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…

The Ukiah (California) school board offers extended day care in six elementary schools. The program meets the needs of employed parents and has helped maintain enrollment levels in the schools. Highlights from a parent handbook are listed along with ordering directions. (MLF)

Changes in family life styles, particularly the increase in single-parent families, can affect children's behavior in school. Apparently, teenagers are able to cope more successfully with the conflict of loyalties and demands of their parents' divorce than are younger children. Educators designing support systems to provide families with…

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).

This study examined the impact of the Lighthouse program, a school-based, after-school remediation program in the Chicago Public Schools, on student academic achievement. The Lighthouse program included an extra hour of instructional time and an hour of recreational time. Between the two activities, students received a healthy late afternoon meal.…

The Child First Authority (CFA) is a Baltimore (Maryland) community-wide after-school program that seeks to improve the quality of life in low socioeconomic status communities. The CFA, which is funded by local government agencies and coordinated by Baltimoreans United in Leadership Development (BUILD), established after-school programs in 10…

Phillips Extended Day Magnet in Raleigh, North Carolina was licensed in 1977 as an after-school day-care facility for elementary children in grades K-5. This article looks at the goals, philosophy, design and evaluation of the Phillips Program in order to elucidate its academic effectiveness. (Author/SJL)

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…

Notes that there is an increased emphasis on moving away from instructional support models that pull mainstreamed handicapped children out from their classroom during the school day. Discusses three approaches--in-class instructional support, extended schooling, and schoolwide restructuring--that are among the most frequently selected…

Extended-day education programs may serve a variety of purposes for children and their parents, from providing a safe recreation environment to academic enrichment, but the most often-cited purpose of these programs is providing adult supervision of children. The increased labor force participation of mothers with young children--married or…

This document presents 17 philosophical statements regarding school-age care programs, staff, and challenges. The essence of school-age care is to understand childhood and to facilitate positive development. Because these programs provide a place where children have significant contact with adults within a multi-age peer group, they can teach…

This booklet presents some of the administrative considerations and activities associated with the initiation of an extended day care program for parochial elementary school students. Introductory sections describe a typical extended school day and discuss the social need for extended school day programs because of the increased number of working…

Reports the prevalence of school-based after-school programs and discusses extracurricular activities, child care, extended-day programs, enrichment programs, and efforts to make the schools community hubs. Outlines implementation challenges to program expansion: governance, space, program quality, funding, and accountability. (SLD)

This report is based upon survey responses from 139 school districts and 59 nonpublic schools in Minnesota that offer School Age Child Care (SACC), or extended day programs. The report presents data on public and private SACC programs related to: (1) administration and growth; (2) number of children served; (3) types of services offered; (4)…