This document describes the efforts of program administrators to implement an organic curriculum in the secondary schools of Atlanta, Georgia. The chief program administrator coordinated efforts to develop instructional materials and a curricular program based on the experiences and needs of local students, and to implement a 12-month, 4-quarter…

This document discusses the rationale for the extended school year (ESY) and describes the basic types of extended school year plans. It presents Arizona legislation relative to the extended school year and outlines the State Board of Education policy. An extensive annotated bibliography lists books, pamphlets, articles, reports, bibliographies,…

The primary topic of this evaluation report is the summer quinmester that extended from June 14 to August 16, 1971. The report also explores the concept of the extended school year program through questionnaire responses from parents, pupils, teachers, administrators, the business and industrial community, the educational community, and other…

This report identifies the longrun potential for savings available to Prince William County under an efficiently managed calendar of year round operations and specifies the areas in which these savings are most likely to occur. An analysis indicates that at the only secondary school in the County under the 45-15 plan, the overall 1971-72 per pupil…

Only a mandatory, staggered-attendance plan offers the opportunity to produce savings when converting a school or an entire district to a year-round plan. (Author/MLF)

Year-round scheduling may be one way your school district will be dealing flexibly with future enrollment and population shifts and changing life styles. Discusses the pros and cons of the system being used in Colorado Springs. Currently 28 states offer year-round learning opportunities involving more than 600 schools. (Author/RK)

To judge the usefulness of the naturalistic method for any given evaluation circumstance, several questions about the situation should be answered. Sixteen questions, with sample answers regarding a recent evaluation situation, are presented to determine the utility of the naturalistic paradigm for a potential evaluation situation. (LMO)

Notes current litigation influencing schools: upcoming Supreme Court cases, including one involving extension of exclusionary rule to school officials; an Oregon court decision holding athletic associations liable for injured student athletes; and an appeals court ruling against restricting handicapped students to normal-length school years. (JW)

This article is an attempt to present some of the implications and ramifications of year-round school upon the high school. (Author)

The advantages and disadvantages of block scheduling are considered in 24 articles. The editors provide an overview for each section and a conclusion for the anthology. The first section includes articles which examine issues, concepts, and cases: (1) "All around the Block" (Michael D. Rettig and Robert Lynn Canady); (2) "Block Scheduling: A Means…

Article takes a brief look at the nature of private schools, state aid, and year-round schools. Also featured are humorous glances at football and teacher evaluation. (JB)

Describes Trenton (New Jersey) Public Schools' pilot project involving 600 year-round elementary students that follow 45-15 or 60-20 schedules. Aimed at improving at-risk students' achievement, the program is progressing remarkably well. Teachers say year-round students are learning more and forgetting less. There are fewer discipline problems and…

Reports on research that examined 15 studies from the last decade to compare achievement efforts of students in year- round education versus students in traditional calendar education over a period of 1-4 or more years. Results suggest that, overall, year-round education produces a positive but very small effect. (SM)

Discusses a blueprint for a comprehensive community-wide day care program. (BB)

Reports on the activities of the Katz-MacMillan Cooperating Schools in Las Vegas, Nevada. The two K-5 schools are administered by joint principals, and although students do not move between buildings, the two institutions operate as one educational unit on a year-round basis. (MDM)