Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 6 |
Descriptor
Federal Legislation | 9 |
Program Effectiveness | 9 |
Program Implementation | 6 |
Elementary Secondary Education | 5 |
Scheduling | 5 |
Time Factors (Learning) | 5 |
Academic Achievement | 4 |
Extended School Day | 4 |
Flexible Scheduling | 4 |
After School Education | 3 |
Educational Improvement | 3 |
More ▼ |
Source
Academic Development Institute | 1 |
Center for American Progress | 1 |
Center on Education Policy | 1 |
ProQuest LLC | 1 |
RMC Research Corporation | 1 |
SERVE Center at University of… | 1 |
Author
Anguiano, Carlos | 1 |
Byrom, Elizabeth | 1 |
Corn, Jenifer O. | 1 |
Dibner, Kenne | 1 |
Espel, Emma V. | 1 |
Knestis, Kirk | 1 |
Meyer, Stephen | 1 |
Owen, Isabel | 1 |
Perlman, Carole L., Ed. | 1 |
Redding, Sam, Ed. | 1 |
Saxton, Emily | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 5 |
Guides - Non-Classroom | 3 |
Reports - Research | 2 |
Dissertations/Theses -… | 1 |
Reports - Evaluative | 1 |
Education Level
Elementary Secondary Education | 5 |
Elementary Education | 2 |
Early Childhood Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
High Schools | 1 |
Kindergarten | 1 |
Middle Schools | 1 |
Primary Education | 1 |
Secondary Education | 1 |
Audience
Administrators | 1 |
Location
Michigan | 1 |
North Carolina | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 4 |
Elementary and Secondary… | 2 |
American Recovery and… | 1 |
Education Consolidation… | 1 |
Elementary and Secondary… | 1 |
Every Student Succeeds Act… | 1 |
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Su, Yu – ProQuest LLC, 2013
The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…
Descriptors: Principals, Leadership Qualities, Time Management, Intervention
Weston-Sementelli, Jennifer L.; Saxton, Emily; Anguiano, Carlos; Espel, Emma V.; Meyer, Stephen – RMC Research Corporation, 2020
RMC Research used a case study approach to document implementation of "Imagine Language & Literacy" and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. "Imagine Language & Literacy" is a digital education program…
Descriptors: Case Studies, Correlation, Program Implementation, Academic Achievement
Owen, Isabel – Center for American Progress, 2012
Schedule redesign is only one small part of the much larger approach to turning around low-performing schools. Even so, most states' No Child Left Behind waiver applications show a disappointing lack of detail on learning time. While they've done some careful thinking about schedule redesign, states must continue to think critically and…
Descriptors: State Policy, Educational Policy, Policy Analysis, Federal Programs
Perlman, Carole L., Ed.; Redding, Sam, Ed. – Academic Development Institute, 2011
The purpose of this "Handbook" is to bolster the effective implementation of the intervention models and strategies outlined in the "2010 School Improvement Grant" (SIG) program--section 1003(g) of the Elementary and Secondary Education Act (ESEA)--in order to achieve the program's clear goal--rapid improvement of persistently…
Descriptors: Grants, Guides, Program Implementation, Fidelity
Scott, Caitlin; Dibner, Kenne – Center on Education Policy, 2012
Two schools in Michigan received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Phoenix Elementary-Middle School; and (2) Arthur Hill High School. The experiences of these…
Descriptors: Grants, High Schools, Elementary Schools, Case Studies
Knestis, Kirk; Byrom, Elizabeth; Corn, Jenifer O.; Thrift, Beth – SERVE Center at University of North Carolina at Greensboro, 2007
In 2002, the North Carolina Department of Public Instruction (DPI) initiated an innovative and ambitious program for improving student learning through the effective use of instructional technology. Until that point, most technology projects in schools were geared toward integrating technology into the curriculum, and they tended to focus on…
Descriptors: Educational Technology, Technology Uses in Education, Leadership, State Departments of Education
Department of Education, Washington, DC. Office of the Under Secretary. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This brochure describes a two-volume book that provides examples of schools and communities working together to provide children with more time to learn. The strategies…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education

Policy Studies Associates, Inc., Washington, DC. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the first of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education
Policy Studies Associates, Inc., Washington, DC. – 1995
The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the second of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book…
Descriptors: Academic Achievement, After School Education, Educationally Disadvantaged, Elementary Secondary Education