Abstract
This study compared standardized test scores in reading and mathematics for second- and fifth-grade students from two similar technology-rich elementary schools in Miami-Dade County, Florida. One school implemented Project CHILD (Computers Helping Instruction and Learning Development) as its instructional model. The other did not. Project CHILD is a K–5 instructional model that transforms the traditional grade-specific, self-contained elementary classroom into a three-classroom cross-grade cluster. Each classroom in the cluster has at least six learning stations to accommodate varied learning modalities. Students rotate to each classroom in the cluster throughout the day for instruction in reading, writing, and mathematics. Students spend three years working with the same teacher team. Project CHILD students who had completed a full three-year cycle of the program scored higher on all test comparisons. Significant differences were obtained in mathematics applications (Grade 2), reading comprehension (Grade 5), mathematics computation (Grade 5), and mathematics application (Grade 5).
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