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Descriptors:
Learner Engagement; Evidence; Intervention; Elementary Secondary Education; Models; Educational Objectives; Educational Attainment; Time Factors (Learning); Program Effectiveness; Educational Policy; Policy Analysis; Outcomes of Education; Educational Improvement; Literature Reviews; After School Programs; Kindergarten; Program Evaluation; Extended School Day; Extended School Year; After School Education; Achievement Gap; Synthesis; Educational Research; Community Programs; Statistical Analysis; Classification; Educational History; Charter Schools; Research Needs

Abstract:
The educational achievement and attainment of young people in the United States has been a long-standing issue of concern. While analyses of long-term trend data from the National Assessment of Educational Progress (NAEP) show that students in the United States have made gains in reading and mathematics over the past few decades, a sizeable proportion of students in this country fail to demonstrate mastery of basic reading and writing skills, lack knowledge about U.S. history or geography, and perform at below-basic levels in mathematics and the sciences. This report synthesizes what is known about the effectiveness of school and program interventions that aim to address deficiencies and inequities in academic achievement and educational attainment by expanding learning opportunities for students both inside and outside of school. In Chapter 1, the authors introduce and frame the topic by providing background on the educational system in the United States and the need for improving the system to better support optimal achievement and attainment outcomes. The introduction also outlines the current policy context, describes the methodology for conducting the literature review, and provides information on the different types of out-of-school time programs. In Chapter 2, they examine the available literature on models in which districts or schools either expand the length of the day that young people must be in school or expand the number of days in the school year. This chapter is divided into two sections: the first looks at the evidence on extended school-day (ESD) program models; the second focuses on findings from extended school-year (ESY) program models. Because this review aims to cover the effects of extended learning time programs serving students in grades K-12, both sections include information on kindergarten programs. Most of the studies of ESD and ESY models focus solely on academic achievement outcomes, so that will be the focus of this review. In Chapter 3, they summarize the effects of social intervention programs that expand learning opportunities outside of the school day by providing at least one academic component as a part of their regular program offerings. In many cases, these programs are designed to complement learning that happens in school. They refer to these programs as expanded learning opportunities or ELO programs. Because ELO programs take place in community and school settings during nonschool hours, these programs are also commonly referred to as out-of-school time (OST) programs. Because random assignment evaluations were available on ELO programs, but not for ESD and ESY program models, Chapter 3 is structured differently than Chapter 2 and focuses on "what works" based on findings from these rigorous evaluations. In addition, the ELO evaluations tended to include information on a wider range of educational outcomes beyond academic achievement; therefore, their review of the research literature on ELO programs in Chapter 3 includes a broader review of educational outcomes, such as information on student engagement and educational attainment. In Chapter 4, they offer a set of conclusions and recommendations based on what they learned from their investigations. (Contains 2 figures, 2 tables, 3 footnotes and 14 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Early Childhood Education; Outcomes of Education; Low Income Groups; Followup Studies; Social Adjustment; Economic Status; Educational Attainment; Crime; Graduation Rate; Income; Employment; Employment Level; Welfare Recipients; Heads of Households; Marriage; Parents; Mental Health; Substance Abuse; Physical Health

Abstract:
Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of early childhood treatment. Treated individuals attained significantly more years of education, but income-to-needs ratios and criminal involvement did not vary significantly as a function of early treatment. A number of other indicators were described for each domain. Overall, the findings provide strong evidence for educational benefits, mixed evidence for economic benefits, and little evidence for treatment-related social adjustment outcomes. Implications for public policy are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Control Groups; High School Graduates; Graduation; High Schools; Dual Enrollment; Experimental Groups; Career Readiness; College Readiness; Program Effectiveness; Quasiexperimental Design; Academic Achievement; Cohort Analysis; Test Results; Probability; Outcomes of Education; Disproportionate Representation; Academic Persistence

Abstract:
States and school districts are searching for strategies to raise the college and career readiness of high school graduates--imperative in an era when postsecondary credentials are the key to good jobs, better pay, and stronger economies. The creation and implementation of higher graduation standards aligned to college and career expectations is the most visible and emblematic effort by states to ensure students are prepared to succeed after high school, but it is far from the only one. A policy strategy of increasing interest is the practice of providing students with the opportunity to take college courses while in high school, known as dual enrollment. The premise of dual enrollment is that high school students can enhance their chances for college success if they better understand what it takes to succeed in college: they do this by actually experiencing real college coursework, often earning "dual credit" for both high school and college. New research, conducted in Texas by Jobs for the Future (JFF), points to the effectiveness of dual enrollment as a strategy for improving postsecondary success. This study focused on the academic outcomes of 32,908 Texas students from the high school graduating class of 2004. Like some of these studies, the authors' research used rigorous quasi-experimental methods to control for factors other than dual enrollment that could explain student success by comparing dual enrollees to non-dual enrollees who are otherwise closely matched academically and socially. JFF's methodological approach, known as a propensity score matching model, enabled the authors to account for student background characteristics to the highest degree possible short of a randomized study. This greatly increases the certainty that the better college outcomes found for dual enrollment participants are due t o the effects of the dual enrollment courses they completed. Appended are: (1) Propensity Score Model; (2) Cohort, Treatment, and Control Group, by Region; (3) Educational Attainment of Treatment and Control Groups; (4) Test Scores by Treatment and Control Groups; (5) Odds Ratios for College Access Model; (6) Odds Ratios for College Completion Model; and (7) Dual-credit Study Methodology. (Contains 2 figures, 7 tables, and 15 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Capacity Building; Labor Force Development; Agricultural Occupations; Extension Agents; Adults; Work Experience; Training; Barriers; Educational Attainment; Postsecondary Education; Educational Needs; Human Resources; Needs Assessment; Relevance (Education); Curriculum Development; Attitudes; Graduates; Rural Extension; Program Effectiveness; Outcomes of Education

Abstract:
One of the major challenges facing Africa today is ensuring that extension practitioners are well trained to enable them function effectively as facilitators of change at the farmers' level. The purpose of this study was to examine the effectiveness of a mid-career B. Sc. Agricultural Extension Curriculum in meeting the educational needs of mid-career extension agents. The study was descriptive and used a validated questionnaire to collect data from 30 purposively selected graduates of the program. The study revealed that 66.7% were aged between 40-49 years, and 93.3% had at least 10 years of working experience before entering the program. The graduates considered their competencies at the start of the program to be below average in all but 6 of the 25 courses offered under the program. After going through the program, all the graduates had attained competencies that were rated from high to very high. Improvement in academic status, knowledge and skills in the human relations as well as technical areas in agriculture, and attitude to work, were perceived as the major benefits of the program. The effectiveness of the program in meeting the needs of the graduates was attributed to the availability of appropriate facilities and the conducive environment for the teaching-learning process, availability of adequate and competent lecturers, committed and supportive administrative staff, balanced curriculum and a well-planned and supervised field component of the program known as the supervised enterprise projects (SEPs). (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Early Childhood Education; Educational Attainment; Systems Approach; Foreign Countries; Program Effectiveness; Followup Studies; Disadvantaged; Experimental Groups; Interviews; Program Attitudes; Stakeholders; Outcomes of Education; Academic Aspiration

Abstract:
Early childhood education has increasingly been identified as a mechanism to alleviate educational disadvantage in areas of social exclusion. This study aims to add to the understanding of the nature and distribution of long-term benefits from early childhood intervention programmes and provides a detailed analysis of both the cognitive and non-cognitive progress of children from an early childhood intervention programme in Ireland, the Early Start project. Bronfenbrenner's ecological systems theory has been drawn on as a theoretical framework for this study, and the research sought to explore the outcomes of the Early Start programme from a systems theory perspective and to develop a holistic picture of the programme participants' social and educational development. The research presented in this article is based on a doctoral thesis and the article will focus on one particular aspect of this study in relation to the long-term academic and social outcomes for students who participated in the Early Start programme in 1994/95 and were aged 15 at the time of data collection for this research. The study found that Early Start appears to have improved the students' academic attainment in mathematics and science at age 15 years, and these findings may demonstrate the importance of early childhood intervention in supporting the acquisition of numeracy. The Early Start participants were also more likely to perceive college attendance as something that was very important to their parents, which might indicate that these parents have higher aspirations for their children in terms of educational attainment. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Outcomes of Education; Participation; Educational Attainment; Socioeconomic Status; Geographic Isolation; Geographic Distribution; Gender Differences; Well Being; Early Childhood Education; School Readiness; Secondary Education; Postsecondary Education; Human Capital; Private Schools; Dropouts; Graduation; Differences

Abstract:
This report examines two sets of issues, the first being whether Indigenous Australians obtain a lower return on investment in education and training than other Australians. If they do, then this would partly explain why, in general, Indigenous participation in education and training is relatively low. The second issue is whether Indigenous participation is different once background characteristics--such as remoteness--are taken into account. To investigate these questions, the research uses previous research and a number of datasets: the National Aboriginal and Torres Strait Islander Social Survey, the Census of Population and Housing, the Australian Early Development Index and the Longitudinal Surveys of Australian Youth. The overall message is that, on the whole, Indigenous Australians have a positive return from education and training. Therefore it can be concluded that differential returns are not especially important in understanding differences in participation. The authors also find that, almost universally, background characteristics (including academic achievement at an earlier age) do not explain differential participation. Differences appear at an early age and then compound through the schooling system. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Childhood Education; Elementary Secondary Education; Higher Education; Enrollment; Age; Educational Finance; Public Schools; Expenditures; Expenditure per Student; Outcomes of Education; Income; Education Work Relationship; Educational Attainment; Gender Differences

Abstract:
Education plays a fundamental role in American society. This paper takes a look at school enrollment, costs and educational outcomes. How does school enrollment today compare with 1970, when the baby boom generation was in its prime years of school attendance (age 6 to 24) and made up 90 percent of all students enrolled in school? What do people earn with a college degree? How much does one spend on schools? The American Community and other Census Bureau surveys provide information to answer these and other valuable questions. Education statistics are vital to communities in determining funding allocations and guiding program planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Strategic Planning; Community Colleges; Graduation; Educational Attainment; Graduation Rate; Academic Achievement; Outcomes of Education; Outcome Measures; Equal Education; Access to Education; Accountability; Adult Education; Budgets; Disabilities; Mathematics Achievement; Student Financial Aid; Educational Improvement; Educational Quality; Enrollment; Federal Legislation; Educational Legislation; Elementary Secondary Education; Higher Education; Reading Achievement; Vocational Education; Early Childhood Education

Abstract:
This Fiscal Year 2011-2014 Strategic Plan (this Plan) addresses the key outcome-oriented goals below, focusing on reaching the President's 2020 goal. These goals focus on improving student achievement to increase high school graduation, college completion, and educational attainment--all measures of how the country is performing and how far it has to go. This Plan sets forth a strategy that focuses on improving these "national outcomes" for all groups of students. Because these outcome measures will not change overnight, the Department has also outlined a set of performance measures, closely linked to the Department's own activities, that can serve as indicators of the country's progress. The specific years referenced in the measures vary because they reflect the most recently available data and comparison years that are available and appropriate for each measure. (Contains 57 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Educational Attainment; Grounded Theory; Early Childhood Education; Social Development; Preschool Children; Low Income Groups; Mothers; Focus Groups; Nursery Schools; Intervention; Outcomes of Education; Postsecondary Education; Parent Background; College Readiness; Qualitative Research; Interviews; Urban Areas; Profiles; Parent Attitudes; Educational Quality

Abstract:
Background/Context: Economic, developmental, and sociological theories and research suggest that there are benefits associated with on-time postsecondary credentialing and training for low-income parents even though this often means the management of family, work, and school while children are young. This argument is based on three conclusions drawn from the literature: (1) early childhood is a time when children are uniquely responsive to their environments, and interventions during this developmental period result in greater returns on investments than do later interventions; (2) maternal postsecondary credentials may be more beneficial for younger children than for older school-aged children; and (3) the educational advancements of parents strengthen the economic and social assets of families and are likely to help break the intergenerational cycle of poverty. Purpose/Objective/Research Question/Focus of Study: This study places special emphasis on exploring how an early childhood education center can enhance the educational prospects of parents of young children and poses the following three questions: (1) How do young low-income mothers vary in their readiness for postsecondary success? (2) How does participation in high-quality early childhood education programs support mothers' educational pursuits? (3) How do mothers, in the context of high-quality early education, connect their educational goals for their children with their own educational goals? Research Design: In-depth qualitative interviews were conducted with 12 intentionally and 39 randomly selected parents whose children were enrolled in urban early childhood centers in Denver, Colorado; Chicago, Illinois; and Miami, Florida. Seventeen focus groups were carried out with program staff and teachers at the three centers. All transcribed interview data were analyzed through the creation of individual profiles to examine variation in mothers' postsecondary readiness and through a "grounded theory" approach. Findings/Results: Results indicate that (a) low-income mothers vary in their potential for postsecondary success and can be classified in three clusters; (b) all mothers are concerned for their children's education, and most believe that a college education is economically essential; (c) participation in high-quality early education may make a difference in mothers' views of their potential; and (d) those who observe their children thriving in an early childhood program may be more motivated to pursue their own education. Conclusions/Recommendations: Together, these results suggest a new framework for addressing the postsecondary and career needs of low-income families with young children: High-quality early childhood education centers may be a promising platform for adult education and training. Gains in educational attainment made through participation in such programming may cultivate skills and knowledge among parents that will not only improve their financial stability but also promote the educational and social development of their children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Incentives; Financial Support; Educational Finance; Teacher Effectiveness; Mathematics Achievement; Reading Achievement; Disadvantaged Schools; Urban Schools; Elementary Schools; Middle Schools; Outcomes of Education; Program Effectiveness; Educational Research

Abstract:
The study reviewed in this paper examined the effects of offering a school-wide teacher performance bonus program on students' reading and mathematics achievement. The study sample included 309 high-poverty New York City public schools serving students in grades K-8 from 2007-08 to 2008-09. Of these schools, 181 were randomly chosen to be offered the opportunity to participate in the performance bonus program. The comparison group consisted of 128 schools that did not receive the chance to participate. The study estimated the effects of the bonus program by comparing outcomes from the intervention group schools--even if they ultimately declined to participate in the bonus program--with the outcomes from the comparison group. The study found that the offer of a school-wide teacher performance bonus program did not have a statistically significant effect on students' reading achievement in either 2007-08 or 2008-09 or on mathematics achievement in 2007-08. For 2008-09, study authors reported a very small, but statistically significant, negative effect of the bonus program on mathematics achievement. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this review: "Teacher Incentive Pay and Educational Outcomes: Evidence from the NYC Bonus Program. Program on Education Policy and Governance Working Papers Series. PEPG 10-07" (ED513540).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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