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"SCHOOL YEARS"
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Extending the School Day or School Year: A Systematic Review of Research (1985-2009)
Attention has been directed toward extended school time as a measure to improve academic achievement. The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. Despite noted limitations in the research, past reviewers have argued that any positive relation between allocated time and achievement is tentative and instructional quality needs to be addressed first. After a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found. The literature revealed that (a) designs are generally weak for making causal inferences and (b) outcomes other than achievement are scarcely studied. That said, findings suggest that extending school time can be an effective way to support student learning, particularly (a) for students most at risk of school failure and (b) when considerations are made for how time is used. Of note, the strongest research designs produced the most consistent positive results. Implications for policy and practice are discussed.
Journal Article
This time it's real
When seventeen-year-old Eliza Lin's entirely fictional essay about meeting her perfect boyfriend goes viral at her international school in Beijing, she has to make a deal with the handsome and charming Caz Song to play the part--but when the relationship starts to feel real all her career plans are suddenly threatened.
Book
Impact of Length of the School Year on Student Performance and Earnings: Evidence From the German Short School Years
This article investigates how changing the length of the school year, leaving the basic curriculum unchanged, affects learning and subsequent earnings. I use variation introduced by the West German short school years in 1966-7, which exposed some students to a total of about two thirds of a year less of schooling while enrolled. I find that the short school years increased grade repetition in primary school and led to fewer students attending higher secondary school tracks. On the other hand, the short school years had no adverse effect on earnings and employment later in life.
Journal Article
The attainment agenda : state policy leadership in higher education
How state leadership determines effective higher education attainment.
Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society.
Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington— The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment.
Laura W. Perna and Joni E. Finney argue that there is no silver bullet to improve higher education attainment. Instead, achieving the required levels of attainment demands a comprehensive approach. State leaders must consider how performance in one area (such as degree completion) is connected to performance in other areas (such as preparation or affordability), how particular policies interact to produce expected and unexpected outcomes, and how policy approaches must be adapted to reflect their particular context. The authors call for greater attention to the state role in providing policy leadership to advance a cohesive public agenda for higher education and adopting public policies that not only increase the demand for and supply of higher education but also level the playing field for higher educational opportunity.
The insights offered in The Attainment Agenda have important implications for public policymakers, college and university leaders, and educational researchers interested in ensuring sustained higher education attainment.
eBook
The effects of modified school calendars on student achievement and on school and community attitudes
This review synthesizes studies of the effects of modifying the academic calendar in Grades K-12 to do away with the long summer break while not increasing the length of the school year. The synthesis indicated that the quality of evidence on modified calendars is poor. Within this weak inferential framework, the average effect size for 39 school districts was quite small, d = .06, favoring modified calendars. Studies that used statistical or matching controls revealed an effect size of d = .11. Modified calendars were associated with higher achievement for economically disadvanteged students. Students, parents, and staffs who participated in modified calendar programs were positive about their experience. Policymakers can improve acceptance for modified calendars by involving communities in the planning and by providing quality intersession activities. (DIPF/ Orig.).
Journal Article
The role and impact of public-private partnerships in education
Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.
eBook
Disparities in Implementing COVID-19 Prevention Strategies in Public Schools, United States, 2021–22 School Year
During the COVID-19 pandemic, US schools have been encouraged to take a layered approach to prevention, incorporating multiple strategies to curb transmission of SARS-CoV-2. Using survey data representative of US public K-12 schools (N = 437), we determined prevalence estimates of COVID-19 prevention strategies early in the 2021-22 school year and describe disparities in implementing strategies by school characteristics. Prevalence of prevention strategies ranged from 9.3% (offered COVID-19 screening testing to students and staff) to 95.1% (had a school-based system to report COVID-19 outcomes). Schools with a full-time school nurse or school-based health center had significantly higher odds of implementing several strategies, including those related to COVID-19 vaccination. We identified additional disparities in prevalence of strategies by locale, school level, and poverty. Advancing school health workforce and infrastructure, ensuring schools use available COVID-19 funding effectively, and promoting efforts in schools with the lowest prevalence of infection prevention strategies are needed for pandemic preparedness.
Journal Article
The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions
In 2007, 22 Wake County, North Carolina traditional calendar schools were switched to year-round calendars, spreading the 180 instructional days evenly across the year. This paper presents a human capital model to illustrate the conditions under which these calendars might affect achievement. We then exploit the natural experiment to evaluate the impact of year-round schooling on student achievement using a multi-level fixed effects model. Results suggest that year-round schooling has essentially no impact on academic achievement of the average student. Moreover, when the data are broken out by race, we find no evidence that any racial subgroup benefits from year-round schooling.
Journal Article
Principal induction
Many school administrator candidates enter the principalship with great potential, but sometimes lack the critical guidance to ensure success. With the many challenges facing principals daily, it is imperative for new and seasoned principals alike to remain informed, rejuvenated, and passionate about providing students with a quality education and supporting high quality teachers and an effective staff. \"Principal Induction\" focuses on the importance of an effective induction process in the recruitment, development, and retention of school principals. The first of its kind, this standards-based format seamlessly weaves the new Educational Leadership Constituent Council (ELCC) standards--resulting from the work of ten leading educational organizations interested in school leadership and improvement--into the principal induction process. Developing this unique approach, while providing encouragement and support, the author produces case studies, professional development activities and how-to's for: (1) Improving schools by enhancing the human and leadership qualities of administrators; (2) Promoting positive school culture; (3) Creating collaborative teams to support all stakeholders; and (4) Addressing inconsistent follow-up and unreliable accountability systems in a structured, productive manner. By cultivating their own individual growth and development through an effective induction program, school leaders will revitalize their professional and personal lives, and move from surviving to flourishing during their principalship years. Following a foreword by Michael Martin and a preface, this book contains ten chapters: (1) Induction: The Big Picture; (2) A Partnership Model for Administration Induction Success; (3) How Do You Stay Focused on the School Vision When the Walls Are Falling Down?; (4) The Best We Can Be; (5) How Do I Run This Place?; (6) I Have to Work With Them?; (7) It May Be Legal, But Is It Right??; (8) Mama Told Me There'd Be Days Like This; (9) The Internship: Preservice Administrators Looking to the Future; and(10) For the Future. The book concludes with a list of suggested readings; a list of references; and an index.
eBook