The All Day Kindergarten Program was instituted in the Columbus Public Schools in January, 1972, for the purpose of providing a full day of instruction for underachieving kindergarten pupils. The 1982-83 program goal was that the average language/reading growth of pupils in program attendance for at least 80 percent of the instructional period…

This study was conducted to find out whether extending the kindergarten day with individualized curricula would produce differences in achievement great enough to warrant the increased cost. Two pilot studies were conducted in this large suburban school district, using kindergartens from four of 17 elementary schools. Two of the schools served…

Describes extended-day programs, including effect on low-achieving students, linkage to regular school day, staffing requirements and training, and program evaluation. (PKP)

Past efforts to improve education have focused on curriculum and instruction. Some schools are pursuing more systemic year-round schooling and 4-day week reforms. The Waihe'e Elementary School and the Star of the Sea School, both in Hawaii, are implementing single-track plans for year-round schooling to improve academic achievement,…

The purpose of the 1991-92 Columbus (Ohio) Public Schools Full Day Kindergarten program was to improve the level of achievement of first-grade pupils by providing an additional half-day of kindergarten experience for 952 pupils in selected schools. This extra time allowed the students to participate in activities that were designed to enhance…

Math and reading achievement scores were compared for extended day (ED) and non-extended day (NED) children in grades 1-3 of the Phillips Extended Day Magnet Program. In the before school (7:00-8:15 a.m.) and after school (2:45-6:00 p.m.) hours, ED children participated in an enrichment and remediation program in the core areas of math/science,…

Providing a high quality instructional program where the needs of students are met and preparing them for success in the world beyond the high school are paramount in developing a school's master schedule. Throughout the past, there have periodic movements to extend the school day and year in order to better meet these goals. What research has…

To determine 1999 Magna Award winners, judges looked for successful programs that were developed or actively supported by school boards, essential in promoting the district's mission and advancing student learning, bold and creative, and capable of being replicated. The grand prize winner was Hartford (Connecticut) Public Schools' extended-day…

This article presents an interview with Dr. Gerald W. Bracey, author of "Reading Educational Research: How to Avoid Getting Statistically Snookered." During the interview, Bracey explains why he considers the No Child Left Behind Act (NCLB) as a "weapon of mass destruction" and that he sees nothing to suggest that NCLB has…

Although policymakers have recently tended to call for longer school days or years, such reforms might be ineffective or counterproductive if they fail to take into account the interactions between time and other determinants of learning, including the role of the student in allocating time. Research has shown that the amount of learning is a…

This report presents an evaluation of an ESEA Title I Pilot Kindergarten Program in Phoenix, Arizona. The 3-month project involved an extended day program for eight kindergarten classes from five schools during the 1976-1977 school year. The report is organized into five sections. Section I presents the Student Performance Results. These results…

Presents research comparing the cost-effectiveness of four educational interventions (computer-assisted instruction, cross-age tutoring, reduced class size, and longer school day) designed to raise elementary student achievement. Results show that computer-assisted instruction was less cost effective than peer tutoring. Includes three tables…

In response to the educational reform movement, argues that increasing instruction and learning time is effectively dependent on how the time is utilized and that mechanical increases in time may not result in significant academic achievement increases. (SRT)

This bulletin reviews selected research on the relationship of increased instructional time to student achievement. Different ways of increasing time are discussed, including lengthening the school year and the school day, reallocating time within the day to allow more time for instruction, improving teachers' management skills, and increasing…

After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs)…