THE DEVELOPMENT OF A LEARNING STYLES PROGRAM IN A LOW SOCIOECONOMIC, UNDERACHIEVING NORTH CAROLINA ELEMENTARY SCHOOL

Abstract

Brightwood Elementary School's students scored in the 30th percentile in reading and mathematics when its principal came to New York in 1986 to learn how to provide instruction responsive to individual's varied learning styles. Its 1988 California Achievement Test scores in reading revealed that students had reached the 74th (males) and 75th (females) percentile in contrast with its county's 64th percentile and, indeed, Brightwood's scores were the highest in the state of North Carolina! The only change made in the school during that two‐year period was a concentration on teaching students through their learning styles. The author issues an invitation to all nonbelievers to visit, observe, and interview teachers.

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