Overall, the data suggest that C.L.A.S.S. makes students more enthusiastic about learning, that it fosters social skills such as cooperation and caring, and that it contributes to an improvement in higher-order thinking skills. Additionally, C.L.A.S.S. appears to be an effective professional development program, renewing and empowering teachers, instilling pride, and creating a sense of ownership.
Document analysis of records of students from kindergarten through 5th grade at Central Elementary School was conducted. In grades 1, 2 and 3 the ISTEP average reading scores were within one standard deviation above the mean for The performance for this group of students on the average is near or above one standard deviation of the typical performance particularly in grades 1, 2 and 3. In grades 4 and 5 mean scores of nearly half a standard deviation above the average indicate fairly high performance. The data for this group of students in attendance for their entire elementary careers are respectable as related to the ISTEP knowledge and skills assessed. The reading, language, and mathematics scores reveal a respectable performance. In view of the intelligence quotient of students in this cohort group it is reasonable to say that a solid instructional program was provided for these students.