Browsing by Subject "schedules"
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Item All-Day Kindergarten - Summary of Recent Findings(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational ImprovementA summary of findings for a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191).Item Alternative Calendars: Final Report by the Working Group(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsThis report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota. In October 1998, a Working Group was convened to provide independent advice to the State Legislature on alternatives to the traditional nine-month, September through June school year calendar.Item Alternative Calendars: Final Report by the Working Group: Table 4. Minnesota schools with year-round calendars interviewed January 1999(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsTable 4 was extracted from: Alternative Calendars: Final Report by the Working Group. This report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota.Item District 191 All-Day Kindergarten Program Longitudinal Findings 2003-06(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-03) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational ImprovementYear 3 (2005-2006) of a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191). Student learning, instructional aspects, social development, parent perceptions, and logistical concerns were examined as part of a four-year study.Item District 191 Full-Day Kindergarten Evaluation of Year 2(University of Minnesota, Center for Applied Research and Educational Improvement, 2005-09) Wahlstrom, Kyla; Hansen, Anastasia; Center for Applied Research and Educational ImprovementYear 2 (2004-2005) of a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191). Student learning, instructional aspects, social development, parent perceptions, and logistical concerns were examined as part of a four-year study.Item Extended Learning and Year-Round Programs in Six Districts: An Overview (February 1999)(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02) Center for Applied Research and Educational ImprovementIn 1995, the Minnesota Legislature began allocating funding to promote year-round and extended day, week, and year programs. This report describes the nature of the programs offered during 1997-98 school year and their related outcomes. Profiles for each program are located in the appendices.Item Extended Learning and Year-Round Programs in Six Districts: An Overview. (February 1998)(University of Minnesota, Center for Applied Research and Educational Improvement, 1998-02) Center for Applied Research and Educational ImprovementBeginning in 1995 the Minnesota Legislature allocated funding to promote year-round and extended day, week, and year programs. This report describes the nature of these programs and related outcomes. Profiles for each program are in the appendices.Item Minneapolis Public Schools Start Time Study Executive Summary 1998(University of Minnesota, Center for Applied Research and Educational Improvement, 1998-11) Wahlstrom, Kyla; Wrobel, G.; Kubow, P.; Center for Applied Research and Educational ImprovementEffective with the 1997-98 school year, the Minneapolis School District changed the starting time of its seven comprehensive high schools to 8:40 AM and the dismissal time to 3:20 PM. Prior to the change, classes began at the high schools at 7:15 AM and dismissed at 1:45 PM.Item Minneapolis Public Schools Start Time Study Executive Summary 2001(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-08) Wahlstrom, Kyla; Davison, Mark L.; Center for Applied Research and Educational ImprovementEffective with the 1997-98 school year, the Minneapolis School District changed the starting time of its seven comprehensive high schools to 8:40 AM and the dismissal time to 3:20 PM. Prior to the change, classes began at the high schools at 7:15 AM and dismissed at 1:45 PM. In the fall of the 2000-01 school year, CAREI was asked by the school district to examine the data about student grades and attendance and to repeat the administration of the School Sleep Habits Survey. The district was interested in knowing if the positive outcomes that had been present during the first year of the change were persisting over the long term. This report is the result of that follow-up study.Item School Start Time Study Final Report, Volume 2: Analysis of Student Survey Data(University of Minnesota, Center for Applied Research and Educational Improvement, 1998) Wahlstrom, Kyla LEffective with the 1996-97 school year, the Edina School District was the first district in the U.S. to change to a later starting time for their high school, going from 7:20 AM to an 8:30 AM start. This Volume II Report reports the data analysis and findings for survey responses from 7,168 secondary students, comparing the results from the Edina students to students in 16 additional school districts in the Minneapolis/St. Paul area. The report also provides a comparison of findings for students in Rhode Island who also experienced a change to a later start time. The survey used was the School Sleep Habits Survey created by Bradley Hospital at Brown University. A discussion of the comparative findings and possible future research studies is also included.Item Schools Start Time Study Final Report, Volume I(University of Minnesota, Center for Applied Research and Educational Improvement, 1998) Center for Applied Research and Educational ImprovementThe initial purpose of this study was to discover and examine the array of factors inherent in a consideration of changing the starting time for high schools in the Minneapolis/St. Paul area. It has gathered information from multiple sources and perspectives, including students, teachers, parents, school administrators, community members, and medical researchers. Effective with the 1997-98 school year, the Minneapolis School District changed the starting time of its seven comprehensive high schools to 8:40 AM and the dismissal time to 3:20 PM. Prior to the change, classes began at the high schools at 7:15 AM and dismissed at 1:45 PM.Item St. Paul Public Schools Extended Learning Programs: Evaluation Report (1997)(University of Minnesota, Center for Applied Research and Educational Improvement, 1997) Center for Applied Research and Educational ImprovementIn 1995, the Minnesota Legislature provided funding for year-round schools and extended day, week and year programming. Such programs are viewed as a way to increase student achievement, skills, and self-confidence through more flexible use of learning time. In March of 1996, the Saint Paul Public School district enlisted the Center for Applied Research and Educational Improvement to conduct an evaluation of its extended day, week and year programs.