Summer School, Extended School Year, and Year-Round Schooling for Disadvantaged Students. ERIC/CUE Digest Number 42.

Autor/in	Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Summer School, Extended School Year, and Year-Round Schooling for Disadvantaged Students. ERIC/CUE Digest Number 42.
Quelle	(1988), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrative Problems; Compensatory Education; Curriculum Problems; Economically Disadvantaged; Educationally Disadvantaged; Elementary School Students; Elementary Secondary Education; Extended School Year; Parent Influence; Remedial Programs; Secondary School Students; Summer Programs; Summer Schools; Supplementary Education; Teacher Effectiveness; Urban Schools; Year Round Schools + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Förderprogramm; Sekundarschüler; Sommerkurs; Summer school; Ergänzungsunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Year round school; Year-round school; Year-round schools; Ganzjahresschule
Abstract	Recent research shows no significant educational benefits from providing summer schools, extended school years, or year-round schooling to disadvantaged students. However, the severe educational difficulties faced by these students, combined with the many practical reasons for deviating from the traditional school year, are strong reasons why educators continue to hope for improvements in student achievement from these programs. While it is unfair to expect such improvements without a clear picture of how students learn over time, it is also clear that the programs themselves are in need of improvement. Program management problems associated with summer school include the following: (1) short duration; (2) loose organization; (3) little time for advance planning; (4) low academic expectations; (5) emphasis on "fun"; (6) discontinuity between the curriculum of the regular year and summer school; (7) time lost to establishment of teacher-student relationships; (8) teacher fatigue; (9) low attendance rate; and (10) homogeneous classes. Problems associated with year-round schooling include the following: (1) curriculum changes when schools switch from 9-month to year-round; (2) lack of support and assistance to teachers in adapting to the change; (3) insufficient provision for teacher fatigue; (4) administrative complexity of staggered schedules in secondary schools; and (5) parent objections. Additional research is needed on both student learning and the effects of various program components. A list of 10 references is included. (Author/FMW)
Anmerkungen	ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027 (single copies free, include stamped self-addressed envelope).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01