monthly exchanges between teachers and parents will more than double the current effort and the level of success of exchanges between parents and teachers for the benefit of DCPS students.

Parents, especially of elementary school age children, are in need of developing positive experiences at home for their children. A positive academic peer influence can be achieved so easily by having parents working with each other in providing their children and their children's friends.

The frequent efforts to develop the academic study skills and better develop their reading, spelling, having good handwriting and basic writing skills will produce many responsible and happy students.

How can a child learn to compute fractions, decimals and compute basic algebra and geometry when they have yet to confidently express a skill in adding, subtracting, multiplying and dividing whole numbers?

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