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This study attempted to analyze the growth of core competencies of elementary school students in Gyeongnam and verify the effectiveness of Gyeongnam Innovation Education Policies that affect them by using short-term three-year longitudinal data from the Gyeongnam Education Longitudinal Study. The research questions are as follows. First, what is the growth Track of core competencies of elementary school students? Second, does the Gyeongnam Innovation Education Policy (class innovation and school democracy) affect the growth of core competencies of elementary school students? For the study, panel data of elementary school students who responded to the first to third surveys of the Gyeongnam Education Longitudinal Study were used. Data from 3,413 students who responded to all three-year surveys were used. The conclusion of the study is as follows. First, as a result of comparing the average value of core competencies of elementary school students, an increase, decrease, or decrease after increase pattern was found. Second, as a result of the potential growth model for core competencies, the linear change model was found to be more suitable than the non-change model. In addition, as a result of putting demographic and sociological variables such as gender, region, and school division into the linear change model, it was found that it had an effect on the initial value and rate of change of core competencies. Third, it was found that both class innovation and school democracy variables invested to analyze the effectiveness of innovative education policies affect the core competencies of elementary school students. In addition, the innovative education policy set up for research analysis was not a one-way structure that affects core competencies, but a mutually compatible structure.
Kyung Ho Koo (Thu,) studied this question.