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David K. Baker – ProQuest LLC, 2021
Ever since the 1983 landmark study, "A Nation at Risk", was released, educators have been examining the effectiveness of instructional time in American schools (Pedersen, 2012). However, school calendars have remained stagnant and seemingly a product of society and economy, tied to agriculture, for over 100 years (Turner & Finch,…
Descriptors: Grade 7, Grade 8, Administrator Attitudes, Teacher Attitudes
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Maria V. Carbonari; Miles Davison; Michael DeArmond; Daniel Dewey; Elise Dizon-Ross; Dan Goldhaber; Ayesha K. Hashim; Thomas J. Kane; Andrew McEachin; Emily Morton; Atsuko Muroga; Tyler Patterson; Douglas O. Staiger – AERA Open, 2024
Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts…
Descriptors: Intervention, COVID-19, Pandemics, Program Effectiveness
Kuhfield, Megan; Tarasawa, Beth – NWEA, 2020
As the coronavirus (COVID-19) pandemic closes schools across the nation, education systems are scrambling to meet the needs of schools, families, and 55.1 million students. The economic impacts and trauma of recent events will also have far reaching effects that will likely exacerbate long-standing opportunity gaps. While it is difficult to…
Descriptors: COVID-19, Pandemics, Academic Achievement, School Closing
Connors, Maia C.; Stein, Amanda G.; Ehrlich, Stacy B.; Francis, John; Kabourek, Sarah E.; Easton, John Q. – University of Chicago Consortium on School Research, 2021
In 2013-14, Chicago Public Schools (CPS), the nation's third-largest school district, implemented several changes to the policies governing its pre-kindergarten (pre-k) application and enrollment process. Two policy changes that were central to the school district's strategy focused on increasing access to full-day pre-k for high-priority student…
Descriptors: Public Schools, Preschool Education, Elementary Education, School Schedules
Colby Clinton Gull – ProQuest LLC, 2016
There is little empirical research regarding the impact the four-day per week school schedule has on primary grade student achievement. Early literacy and numeracy skills are essential functions that provide the basis for success in the American public education system and a global economy. Any school schedule that adversely affects mastery of…
Descriptors: School Schedules, Elementary School Students, Reading Achievement, Mathematics Achievement
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Stockard, Jean – Learning Disability Quarterly, 2020
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules…
Descriptors: Direct Instruction, Program Implementation, Decision Making, Academic Achievement