This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to…

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

The expansion of Pre-K in early childhood programs, both in the community and in schools, has the potential to build significant new alignment between the traditional K-12 education system and the preschool year. Most communities, however, have only scratched the surface of collaboration between public schools and community programs as…

ExpandED Schools (formerly TASC) has spent the past 17 years helping schools and community organizations find the right partners. This resource guide offers a guide to the strategic questions school teams might ask themselves and their potential partners to have the best outcomes for young people. The following attachment is included: School…

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. This document synthesizes recent research and theoretical literature on effective strategies for supporting urban, underserved students'…

This is a guide for the North Carolina Extended School Day Program, an alternative education program which provides youth with the opportunity to complete high school in an environment conducive to meeting their needs. The extended school day program is an extension of the regular public school and is an integral part of the comprehensive high…

Disputes the assertions made in "A Nation at Risk" that extended school days and years would be beneficial and that more stringent academic requirements should be adopted. Asserts that the National Commission on Excellence in Education fails to understand both foreign educational systems and American educational needs and values. (PGD)

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…

This skill packet presents training information on extended opportunities for student learning (before- and after-school programs, extended time, or extended school programs). The packet offers implementation suggestions, such as explaining what skills trainers need, how to prepare for delivering the packet, tips for working with adults, how to…

Teachers of extended day kindergarten classes and regular kindergarten classes are encouraged to help the poor risk child, who demonstrates the potential for having difficulty with the academics of first grade, by identifying the child's levels in reading readiness, developing the hows and whys of learning (teaching the child how to learn),…

Using data from a nationwide random sample for the 1976-1977 school year, this article studies effects of increasing the amount of math and reading instruction offered to third through sixth graders. All racial groups studied experienced diminishing returns at the observed amounts of instruction during the extended school day. Included are 3…

Describes features of the Arlington County (Virginia) Extended Day program, which has been in existence for nine years, is designed to provide after-school-hours day care for the elementary school children of working parents, and is in operation in 21 of Arlington's 25 elementary schools. (TA)

Due to working parents, unsafe home conditions, and mass-media pressures, schools are becoming increasingly involved with providing child care for school-age children. While afterschool care poses a number of design, funding, and equity problems, schools and communities can resolve them to the great benefit of the children served. (MLH)

The Ohio County schools in Wheeling, West Virginia are identifying high-risk kindergarten children and enrolling them in an all-day kindergarten program. A pilot study showed that the additional instructional time can help these children overcome patterns of failure. (TE).

The principal and vice-principal of a California elementary school describe the eight critical elements that helped them develop a model expanded-day program at their school: identifying needs; sharing a vision; fostering staff ownership; investing in staff development; creating partnerships; linking learning to state standards; measuring and…