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Descriptors:
Adolescents; High School Students; Sleep; Cognitive Science; Attention; Behavior; Executive Function; Psychological Patterns; Puberty; Biological Influences; Intervention; School Schedules

Abstract:
Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. This paper considers findings from this field that are strong and clear enough to merit classroom application. Although many teachers and parents worry that high school students don't sleep enough, research shows that the impact of sleep deprivation on learning is not as dramatic as typically thought. Even so, research does show that teenagers can learn to get more shuteye, and that doing so can improve their mood and behavior. (Contains 51 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:
High School Students; Transfer Students; High Schools; School Schedules; Context Effect; College Attendance; Developmental Continuity; Education Work Relationship

Abstract:
The timing of a high school transfer may shape students' transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students' high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed. (Contains 3 tables and 9 notes.) 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:
Conflict; Family Work Relationship; Welfare Services; Public Policy; Early Childhood Education; School Schedules; Leaves of Absence; Child Care; Working Hours; Mothers; Fathers; Parent Attitudes; Childlessness; Foreign Countries

Abstract:
Welfare states enact a range of policies aimed at reducing work-family conflict. While welfare state policies have been assessed at the macro-level and work-family conflict at the individual-level, few studies have simultaneously addressed these relationships in a cross-national multi-level model. This study addresses this void by assessing the relationship between work-family and family-work conflict and family-friendly policies in 10 countries. Applying a unique multi-level data set that couples country-level policy data with individual-level data (N = 7,895) from the 2002 International Social Survey Programme, the author analyzes the relationship between work-family and family-work conflict and four specific policy measures: family leave, work scheduling, school scheduling, and early childhood education and care. The results demonstrate that mothers and fathers report less family-work and mothers less work-family conflict in countries with more expansive family leave policies. Also, in countries with longer school schedules mothers report less and women without children more work-family conflict. 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:
School Schedules; Educational Innovation; Colleges; Online Courses; Transfer Students; College Freshmen; Study Abroad; Educational Finance; College Admission; Internship Programs

Abstract:
Some students at University of Florida can take classes only during the spring and summer semesters for as long as they are enrolled. Each year they will get a four-month break--the fall semester--when they can take online courses, study abroad, or do internships. Some may opt to work. Despite their schedules, the students are full-fledged undergraduates--not second-class citizens--a point the university has emphasized on and off the campus. At a time when colleges are rethinking their offerings, Florida's move represents a reinvention of the academic calendar. The idea was inspired by growing demand and a dwindling supply of seats. A few years ago, deep cuts in state appropriations prompted the university's leaders to shrink undergraduate enrollment. Although they were wary of limiting access further, they knew the campus was at capacity--at least during the fall. Florida, like many other institutions, has long offered spots to "January admits," first-year applicants who must wait for a semester before enrolling. Over the past several years, the university has quadrupled the number of freshmen admitted in the spring, when it also welcomes about 1,000 transfer students. Officials decided that the spring-and-summer option must come with an enticement, something distinctive. So they developed the Innovation Academy, a mandatory series of courses, including a senior-year capstone project, for all spring-and-summer students. Each student takes six courses--on creativity and entrepreneurship, for instance--as part of a minor in "innovation." The program offers seminars, guest lectures, and service-learning opportunities, all to encourage students to develop solutions to problems in their chosen fields. Participating students also get hands-on experience at the university's new business incubator. Florida plans eventually to enroll 2,000 students on the spring-and-summer schedule. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; School Districts; School Schedules; Barriers; School Organization; Program Implementation; Guidelines; Cost Effectiveness; Rural Schools; Educational Policy; Educational Practices; Program Effectiveness; Educational Resources; Web Sites; Annotated Bibliographies; Educational Research

Abstract:
Can four-day school weeks help districts save money? How do districts overcome the barriers of moving to a four-day week? What is the effect of a four-day week on students, staff and the community? This paper enumerates the benefits for students and teachers of four-day school weeks. Recommendations for implementation of a four-day week are also presented. (Contains 7 online resources.)

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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)

Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed. 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:
School Schedules; Spatial Ability; Family Environment; Cultural Influences; Family Programs; Natural Resources; Social Influences; Foreign Countries; Context Effect; Interviews; Rural Areas; Semi Structured Interviews; Time

Abstract:
The object of this article is to present a categorisation of the ways in which time and space are conceived in the rationale of Mapuche family education. This approach considers knowledge of natural, social, and cultural elements that characterise the classification of time and space by "kimches" (sages) in the education of children and adolescents in the family environment. This knowledge, which is not covered in the school curriculum, would place school learning in context and provide a better quality education. A contextual analysis is made of the interviews in order to speak to the text in search of hidden meanings. Based on the results, the following categories are distinguished: seasonal cycles, periods of the day, and spatial conceptions present in Mapuche family education. (Contains 3 tables and 4 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:
Tenure; Community Colleges; Educational Change; College Students; Remedial Instruction; Comprehensive Programs; Educational Innovation; Educational Improvement; Educational Quality; Student Responsibility; Student Needs; Homework; Student Employment; School Schedules; Teaching Methods

Abstract:
In the United States, people think of elementary and secondary education as fundamentally different from higher education. The first two levels are where students are expected to learn the building blocks for lifelong learning, while college is meant to confer higher-order thinking and more-specialized skills. How students are treated flows directly from the difference in these sets of expectations. Before college, students generally are provided with schedules for prescribed classes, where they end up doing more learning inside than outside the classroom. College students, by contrast, are expected to be far more independent, to figure out which classes to take and then do most of their course-related work outside the classroom. For most of the roughly seven million students seeking degrees at community colleges, though, this construct makes little sense. They have often not mastered the building blocks: Up to two-thirds of community-college students need remedial education. Even though they are often the first in their families to go to college, community-college students receive scant support or advice for navigating course choices. And most of them have jobs, leaving less time for homework. The result: Fewer than 40 percent of those who attend full time go on to graduate or transfer within three years. But what if community colleges were organized to achieve success for the students they have, not for students like those who attend four-year residential colleges? First, such a re-envisioned community college would offer far greater numbers of block-scheduled programs. Rather than selecting courses, most students would be directed to enter comprehensive programs built around specific degree goals and schedules. A second important change would affect what happens in the classroom. A central operating theory in elementary and secondary reform is that the most important variable that schools can directly influence to improve learning is the quality of teaching in the classroom. There is every reason to believe the same is true in community colleges. Re-envisioned, community colleges would focus their hiring, professional development, and tenure systems on a single goal: improved teaching and learning. These innovations--structured programs and rigorous systems of tenure and support for improved teaching--are already happening at some excellent community colleges in the United States as well. Now more community colleges must follow suit if they are to meet the vital goal of significantly increasing the success of their diverse student bodies. 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:
School Schedules; Academic Achievement; Evidence; Mathematics Tests; Scores; Middle School Students; Racial Differences; Achievement Gap; African American Students; White Students; Reading Tests; Sleep; Achievement Gains

Abstract:
Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two percentile point gain in math test scores -- roughly fourteen percent of the black-white test score gap. I find similar results for reading scores and using variation in start times across schools. The effect is stronger for students in the lower end of the distribution of test scores. I find evidence supporting increased sleep as a mechanism through which start times affect test scores. Later start times compare favorably on cost grounds to other education interventions which result in similar test score gains. (Contains 8 figures and 10 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:
Academic Achievement; Reading Achievement; Individual Characteristics; Crowding; Mobile Classrooms; Educational Policy; Policy Analysis; Models; Mathematics Achievement; Educational Environment; Data Analysis; Outcome Measures; Year Round Schools; School Schedules; Economics

Abstract:
This study exploits a unique policy environment and a large panel dataset to evaluate the impact of school crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track year-round calendars and mobile classrooms. We estimate a multi-level fixed effects model to identify effects that are not confounded by other school, family, and individual characteristics. Results suggest that severely crowded schools have a negative impact on reading achievement but have no discernable impact on math achievement. Both mobile classrooms and year-round calendars are found to have a small negative impact on achievement in the absence of crowding, but a positive impact in crowded schools, though these policies are only able to partially offset the negative impact of crowding. (Contains 6 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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