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[...]total time in school is the most malleable for policymakers, and test scores serve as a common and useful summary metric of students' academic progress. In Houston, math achievement increased by 15 percent to 18 percent of a standard deviation at 20 elementary and secondary schools that adopted such reforms, including extending the school day and year to increase instructional time by 21 percent and incorporating high-dosage tutoring throughout the extended school day. Massachusetts, the state took over the traditional public school district and added 200 hours to the school year for students in grades 1-8, while also increasing school spending, replacing underperforming staff, and adding extra time for underperforming students. A Florida study found reading scores increased by 5 percent of a standard deviation in a single year after a state policy required the 100 lowest-performing elementary schools to extend the school day by one hour, dedicated to additional literacy instruction.

The 55th Annual PDK Poll finds that a wide majority (66%) of adults say teachers should have a substantial say in what’s taught in public schools, more than say so about school boards, local residents, or lawmakers. Support for teachers also is apparent in another result from the 2023 PDK Poll: 67% of respondents support increasing local teacher salaries by raising property taxes. That result reflects the public’s broad sense that public school teachers are undervalued, underpaid, and overworked. At the same time, more than half of Americans support shifting to a four-day school week in their community, nearly twice as many as said so two decades ago. And structurally, beyond a four-day week, the poll finds that about six in 10 adults support other changes in how schools operate — longer school days and/or a longer school year — as ways to try to improve student learning outcomes. On another topic, results show widespread support for schools conducting mental health assessments of students. The survey was produced by Langer Research Associates for PDK International, with data collected June 16-25, 2023, in English and Spanish, among a representative, random national sample of 1,002 adults.

This study assesses the causal effect of school retention strategies on the probability of school dropout in Medellin, Colombia. The probit model is estimated using microdata on enrollment published by the Ministry of National Education and data on beneficiaries of school retention programs, year 2019. Three impact evaluation methods are employed to obtain the counterfactual group of each school retention program: Self- Selected Comparisons, Propensity Score Matching, and Endogenous Treatment-Effects. Results from the latter method show that the probability of school dropout is lower for students enrolled in the School Meals Program, School Transportation Program, or Complementary School Day Program, compared to the counterfactual groups, by -1.0 pp, -3.17 pp, and -2.97 pp, respectively. However, the study finds heterogeneous effects around school retention programs, which are explained by students’ social class, nationality, and sex. Este estudio evalúa el efecto de las estrategias de retención escolar sobre la probabilidad de deserción estudiantil en Medellín, Colombia. El modelo probit se estima utilizando microdatos de matrícula consolidados por el Ministerio de Educación Nacional y datos de beneficiarios de programas de retención escolar, año 2019. Los resultados muestran que los estudiantes con acceso al Programa de Alimentación Escolar, Programa de Transporte Escolar, o Programa de Jornada Escolar Complementaria reducen la probabilidad de deserción escolar en -1.0 pp, -3.17 pp, y -2.97 pp, respectivamente. Sin embargo, el estudio encuentra efectos heterogéneos significativos en torno a los programas de retención escolar que se explican por la clase social, la nacionalidad y el sexo de los estudiantes. Neste estudo, avalia-se o efeito das estratégias de permanência escolar sobre a probabilidade de evasão escolar dos estudantes em Medellín, Colômbia. O modelo probit é estimado usando microdados sobre matrículas consolidadas pelo Ministério da Educação Nacional e dados sobre beneficiários de programas de permanência escolar, de 2019. Os resultados mostram que os estudantes com acesso ao Programa de Alimentação Escolar, ao Programa de Transporte Escolar ou ao Programa de Jornada Escolar Complementar reduzem a probabilidade de abandono escolar em -1,0 p.p., -3,17 p.p. e -2,97 p.p., respectivamente. No entanto, no estudo, encontram-se efeitos heterogêneos significativos em torno dos programas de permanência escolar que são explicados pela classe social, nacionalidade e gênero dos estudantes.

In rural school districts across the country, four-day school weeks have proliferated. Currently adopted in 1,600 schools in 600 school districts, 90% of which are rural, four-day school week policies have prospered largely without a robust body of evidence to support their expansion. J. Cameron Anglum presents an overview of four-day school week policy expansion and describes a few of the studies into its effects on students, families, and communities.

Is it possible to reduce the time students spend in classrooms and schools? Would such a reduction be better for learning and retaining teachers? How should learning be more flexibly enacted in the post-pandemic era? This article discusses the possibilities of rethinking school participation and calls for schools to reconsider the necessity and costs/benefits of forcing students and teachers to be physically present in schools for the traditional 5 days a week.

How do Jewish day schools affect the lives of parents and children? 'Back to School' suggests that Jewish day schools act as a locus of Jewish identity akin to the Jewish streets or neighbourhoods that existed in many major North American towns in the first half of the 20th century.

In recent years, rural school district adoption of 4-day school weeks has grown markedly. Despite this rapid growth, scant empirical evidence has documented the factors associated with district adoption and subsequent effects on student, labor, and economic outcomes. We examine the spread of the 4-day school week in rural Missouri, where over 10% of the state’s districts have adopted the policy in the past decade, the majority over the past 2 years. To help policymakers understand why districts forgo a day of instruction and to contextualize postpolicy effects, we conduct a survival analysis to assess student, district, and staff characteristics associated with policy adoption. We find that the presence of nearby 4-day school week districts most strongly predicts policy adoption. Adopting districts typically offer lower teacher salaries than nearby districts and have declining student enrollments. Our findings may inform policy focused on teacher recruitment and retention in rural locales.

Illuminates the role that private schools for Jewish girls played in Russian Jewish society and documents their influence on contemporary political discourse and educational innovation. Though over one hundred private schools for Jewish girls thrived in the areas of Jewish settlement in the Russian empire between 1831 and 1881, their story has been largely overlooked in the scholarship of Jewish educational history. In Her Hands: The Education of Girls in Tsarist Russia restores these schools to their rightful place of prominence in training thousands of Jewish girls in secular and Judaic subjects and also paving the way for the modern schools that followed them. Through extensive archival research, author Eliyana R. Adler examines the schools' curriculum, teachers, financing, students, and educational innovation and demonstrates how each of these aspects evolved over time. The first section of this volume follows the emergence and development of the new private schools for Jewish girls in the mid-1800s, beginning with the historical circumstances that enabled their creation, and detailing the staffing, financing, and academics in the schools. Adler dispels the myth that all education in Russia was reserved for boys by showing that a dedicated group of educators and administrators worked to provide new opportunities for a diverse group of Jewish girls. In the second section, Adler looks at the interactions between these new educational institutions and their communities, including how the schools responded to changes taking place around them and how they in turn influenced their environment. Adler consults several major archives, including those of the former Russian Ministry of Education, along with contemporary periodicals, educational materials, and personal memoirs to provide a remarkably complete picture of education for Jewish girls in Russia in the mid- to late nineteenth century. In telling the story of Russia's private schools for Jewish girls, Adler argues that these schools were crucibles of educational experimentation that merit serious examination. Scholars of Jewish history, educational history, and women's studies will enjoy this pathbreaking study.

To examine how supporters working at after-school daycare centres, who are involved in the lives of children with profound intellectual and multiple disabilities in the community, pay attention to the sensory characteristics of these children and provide support. A qualitative descriptive design. Data were collected through semi-structured interviews with 20 supporters in after-school daycare centres. Interview transcripts were analysed via qualitative content analysis. The participants' years of involvement in supporting children with profound intellectual and multiple disabilities ranged from 0.5 to 40 years, with an average of 9.8 years. Data were classified into 68 subcategories, 11 categories and three themes: understanding sensory characteristics and devising support, systematic support and challenges supporting the children. Supporters dealt with physical complications and cooperated with other caregivers to understand and respond to children's sensory characteristics. Difficulties dealing with sensory characteristics, challenges due to the supporters' own characteristics and challenges with the facility's infrastructure were identified. The findings could guide sensory characteristics considerations and support systems in after-school daycare facilities for children with profound intellectual and multiple disabilities. Both support content and challenges in supporting these children were identified.

Inhalt: Building community within and around schools. can Jewish days schools measure up? / Ellen B. Goldring -- From control to collaboration. mapping school communities across diverse contexts / Claire Smrekar -- Compassionate conservatism. on schools, community, and democracy / Deborah Meier -- A response to Deborah Meier / Joshua Elkin -- Community as a means and an end in Jewish education / Jon A. Levisohn -- Do Jewish schools make a difference in the former Soviet Union? / Zvi Gitelman -- Jewish pupils' perspectives on religious education and the expectations of a religious community. the Jewish High School in Berlin / Christine Müller -- Mutual relations between shelihim and local teachers at Jewish schools in the former Soviet Union / Ira Dashevsky and Uriel Ta'ir -- Community school versus school as community. the case of Bet El community in Buenos Aires / Yossi J. Goldstein -- Beyond the community. Jewish day school education in Britain / Helena Miller -- Attitudes, behaviours, values, and school choice. a comparison of French Jewish families / Erik H. Cohen -- The school ghetto in France / Ami Bouganim -- Relationships between schools and parents in haredi popular literature in the United States / Yoel Finkelman -- The impact of community on curriculum decision-making in a North American Jewish day school / Eli Kohn -- Ideological commitment in the supervision of Jewish studies teachers. representing community / Michal Muszkat-Barkan and Asher Shkedi -- Schooling for change in the religious world. an educational experiment in a religious junior high school in Israel / Elana Maryles Sztokman -- Home-made Jewish culture at the intersection of family life and school / Alex Pomson and Randal F. Schnoor -- Teacher perspectives on behaviour problems. background influences on behavioural referral criteria and definitions of rebellious behaviour / Scott J. Goldberg, Binyamin Krohn, and Michael Turetsky -- Shabbatonim as experiential education in the North American community day high school / Jeffrey S. Kress and Joseph Reimer -- Teaching leadership through town meeting / Jay Dewey -- Building community in a pluralist high school / Susan L. Shevitz and Rahel Wasserfall.