ABSTRACT

This study examined the effectiveness of the Arrowsmith Program at an Atlanta area private school during 2011-2014 school years. A mixed-methods investigation was employed using a quasi-experimental non-equivalent control group design to assess student achievement through the use of pre-test and post-test scores from the Iowa Tests of Basic Skills, a Likert-scale survey administered to parents and students, and focus groups to provide contextual data. Qualitative data was collected through the use of focus groups; one with the Arrowsmith teachers and another with the classroom teachers of Arrowsmith students. Themes from the focus groups were used to provide contextual details and teacher perceptions from differing viewpoints. This study provided information that will assist in decision-making for future parents and schools that may be considering the Arrowsmith Program. The larger educational community was provided with an awareness of and insight into a program built on the premise the brain can changed.