Christian-Published Textbooks and the Preparation of Teens for the Rigors of College Science Courses

Abstract

Conservative Christian schools consistently earn higher standardized test scores than public schools while being criticized for using inferior curricular materials. This research investigates the effectiveness of Christian-published science textbooks in preparing students for the science reasoning subtest of the American College Testing. Data provide a sketch of the typical Midwest Christian high school and illuminate the rationale for endorsing one publisher-type versus another. Analysis indicates no statistical difference between the mean ACT science reasoning scores of schools using Christian-published science textbooks and those using secular-published textbooks. Multiple regression analysis also shows no significant difference in the effectiveness of two Christian publishers.

Notes

^a National Center for Education Statistics, 2008b.

^b National Center for Education Statistics, 2008a, 2008c.

^a For statistical purposes, these schools were separated into only two groups, Christian or secular, based on which publisher type was used most frequently in the biology, chemistry, and physics courses.

Note. VIF = Variance Inflation Factor.

Additional information

Notes on contributors

JANICE GUTHRIE

Janice Guthrie has 40 years of experience teaching the sciences in Christian schools and is currently teacher and science department chair at Southfield Christian School in Southfield, Michigan.