Extended School Year
Greetings. The following materials are intended to provide an introduction to Extended School Year. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Extended School Year
Extended School Year. ERIC Digest #E471
Research on Year-Round Education
Extended School Year
Butcher Extended School Year Questionnaire
Extended School Year Services
Extended School Year(ESY) Services
Extended School Year(ESY) Standards
Legal and Practical Considerations for Extended School Year Services
The National Association for Year-Round Education (NAYRE)
Citations From the ERIC Database
AN: ED458736
TI: Extended School Year. Issues in Education. Technical Assistance Bulletin.
CS: Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Special Education.
PY: 2001
AV: For full text: http://www.coe.missouri.edu/~mocise.
NT: Funded through the Individuals with Disabilities Education Act (IDEA).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458736
DEM: *Disabilities-; *Eligibility-; *Extended-School-Year; *Federal-Legislation; *Individualized-Education-Programs; *Summer-Schools
DER: Educational-Legislation; Elementary-Secondary-Education; Preschool-Children; Preschool-Education; School-Responsibility; Student-Rights; Transitional-Programs
AB: This technical assistance bulletin explains extended school year (ESY) services for students with disabilities. It begins by discussing federal regulations that require schools to ensure that ESY services are available as necessary to provide free, appropriate public education to students with disabilities, that require ESY services to be provided only if a child's Individualized Education Program team determines that the services are necessary, and that schools do not limit ESY services to particular categories of disability or unilaterally limit the type, amount, or duration of those services. Information is then provided in the following areas: (1) eligibility for ESY services; (2) how a student is determined to be eligible; (3) how ESY decisions should be documented; (4) how least restrictive environment requirements should be addressed during ESY; (5) the requirements for ESY transportation; (6) the school's responsibility to provide ESY services even if the parents choose not to make their child available to receive such services; (7) district policies on ESY; (8) ESY services for preschool students transitioning from early intervention services; and (9) summer school attendance of students with disabilities. (CR)
AN: ED451314
TI: Analyses of Performance of Extended-Time and Non-Extended Time SURR Schools. Flash Research Report #1.
CS: New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
PY: 2000
AV: New York City Board of Education, Division of Assessment and Accountability, 110 Livingston Street, Room 728, Brooklyn, NY 11201. Web site: http://www.nycenet.edu.
NT: For Flash Research Reports 2 and 3, see UD 034 096 and 097.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451314
DEM: *Extended-School-Day; *Extended-School-Year; *Mathematics-Achievement; *Reading-Achievement
DER: Elementary-Education; Mathematics-Skills; Middle-Schools; Reading-Skills; Teacher-Certification; Time-Factors-Learning; Urban-Schools
AB: This study examined whether reading and mathematics performance of New York City Schools Under Registration Review (SURR) elementary and middle schools with extended time differed from performance of SURR schools without extended time in 1999-00. It also examined whether extended-time schools attracted more certified teachers and relationships between teacher certification and student academic performance in these schools. Researchers examined the absolute and relative performance of extended-time and non-extended-time schools. Outcome measures included performance on city and state English language arts/reading tests and scores on city mathematics tests, all administered to elementary and middle school students. Researchers analyzed the percentage of students in each school who met grade standards, the percentage of students who had the lowest proficiency, and changes in the percentage of certified teachers in these two groups. Students in extended-time schools improved at a greater rate on city and state reading and mathematics assessments than did students in non-extended-time schools in terms of increasing the percentage meeting grade-level standards and decreasing the percentage scoring in the lowest proficiency level on reading and mathematics tests. A relationship existed between the percentage of certified teachers and performance in the schools. (SM)
AN: ED449594
AU: Ahearn,-Eileen-M.
TI: Extended School Year--State Regulations and Policies. Quick Turn Around Project Forum.
CS: National Association of State Directors of Special Education, Alexandria, VA.
PY: 2000
AV: National Association of State Directors of Special Education, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314; Tel: 703-519-3800 (Voice); Fax: 703-519-3808.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED449594
DEM: *Data-Collection; *Disabilities-; *Extended-School-Year; *Federal-Legislation; *State-Programs
DER: Compliance-Legal; Educational-Legislation; Elementary-Secondary-Education; Individualized-Education-Programs; National-Surveys; Program-Implementation; Summer-Schools
AB: This report discusses the outcomes of a study that explored states' use of extended school year (ESY) programs for students with disabilities during the summer or other periods when school is not in session. Six states were contacted to determine whether any changes had been made to their ESY programs since the inclusion of new regulations on ESY issued in 1999 and to explore other aspects of ESY services. The states included Delaware, Ohio, Utah, Massachusetts, Maryland, and Tennessee. When the results of these interviews were analyzed, a survey of all states was conducted to ascertain whether they currently collect ESY data at the state level and, if not, whether their districts keep such data in a form that would allow it to be complied for state collection. States that do collect these data were also asked to provide a copy of any state level compilations or reports. Results from the study indicate that for the most part, ESY is a district-level responsibility implemented on the basis of individual Individualized Education Program determinations for specific students. Only 13 states collect any ESY data at the state level and only 9 of those states compile any type of report. (CR)
AN: ED443205
TI: Extended School Year Services for Students with Disabilities.
CS: North Dakota State Dept. of Public Instruction, Bismarck. Div. of Special Education.
PY: 2000
AV: North Dakota Department of Public Instruction Department of Special Education, 600 E. Boulevard Ave., Dept. 201, Bismarck, ND 58505-4149; Tel: 701-328-2277 (Voice); Tel: 701-328-4920 (TDD); Fax No: 701-328-4149.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443205
DEM: *Disabilities-; *Eligibility-; *Extended-School-Year; *Federal-Regulation; *Special-Education
DER: Ancillary-School-Services; Compliance-Legal; Delivery-Systems; Educational-Legislation; Elementary-Secondary-Education; Federal-Legislation; Individualized-Education-Programs; Legal-Responsibility; Summer-Schools
AB: These guidelines are intended to assist North Dakota educators in complying with the Individuals with Disabilities Education Act (IDEA) 1997 concerning provision of extended school year (ESY) services to students with disabilities. Presented in a question-and-answer format, guidelines are closely correlated with the IDEA regulations. Individual sections address the following topics: (1) reasons for ESY; (2) the legal authority for ESY; (3) determination of need for ESY (eligibility, responsible personnel, role of the individualized education program (IEP) team); (4) determination of ESY services (IEP team responsibilities concerning student objectives and least restrictive environment requirements); (5) related services (requirements for receiving related services during an ESY); (6) summer school (provision of ESY services as part of a district's optional summer school program); (7) procedural safeguards; (8) special circumstances; and (9) funding. (DB)
AN: ED442799
AU: Washington,-Wanda
TI: Optional Extended Year Program. FEEDBACK.
CS: Austin Independent School District, TX. Office of Program Evaluation.
PY: 2000
NT: For the evaluation of the 1997-1998 school year program, see ED 428 107.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442799
DEM: *Academic-Achievement; *Elementary-School-Students; *Extended-School-Year; *Grade-Repetition; *Middle-School-Students; *Time-Factors-Learning
DER: Elementary-Education; Elementary-School-Teachers; Extended-School-Day; Mathematics-Achievement; Middle-Schools; Program-Evaluation; Reading-Achievement
AB: The Optional Extended Year (OEY) program was initiated in Texas in 1995 and was first implemented in the Austin Independent School District (AISD) in 1996. The OEY is designed to add an extended school year and reduce student retention through four school-day options: (1) extended day; (2) extended week; (3) intersessions for year-round schools; and (4) summer school. Participating schools have latitude in the type of student support that is offered, and the faculty and administration of each school select their own methods of monitoring student performance. In 1998-1999 65 schools (50 elementary and 15 middle schools) offered OEY programs attended by 4,380 students. Retention rates for OEY students increased that year, a fact that is partially explained by an increase in program participation and a change in the OEY promotion policy. Results from the Texas Assessment of Academic Skills (TAAS) suggest that the OEY extended week program is particularly successful with middle school students, but no similar pattern could be determined for elementary schools. Overall, however, middle school students who participated in OEY had lower TAAS passing rates than elementary school students. It is suggested that administrators study objective-level TAAS data for program participants when planning future OEY opportunities. (SLD)
AN: ED435127
AU: Aronson,-Julie; Zimmerman,-Joy; Carlos,-Lisa
TI: Improving Student Achievement by Extending School: Is It Just a Matter of Time?
CS: WestEd, San Francisco, CA.
PY: 1999
NT: "This paper was originally presented for the PACE Media/Education Writers Seminar (April 20, 1998)."
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435127
DEM: *Educational-Improvement; *Extended-School-Day; *Extended-School-Year; *Time-Factors-Learning
DER: Academic-Achievement; Elementary-Secondary-Education; Flexible-Scheduling; Instructional-Effectiveness; Learning-Processes; Time-Management
AB: This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning, explores the limitations of existing research, and defines the terms used in research, such as allocated time, engaged time, and academic-learning time. It offers the basic findings of these studies, including the conclusion that there is little or no relationship between allocated time and student achievement, that there is some relationship between engaged time and achievement, and that there is a larger relationship between academic-learning time and achievement. The text encourages educators to focus on the time that matters; research indicates that there is no consistent relationship between the amount of time allocated for instruction and the amount of time students spend engaged in learning activities. The document examines the costs of adding time and some of the key factors in maximizing existing time, including classroom management, the appropriateness of instruction and curriculum, and student motivation. The booklet concludes that time, albeit a critical factor, exhibits little impact on student performance when considered alone. (Contains 31 references.) (RJM)
AN: EJ583585
AU: VanSciver,-James-H.
TI: Extending the School Year into the Summer.
PY: 1999
SO: Principal-; v78 n4 p60,62-63 Mar 1999
DEM: *Ability-Grouping; *Extended-School-Year; *Reading-Ability; *Summer-Schools
DER: Middle-Schools; Parent-Participation
AB: A Delaware middle school schedules its summer school near the end of summer, requires students and parents to attend a preliminary meeting, and features strict attendance and behavior requirements. Students' placement depends on reading ability. An evaluation showed that vocabulary, reading, writing, and math scores increased for nearly 70% of enrolled students. (MLH)
AN: EJ571227
AU: Sharpton,-William-R.; Sexton,-David; Luster,-Jane-Nell; Lang,-Margaret
TI: The Measurement of Family Perspectives on Extended School Year Practices with Students in Special Education.
PY: 1998
SO: Educational-and-Psychological-Measurement; v58 n3 p511-19 Jun 1998
DEM: *Extended-School-Year; *Family-Attitudes; *Parent-Attitudes; *Special-Education; *Test-Construction
DER: Elementary-Secondary-Education; Factor-Analysis; Factor-Structure; Test-Reliability; Test-Validity
AB: The purpose of this study was to obtain validity and reliability indexes for scores on a 12-item scale measuring family perspectives on extended school year (ESY) programs for students in special education. Responses from 128 families with a child potentially eligible for ESY programs indicated that a two-component model was both valid and interpretable. (SLD)
AN: EJ564412
AU: Frazier,-Julie-A.; Morrison,-Frederick-J.
TI: The Influence of Extended-Year Schooling on Growth of Achievement and Perceived Competence in Early Elementary School.
PY: 1998
SO: Child-Development; v69 n2 p495-517 Apr 1998
DEM: *Academic-Achievement; *Elementary-School-Students; *Extended-School-Year; *Kindergarten-Children; *Self-Concept
DER: Childhood-Attitudes; Competence-; Primary-Education; Student-Adjustment; Time-Factors-Learning; Year-Round-Schools
AB: Compared academic and psychosocial skills of kindergartners attending extended-year or traditional programs. Found that at beginning of next traditional year, extended-year students outperformed traditional-year students in mathematics, reading, and general knowledge and had higher perceived cognitive competence. Mathematics and reading achievement differences were not associated with differences in educational efforts during the traditional school year or to teacher differences. (Author/KB)
AN: ED417245
AU: Green,-Charles-A.
TI: The Extended School Year Program Consolidated Report: Achievement Test Scores and Survey Findings.
CS: Detroit Public Schools, MI. Office of Research, Evaluation, and Testing.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED417245
DEM: *Achievement-Tests; *Elementary-School-Students; *Extended-School-Year; *Student-Attitudes; *Teacher-Attitudes; *Urban-Schools
DER: Academic-Achievement; Elementary-Secondary-Education; High-School-Students; Parent-Attitudes; Program-Evaluation; Public-Schools; Summer-Schools; Surveys-; Tables-Data; Time-Factors-Learning
AB: The Extended School Year Program of the Detroit (Michigan) public schools was designed to demonstrate that lengthening the school year would produce corresponding changes in student achievement as measured by the Michigan Educational Assessment Program and the Metropolitan Achievement Test. The Extended School Year was a 3-year summer program beginning in the summer of 1995 and concluding in the summer of 1997. Elementary, middle, and high schools participated. The primary feature of the program was the addition of 15 days of instruction that meet the same purposes as the regular school year instructional program. An evaluation was conducted to collect and analyze information related to what is needed to extend the school year, and achievement data were analyzed to assess program effect. This summary presents some evaluation findings, including those from staff, student, and parent surveys. Achievement test results suggested a positive effect on scores for Grade 4. Survey data collected from teachers in all 3 summers in 16 program schools indicate a decrease in teacher support for, and belief in, the program. Approximately three-fourths of students and parents believed that the program increased students' skills. However, while 77% of parents indicated that they would like to see the program continue, 78% of students indicated that they were not happy with the program. Recommendations for program improvement are included; these center on better communication of program goals and greater involvement of parents.
AN: ED415334
AU: Johnson,-Charmaine
TI: The Extended School Year Program. Parents' Perceptions.
CS: Detroit Public Schools, MI. Office of Research, Evaluation, and Testing.
PY: 1997
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED415334
DEM: *Extended-School-Year; *Parents-; *Summer-Schools; *Time-Factors-Learning; *Urban-Schools
DER: Academic-Achievement; Elementary-Secondary-Education; Parent-Attitudes; Parent-School-Relationship; Public-Schools
AB: The Extended School Year Program of the Detroit Public Schools (Michigan) is designed to demonstrate that lengthening the school year will produce corresponding changes in student achievement as measured by the Michigan Educational Assessment Program and the Metropolitan Achievement Test. In 1996-97 it was funded by Title I and funds from the Board of Education in 1 high school, 3 middle schools, and 11 elementary schools in Area C of the Detroit schools and an Academy in Area B. Fifteen additional school days were added. This document focuses on parent perceptions of the Extended School Year in the 15 schools of Area C. Eighty-seven percent of the parents responding to a survey (256 respondents) said "yes" when asked if they understood the purpose of the Extended School Year. The majority (252 or 86%) were pleased that their child was enrolled, and 251 (85%) thought that the program helped the child improve academic skills. Most parents thought that children need more time in school, and most parents felt that the school system gave them adequate advance notification about the program. Most parents (246 or 84%) agreed that parental support is necessary to ensure the successful operation of the Extended School Year, and 228 thought that parents in the area were supportive of the Extended School Year. However, only 77% of respondents (228) responded that they would like their child's school to have an extended year next year. Many parents thought that the buildings needed air conditioning in the summer and that the extension interfered with family vacation time. Other expressed the need for more homework and activities, and regretted that other schools do not participate, which creates distractions for participating students. It is recommended that the physical environment be improved when possible, and that the early notification of parents, staff, and students be continued. An appendix gives parent responses in table form by school. (SLD)
AN: ED408661
AU: Brekke,-Norman-R.
TI: Year-Round Education: Does It Cost More?
PY: 1997
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED408661
DEM: *Costs-; *Extended-School-Year; *Operating-Expenses; *School-Schedules; *Year-Round-Schools
DER: Capital-Outlay-For-Fixed-Assets; Educational-Finance; Elementary-Secondary-Education; Expenditures-; Flexible-Scheduling; School-District-Spending
AB: The cost-effective management of instructional programs and facilities will continue to be a fundamental educational issue in the 21st century. This handbook discusses issues to be considered in assessing the cost effectiveness of year-round education (YRE). YRE has the potential to enhance student retention of material, reduce teacher and student absenteeism, and reduce the number of new school buildings. The handbook is based on experience of the Oxnard (California) School District, which began phasing in a 60-20 multitrack YRE program in 1976. It asserts that any analysis of the costs associated with YRE must address the operational costs for single and multitrack calendars and its potential to avoid capital costs in multitrack calendars. The handbook offers capital and operational cost studies for 11 school districts or education systems across the United States. It also provides a breakdown of costs incurred by the Oxnard School District for personnel, maintenance, custodial service, utilities, transportation, school lunch programs, materials and supplies, and mobile storage cabinets. Copies of articles about YRE from "Standard & Poors" and "Business Week" are included. (LMI)
AN: ED406731
AU: Glines,-Don
TI: YRE: Understanding the Basics.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED406731
DEM: *Extended-School-Year; *School-Schedules; *Year-Round-Schools
DER: Elementary-Secondary-Education; Flexible-Scheduling; Nontraditional-Education; Quarter-System; Summer-Schools; Time-Factors-Learning
AB: Prior to the 1940s, several communities in the United States had adopted year-round education (YRE). This paper presents an overview of YRE, including history, patterns of implementation, various calendars, intersession arrangements, pros and cons, and a list of areas to be addressed when considering YRE. Proponents of YRE argue that it enhances continuous learning; offers short vacations that refresh students and teachers; reduces vandalism and discipline concerns; features ongoing intersessions; allows vacations in offpeak seasons; eases overcrowding; assists low-achieving students; and provides year-round employment. Opponents argue that change is difficult; child-care arrangements must be revised; families might follow different calendars; teachers will not be home with their own children; inservice days are harder to schedule; summer vacation is shorter; buildings need air conditioning; and summer jobs are disrupted. A conclusion is that the concept of YRE should be presented as a way to create continuous learning, not as a way to restructure 9-month schooling. (Contains seven references.) (LMI)
AN: ED396405
AU: Bradford,-James-C., jr.
TI: Year-Round Schools: A Twenty-Year Follow-Up Study of a Nationally Recognized Single Track Four-Quarter Plan at the High School Level. [Revised].
PY: 1996
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). For previous version, see ED 381 855.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED396405
DEM: *Extended-School-Year; *Quarter-System; *School-Organization; *School-Schedules; *Year-Round-Schools
DER: Boards-of-Education; Cost-Effectiveness; High-Schools; Outcomes-of-Education
AB: In 1973-74, the school board, faculty, and students in Buena Vista, Virginia, with the support of the Virginia State Board of Education, approved a single-track, four-quarter extended school schedule that provided year-round education at the high school level. This paper presents a review of the literature on year-round education and describes the Buena Vista planning process and outcomes after 20 years. Program results include increased utilization of school facilities; increased opportunities for students to complete programs for promotion, remediation, and acceleration; improved achievement scores; a reduction in the dropout rate; and overwhelming faculty and student support for institutionalization of the program, including the block schedule. Over 50 percent of the students consistently attend the fourth quarter. (LMI)
AN: ED392136
AU: Shields,-Carolyn-M.
TI: Year-Round Education: Is It Worth the Hassle?
PY: 1996
NT: Paper presented at the University of British Columbia Robson Square Lecture Series (Vancouver, British Columbia, January 1996).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED392136
DEM: *Academic-Achievement; *Extended-School-Year; *Organizational-Change; *School-Schedules; *Year-Round-Schools
DER: Administrator-Attitudes; Efficiency-; Elementary-Education; Evaluation-Criteria; Outcomes-of-Education; Parent-Attitudes; Performance-; Public-Schools; School-Effectiveness
AB: This paper presents findings of a study that examined the impact of year-round education on academic achievement in a large Utah school district. Student-achievement data for years 1990-95 were compared by type of school schedule. A case-study component examined the impact of school schedules used by two elementary schools--one adhered to a traditional calendar and the other followed a multitrack year-round calendar. Data were gathered through interviews with all four administrators and all six fifth-grade teachers and through a survey of 114 fifth-grade students and 123 parents. Multitrack schools appeared to provide a slightly superior educational experience for students in terms of enhancing reading ability as well as in terms of increasing the bottom of the range of scores within a school. Parents of both school types generally supported their respective school programs and calendars. Student academic performance in multitrack year-round schools over a 6-year period exceeded the performance of students in traditional schools, while nonacademic outcomes were roughly equal. The findings also identified issues that required more attention--issues of support services, inservice and professional development, staff collaboration and communication, and vacation time. However, administrators believed that these difficulties could be overcome by utilizing different communication strategies, by changing the timing of inservice activities, by extending school activities into the community, or by sponsoring a variety of public events. Some criteria for examining the efficiency of school schedules are suggested. Clarification of the distinctions between those school differences that are conceptual and those that are operational is important. Three tables are included. (Contains 24 references.) (LMI)
AN: ED396364
AU: Glines,-Don
TI: Year-Round Education: History, Philosophy, Future. Educational Futures Trilogy.
CS: National Association for Year-Round Education, San Diego, CA.
PY: 1995
AV: National Association for Year-Round Education, P.O. Box 711386, San Diego, CA 92171-1386 ($14).
NT: For other volumes in the series, see EA 027 499-500.
PR: Document Not Available from EDRS.
DEM: *Extended-School-Day; *Extended-School-Year; *Futures-of-Society; *Lifelong-Learning; *Nontraditional-Education; *School-Organization
DER: Adult-Education; Educational-Environment; Educational-History; Educational-Innovation; Educational-Philosophy; Elementary-Secondary-Education; Experimental-Curriculum; Flexible-Scheduling; Open-Education; School-Schedules
AB: In the 21st century learning should be continuously available. This book traces the evolution of year-round school schedules from 1840-1980 in the United States and documents the many innovative educational programs of the past. It also describes the status, philosophy, calendars, and strategies of the 1990s and offers forecasts for continuous learning approaches that may emerge by 2020. The book provides the rationales for replacing traditional school schedules and describes previous efforts to change the 9-month traditional calendar and future concepts of educational innovation. Contains 302 references arranged chronologically. (LMI)
AN: ED392217
AU: Xin,-Fu; and-others
TI: Extended School Year: A Participatory Research Evaluation.
CS: Consortium for Collaborative Research on Social Relationships, Syracuse, NY.
PY: 1995
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED392217
DEM: *Extended-School-Year; *Inclusive-Schools; *Severe-Disabilities; *Social-Integration; *Special-Classes; *Summer-Programs
DER: Case-Studies; Interpersonal-Relationship; Multiple-Disabilities; Peer-Influence; Primary-Education; Qualitative-Research; Special-Programs; Student-Educational-Objectives; Student-Motivation
AB: This paper explores the social ecological opportunities implied by segregated extended school year (ESY) summer programs for students with disabilities who, during the school year, attend inclusive programs in classrooms with nondisabled peers. Two primary grade students with severe multiple disabilities were observed in the classroom situation both during the regular school year (when the students were in inclusive settings) and during the ESY summer program (when the students were in a self-contained classroom program for students with severe disabilities). Profiles of each student were developed, including a section on social ecology based on vignettes of the students' social interactions during similar classroom activities in both integrated and segregated settings. These profiles were then discussed during 4 focus grups with 48 participants that included parents, special education teachers, paraprofessionals, a general education teacher, administrators, and others including case managers, social workers, and coordinators. The focus groups discussed implications of the extended school year entitlement, intended to prevent achievement regression. Most focus group members concluded that the summer school program lacked age-appropriate peers and social motivation, and supported use of integrated community-based recreation programs in the summer. (Contains 20 references.) (DB)
AN: EJ514657
AU: Osborne,-Allan-G., jr.
TI: When Must a School District Provide an Extended School Year Program to Students with Disabilities?
PY: 1995
SO: West's-Education-Law-Quarterly; v4 n3 p499-507 Jul 1995
DEM: *Court-Litigation; *Disabilities-; *Extended-School-Year; *Individualized-Education-Programs; *Special-Education
DER: Federal-Courts; Federal-Regulation; State-Standards; Student-Needs
AB: If extended school year (ESY) programming is required in order for the student with disabilities to receive an appropriate education, school districts must make the necessary provisions. Reviews court decisions. (31 footnotes) (MLF)
AN: EJ503087
AU: Olmi,-D.-Joe; and-others
TI: Extended School Year Services: Prediction, Description, and Impact of Judicial Precedence.
PY: 1995
SO: Journal-of-Special-Education; v29 n1 p72-83 Apr 1995
DEM: *Change-Agents; *Court-Doctrine; *Court-Role; *Disabilities-; *Educational-Practices; *Extended-School-Year
DER: Compliance-Legal; Court-Litigation; Delivery-Systems; Elementary-Secondary-Education; Eligibility-; Influences-; Prediction-; School-Districts; Surveys-
AB: A survey of 195 local education agencies was conducted in 2 Federal Judicial Circuits, 1 with extensive litigation history regarding extended school year services for special education students and 1 with minimal court involvement. The survey found little consistency concerning eligibility criteria, methods for determining regression/recoupment, availability of services, and percentage of children ruled eligible. (JDD)
AN: ED381885
AU: Bradford,-James-C., jr.
TI: Year-Round Schools: A Twenty-Year Follow-up Study of a Nationally Recognized Single Track Four-Quarter Plan at the High School Level.
CS: Buena Vista City Public Schools, VA.
PY: 1995
NT: Paper presented at the Annual Meeting of the National Association for Year-Round Education (San Diego, CA, February 11-15, 1995).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED381885
DEM: *Extended-School-Year; *Public-Schools; *Quarter-System; *Summer-Schools
DER: Costs-; Flexible-Scheduling; High-Schools; Outcomes-of-Education; Program-Effectiveness; School-Schedules
AB: In 1973, the Virginia State Board of Education and the school board, faculty, and students of Buena Vista (Virginia) approved a four-quarter voluntary extended school-year plan for the Parry McCluer High School. This paper describes the review and planning process, as well as some of the program's outcomes 20 years later. Some of its objectives included: to increase the utilization of school facilities; to provide an optional fourth quarter in which students may enroll on a voluntary basis promotion, remediation, enrichment, and acceleration; to provide a cooperative work experience for students below the legal working age; to increase students' achievement scores; and to decrease the dropout rate. In 1994, the school board evaluated the extended school-year plan. Outcomes included an increase in the utilization of rooms and facilities, an increase in pupil enrollment, an increase in achievement scores, a decline in the pupil dropout rate, and overwhelming faculty and student support for continuation. In the past school year, over 50 percent of the student population attended school year-round. (LMI)
AN: ED381872
AU: Bradford,-James-C., jr.
TI: Year-Round Education: Impact on Support Services, Transportation, Operation, Facilities, and Maintenance.
PY: 1995
NT: Paper presented at the Annual Meeting of the Association of School Business Officials of Maryland and Washington, DC (Arnold, MD, January 1995).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED381872
DEM: *Cost-Effectiveness; *Costs-; *Efficiency-; *Extended-School-Year; *Public-Schools; *Year-Round-Schools
DER: Elementary-Secondary-Education; Enrollment-; Flexible-Scheduling; School-Schedules
AB: This paper presents a case for the implementation of year-round education, arguing that education needs to effectively and efficiently utilize school facilities. The paper focuses on the cost of implementing and operating year-round schools--the impact on support services, transportation, facilities, and maintenance. Data are based on a review of several studies across the nation that examined the costs of year-round schooling. Findings indicate that when moving to a multitrack year-round program, the break-even point in cost occurs when a school's enrollment exceeds 16 percent of its stated facility capacity. Students in a school that exceeds 120 percent of its capacity will probably generate both operational and capital savings. A study of six school districts (Coleman and Freebern, 1993) found that when building capacity was up to 110 percent, mobile units were less expensive than the initiation of a multi-track program. Single-track programs appear to offer cost effective opportunities for student promotion, remediation, enrichment, and acceleration. It is argued that year-round education schedules provide a viable option to school construction that accommodates increasing student enrollments in times of limited financial resources; offers opportunities for increased educational programming; in some cases, reduces student repetition of grades; and reduces facility costs. Contains 12 references. (LMI)
AN: ED376603
AU: VanderHooven,-Kim
TI: Opinions Regarding Year Round Education: A Survey among the Public.
PY: 1994
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED376603
DEM: *Extended-School-Year; *Public-Opinion; *School-Schedules; *Year-Round-Schools
DER: Elementary-Secondary-Education; Flexible-Scheduling; Social-Attitudes
AB: Year-round education is an idea that has been successfully implemented in many schools located in the western United States. This paper presents findings of a study that explored public opinion toward year-round education in a portion of the midwestern states. A total of 30 individuals living in northwestern Ohio and southeastern Michigan completed an opinion survey on year-round education. The sample selection was based on participants' expressed interest in the topic of year-round schools. Sixty percent opposed year-round schooling, 27 percent favored it, and 13 percent were undecided. Those opposed expressed concern with changing the traditional summer vacation and felt that year-round education did not necessarily improve the quality of education. Most individuals were unaware of year-round schooling's benefits, such as decreased dropout rates, less teacher and student burnout, and students' increased retention of material. In summary, the majority of respondents felt that year-round education was an unnecessary change. The appendix contains a copy of the survey. (LMI)
AN: ED375518
AU: Sheane,-Kim-E.; and-others
TI: Year Round Education: Breaking the Bonds of Tradition.
CS: Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
PY: 1994
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED375518
DEM: *Extended-School-Year; *Flexible-Scheduling; *School-Schedules; *Year-Round-Schools
DER: Academic-Achievement; Elementary-Secondary-Education; School-Effectiveness; School-Restructuring; Vacation-Programs
AB: Year-round education (YRE) has been brought increasingly to the forefront of the debate over educational reform. Although the results of year-round school studies are mixed, three specific elements are evident in successful programs--reduced curriculum review, increased instructional time, and improved student outcomes. This report introduces the concept of year-round education. It provides an overview and brief history of YRE and discusses national attitudes toward it. Subsequent sections describe different scheduling plans and implementation strategies. Specific outcomes realized by a number of school districts are highlighted, which include decreased dropout rates, improved student achievement scores, expanded extracurricular activities, reduced discipline problems, increased teacher/student employment opportunities, improved parent satisfaction, increased re-entry opportunities for at-risk students, and reduced taxpayer burdens. The final section offers answers to the most commonly asked questions regarding YRE. Three figures are included. Appendices describe YRE calendars and the programs of six YRE schools in Arizona. (LMI)
AN: ED373413
AU: Worthen,-Blaine-R.; Zsiray,-Stephen-W., jr.
TI: What Twenty Years of Educational Studies Reveal about Year-Round Education.
CS: North Carolina Educational Policy Research Center, Chapel Hill.
PY: 1994
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED373413
DEM: *Extended-School-Year; *Flexible-Scheduling; *School-Schedules; *Year-Round-Schools
DER: Costs-; Educational-Research; Elementary-Secondary-Education; School-Administration; Student-Needs; Teacher-Response; Teaching-Occupation
AB: Most school practitioners, policymakers, and patrons hold strong opinions on year-round education (YRE). This paper determines which of the various assertions made about YRE are supported by research findings and evaluation studies of YRE. Specifically, the paper summarizes and synthesizes what is currently known about the impact of YRE on important educational outcomes. It explores each of the following considerations: national trends in YRE; North Carolina trends in YRE; definitions of YRE; extended-year schedules (EYS); and alternative YRE schedules. Although research is incomplete and, in some cases, of questionable validity, some patterns have emerged. Prior research generally supports the following statements about the impact of YRE: (1) Students in YRE will maintain or improve their academic achievement, exhibit better attitudes toward school, improve their overall attendance, and drop out of school less often; (2) teachers will have somewhat better attitudes toward school, exhibit less absenteeism, feel more professional, and report greater stress while in session (but less burnout across the year); (3) a strong majority of parents will favor a well-implemented YRE program and a minority of parents will resist any YRE program; (4) vandalism and burglary of school property is likely to decrease slightly; (5) overall, single-track YRE programs cost the same or more than traditional programs; and (6) multitrack YRE programs can result in significant cost savings. Seven tables are included. Appendices contain three figures that illustrate various YRE schedules. (LMI)
AN: ED380962
TI: Extended School Year. AZ-TAS Themes & Issues: A Series of Topical Papers on Special Education.
CS: Arizona State Dept. of Education, Phoenix. Div. of Special Education.
PY: 1993
NT: For related papers in the series, see EC 303 831-837.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED380962
DEM: *Compliance-Legal; *Disabilities-; *Eligibility-; *Extended-School-Year
DER: Court-Litigation; Decision-Making; Elementary-Secondary-Education; Federal-Legislation; Student-Needs; Time-Factors-Learning
AB: Some children with disabilities suffer losses of social, behavioral, communication, or academic skills during breaks in instruction and may need an extended school year (ESY) program in order to ensure that they receive the "appropriate public education" that is federally mandated. This guide addresses the legal basis for ESY programs, court decisions which apply to ESY, definitions, who must be considered for ESY, when ESY is not an appropriate decision, how ESY is structured, ESY in year-round schools, notice requirements that apply to ESY, and due process procedures. Factors to be considered in making ESY decisions are discussed, including regression-recoupment rates; motor, communication, or social skill levels; criterion-referenced and standardized test data; least restrictive environment considerations; behavioral needs; physical, mental, emotional, or health factors; past history; data-based observations of performance; teacher interviews and recommendations; parental input; critical learning stages; and parental skills and abilities. (JDD)
 Stretching Young Minds In The Summertime |
Other Resources (available either for sale or via interlibrary loan)
Title: Extended school year state regulations & policies
Author: Ahern, Eileen
Year: 2000
Publisher: National Association of State Directors of Special Education, Inc. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center
Title: Extended school year program handbook
Year: 2000
Publisher: Baton Rouge, LA: Louisiana Dept. of Education
Title: Extended school year services for students with disabilities
Year: 2000
Publisher: Bismarck, ND: North Dakota Dept. of Public Instruction
Title: Extended school year: a brief analysis of state regulations and policies. Final report.
Author: Ahearn, Eileen M
Year: 1996
Publisher: National Association of State Directors of Special Education; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center
Title: Brooks Global Studies Extended Year Magnet School (Profiles of Excellence Series.)
Author: Dan H. Wishnietsky
Year: 1996
Publisher: Phi Delta Kappa International
Title: Extended school year day program: a special education technical assistance document
Corp Author: South Dakota., Dept. of Education and Cultural Affairs., Office of Special Education
Year: 1995
Publisher: Office of Special Education
Title: Summer school, extended school year, and year-round schooling for disadvantaged students
Author: Ascher, Carol
Year: 1991
Publisher: New York: ERIC Clearinghouse on Urban Education
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