Purpose: In 2003, Mitchell, Castelli, and Strainer reported the results of the first statewide assessment of physical education programs in the State of South Carolina. Following that initial year, schools continued to be assessed in cycles requiring one-third of the high schools to submit data each year. Schools that originally submitted data were then required to submit a second round three years later. The purpose of the state assessment and accountability program is to improve physical education programs. The purpose of this study was to determine the change in overall student competency scores and identify the change in the four performance indicators at both the school and teacher levels for high schools that had completed two cycles of program assessment.
Methods: Data submitted to the South Carolina Physical Education Assessment Program were acquired for analysis. Thirty-eight schools submitted data in both assessment cycles.
Analysis/Results: Mean school performance indicators were analyzed in separate repeated measures ANOVAs to determine change in student competency. Significant improvement was found for the overall score (M=43.8 to M=59.7), movement competence (M=44.3 to M=59.9), fitness knowledge (M=59.6 to M=71.0) and age and gender health-related fitness competence (M=15.03 to M=43.3). There was no significant improvement for participation in physical activity outside of class at the school level (M=67.5 to M=68.6). Fifty-four teachers from these schools submitted data in both cycles. Repeated measures ANOVAs were used to determine change in the performance indicators of these teachers. Significant improvement was found for the overall score (M=46.2 to M=60.0), movement competency (M=48.8 to M=60.0), and age and gender health-related fitness competency (M=18.5 to M=43.5). There was no significant improvement in student participation in physical activity outside of class at the level of the teacher (M=71.7 to M=70.4).
Conclusions: These findings indicate that South Carolina high schools are showing improvement in program scores with significant improvement in all areas except out of class physical activity. Activity scores were high in both rounds resulting in a potential ceiling affect. The study explores potential reasons for change. Program improvements could be a product of 1) curriculum change, 2) teacher improvement, 3) teacher test administration improvement (poorly administered testing protocols especially in the fitness test were the cause for several low scores in the first round of data collection), or 4) improvements in state level testing protocol.