Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 7 |
Descriptor
Source
Author
Fager, Jennifer | 2 |
Mayesky, Mary E. | 2 |
Barden, Meg | 1 |
Blackwell, Maree Macon | 1 |
Browne, Daniel | 1 |
Carlson, Nancy A. | 1 |
Cartoff, Virginia G. | 1 |
Coltin, Lillian | 1 |
DuMont, Linda | 1 |
Erdman, Richard D. | 1 |
Fogt, Julie B. | 1 |
More ▼ |
Publication Type
Education Level
Elementary Secondary Education | 7 |
Middle Schools | 5 |
Elementary Education | 3 |
High Schools | 3 |
Secondary Education | 3 |
Higher Education | 2 |
Postsecondary Education | 1 |
Audience
Practitioners | 3 |
Administrators | 2 |
Policymakers | 1 |
Location
Massachusetts | 7 |
Colorado | 2 |
Michigan | 2 |
Sweden | 2 |
Alabama (Birmingham) | 1 |
Alaska | 1 |
Australia | 1 |
California | 1 |
China | 1 |
Denmark | 1 |
District of Columbia | 1 |
More ▼ |
Laws, Policies, & Programs
American Recovery and… | 1 |
Assessments and Surveys
Massachusetts Comprehensive… | 2 |
What Works Clearinghouse Rating

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. – 1976
Responses derived from 152 of 219 schools and dormitories operated by the Bureau of Indian Affairs (BIA) are presented in this assessment of the Native American Indian Women's Association recommendations considered by the Assistant Area Directors for Education to be immediately implementable. Each report is presented in terms of a code…
Descriptors: American Indians, Boarding Schools, Day Schools, Elementary Secondary Education

Leonard, Sister David Mary – Volta Review, 1980
The development of a program in which hearing impaired students of a residential-turned-day school lived with volunteer families close to the school is described. Advantages for students and families are cited. (CL)
Descriptors: Day Schools, Deinstitutionalization (of Disabled), Elementary Secondary Education, Foster Family
Miller, David N.; George, Michael P.; Fogt, Julie B. – Psychology in the Schools, 2005
There has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and…
Descriptors: School Psychology, Behavior Development, Behavior Problems, Theory Practice Relationship
Massachusetts 2020, 2012
In 2004, Kuss Middle School became the first school declared "Chronically Underperforming" by the state of Massachusetts. But by 2010, Kuss had transformed itself into a model for schools around the country seeking a comprehensive turnaround strategy. Kuss is using increased learning time as the primary catalyst to accelerate learning,…
Descriptors: Learner Engagement, Educational Change, Educational Improvement, School Effectiveness

Mayesky, Mary E. – Educational Horizons, 1980
Phillips Extended Day Magnet in Raleigh, North Carolina was licensed in 1977 as an after-school day-care facility for elementary children in grades K-5. This article looks at the goals, philosophy, design and evaluation of the Phillips Program in order to elucidate its academic effectiveness. (Author/SJL)
Descriptors: Achievement Gains, After School Day Care, Educational Philosophy, Elementary Education
Browne, Daniel; Syed, Sarosh; Mendels, Pamela – Wallace Foundation, 2013
These "Stories From the Field" describe five Wallace-funded programs working to expand learning and enrichment for disadvantaged children, so they can benefit from the types of opportunities their wealthier counterparts have access to, from homework help to swimming classes. The report details each program's approach, successes and…
Descriptors: Disadvantaged, Educational Opportunities, Educational Improvement, Homework

Bureau of Indian Affairs (Dept. of Interior), Juneau, AK. – 1974
Presenting a brief outline of the Bureau of Indian Affairs' (BIA) educational program in Alaska, this pamphlet describes: BIA day school operations (52 schools); the 2 boarding school operations (Mount Edgecumbe and Wrangell Institute); higher education programs; the school nutrition program; school construction; cooperation in educational…
Descriptors: Agency Cooperation, Agency Role, Alaska Natives, American Indians
Massachusetts 2020, 2012
Just a few years ago, Boston's Clarence Edwards Middle School was on the verge of being shut down. By 2009, a renaissance at the Edwards made it one of the highest performing and most desired middle schools in Boston, dramatically narrowing and even eliminating academic achievement gaps while delivering a far more well-rounded education to its…
Descriptors: Achievement Gap, Academic Achievement, Middle Schools, Urban Schools

Mayesky, Mary E. – Children Today, 1979
Describes development of a before-and-after-school extended day program for a magnet school. (RH)
Descriptors: Budgeting, Educational Objectives, Extended School Day, Magnet Schools
Zorn, Robert L. – Principal, 1983
Attempting to respond to differing community opinions about an all-day kindergarten in a period of budget problems, Superintendent Robert L. Zorn helped institute a program in which the afternoon session was optional, to be supported by a $100 "lab fee." (JM)
Descriptors: Day Care, Extended School Day, Kindergarten, Primary Education
Schwendiman, Jed; Fager, Jennifer – 1999
This booklet is part of a series of reports on "hot topics" in education. It discusses after-school programs, sometimes referred to as "extended-day" programs, which are often operated in school buildings but may be implemented in other community locations. The booklet offers a brief overview of the research on after-school…
Descriptors: After School Programs, Community Programs, Elementary Secondary Education, Extended School Day

Carlson, Nancy A.; And Others – Young Children, 1980
Describes several aspects of two after-kindergarten enrichment programs in Michigan. These aspects include program philosophy, initial planning, daily program, and needs of the families, children, and program staff. (Author/SS)
Descriptors: After School Day Care, Childhood Needs, Kindergarten Children, Parent School Relationship
Jones, J. L. – Phi Delta Kappan, 1980
Describes an extended school day program in the Dade County (Florida) schools that was tested on 4,000 Title I eligible elementary students. In all but one case, the pilot groups surpassed the achievement of children in regular Title I programs. (Author/IRT)
Descriptors: Academic Achievement, After School Education, Compensatory Education, Disadvantaged Youth
Erdman, Richard D.; Manning, Timothy J. – 1987
The paper describes the PROVE School, an alternative high school providing behavioral and academic programming using an extended school day concept for profoundly behavior disordered students in Proviso township, Maywood, Illinois. The extended day concept of crisis intervention (in which students are allowed to leave school for the day only when…
Descriptors: Behavior Disorders, Discipline Policy, Extended School Day, High Schools
Jarm, Charles – 1979
This paper provides a very brief overview of an after-school day care center in New York City which cares for a maximum of 65 immigrant children 6 through 12 years of age. The population served consists of families from Hong Kong, China, Latin America, India, Pakistan, Puerto Rico, Korea and Nigeria. As most families served know little English,…
Descriptors: After School Day Care, Bilingual Students, Elementary Secondary Education, Immigrants