The impact of population education in Baltimore.

Abstract

Results of an evaluation of the impact of 1 of 4 population education units offered as part of the 9th grade urban studies curriculum in the Baltimore City school system are reported. The theme of the unit, called B-more or Baltimore, is that Baltimore City has qualities and problems similar to those of other urban areas but is also unique. 908 students exposed to the B-more unit and 205 controls participated in the evaluation in the fall of 1978. Gathering of demographic information on students participating in the evaluation was restricted. The impact of the B-more unit was measured along knowledge, attitude and behavior dimensions through written questionnaires and verbal interview questions. The unit was found to have succeeded in increasing knowledge about Baltimore's resources, increasing ability to utilize these resources, and teaching basic population and urban concepts. Students exposed to the B-more unit were more knowledgeable about their urban environment as illustrated by mapping tasks, and the majority reported that they had learned things that were new and/or important to them from the curriculum. B-more students had more positive attitudes toward the Baltimore suburbs than control students and more negative attitudes toward population growth. Little evidence was noted of changes in behavior resulting from the B-more unit. Recommendations are offered for strengthening the B-more unit and its impact on students.