Final Results of a Five-Year Study of an Expanded Learning Time Model's Implementation and Student Outcomes

Autor/inn/en	Rulf Fountain, Alyssa; Gamse, Beth; Velez, Melissa
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Final Results of a Five-Year Study of an Expanded Learning Time Model's Implementation and Student Outcomes
Quelle	(2017), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Extended School Day; Middle Schools; Enrichment Activities; Access to Education; Program Implementation; Learner Engagement; Aspiration; Academic Achievement; Program Effectiveness; Massachusetts; New York; New Jersey; Texas; Illinois; New Mexico; California + Suchen Sie Ihr Suchwort? Ganztagsunterricht; Middle school; Mittelschule; Mittelstufenschule; Bereicherungsprogramm; Education; Access; Bildung; Zugang; Bildungszugang; Streben; Schulleistung; Master-Studiengang; Kalifornien
Abstract	Academic achievement in the nation's lowest performing schools is troubling. Despite improvements in students' overall academic achievement over the past few decades, proficiency gaps in reading and mathematics remain across income, racial, and ethnic groups. One promising strategy for reducing achievement gaps is to expand the school day, often called Expanded Learning Time (ELT); evidence suggests that students' increased access--through ELT programming--to enrichment activities can improve their academic motivation and social-emotional skill development. Since 1995, Citizen Schools (CS) has developed and implemented its own ELT model. CS partners with middle schools serving predominantly low income, racial or ethnic minority, and academically struggling students. The CS model relies upon an additional shift of educators and community volunteers to engage middle school students in hands-on apprenticeships, while simultaneously providing individualized supports to ensure academic and future success. The study was designed to address questions about implementation to inform program improvement as well as questions about the impact on student engagement, aspirations, and achievement. The outcome-focused findings are mixed. The study finds positive effects on student engagement and aspirations and negative perceptions about students' CS ELT experiences. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01