Browsing by Subject "school structures and services"
Now showing 1 - 20 of 26
- Results Per Page
- Sort Options
Item 21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item 21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools: Final Evalution Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-03) Wahlstrom, Kyla; Sheldon, Timothy; Lewis, Ashley; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item Accessing Available Data Related to Core Indicators(Center for Applied Research and Educational Improvement, 1998-10-21) Seppanen, Patricia; Center for Applied Research and Educational ImprovementItem 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 Blocking the School Schedule: Potential for Instructional Change(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-11) Freeman, Carol; Center for Applied Research and Educational ImprovementFor seven years, researchers at the Center for Applied Research and Educational Improvement (CAREI), College of Education and Human Development, University of Minnesota, have been conducting evaluations of block scheduling for school districts across Minnesota and Wisconsin. Thirty-six high schools and 14 middle/junior high schools have requested some or all of the following evaluation methods: teacher, student, or parent surveys; classroom observation; or focus groups of teachers, students, or parents.Item Collaborative initiatives to develop integrated services for children and families: A review of the literature(University of Minnesota, Center for Applied Research and Educational Improvement, 1996-02) Ingram, Debra; Bloomberg, Laura; Seppanen, Patricia; Center for Applied Research and Educational ImprovementThis review of the literature is intended for use by organizations and agencies who are working collaboratively to improve outcomes for children and families by developing integrated services in their communities. The factors outlined in this review have been identified by researchers, experienced service practitioners and organizational theorists as key components in designing, implementing and evaluating the impact of collaborative initiatives to develop integrated services. The information is organized in a framework that reflects primary areas of importance in evaluating the implementation (or processes) and impact (or outcomes) of collaborative initiatives focused on service integration.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 An Evaluation of the Transitional Language Center Program in the Saint Paul Public Schools: Final Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-05-18) Bigelow, Martha; Ngo, Bic; Wahlstrom, Kyla; Ingram, Debra; Whitehouse, Elizabeth M.; Center for Applied Research and Educational ImprovementIn anticipation of the arrival of approximately 1,000 Hmong newcomers from the Wat Tham Krabok refugee camp in Thailand, the Saint Paul Public School District in Minnesota, worked with the community to develop an education program that would specifically address the needs of these students. The resulting program, the Transitional Language Center (TLC), was established at five elementary schools during the 2004-2005 academic year as a temporary educational model for the newcomers. In spring 2005, the district contracted with the Center for Applied Research and Educational Improvement to conduct an evaluation that compared the TLC model with the Language Academy (LA) model already in use by the district.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 Midwest High School, Example Student Survey Report (1996-2000 data)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Freeman, Carol; Center for Applied Research and Educational ImprovementIncluded in this partial report are some of the questions from the survey which was developed by CAREI to help schools gather perceptions and attitudes from their students. It was designed so that schools could survey their students before and after adopting a block schedule. Some schools have used it even though they did not switch schedules.Item Midwest High School, Example Teacher Survey Report (1996-2000 data)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Freeman, Carol; Center for Applied Research and Educational ImprovementIncluded in this partial report are some of the questions from the survey which was developed by CAREI to help schools gather perceptions and attitudes from their teachers. It was designed so that schools could survey their teachers before and after adopting a block schedule. Some schools have used it even though they did not switch schedules.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 Minnesota Charter Schools Evaluation, Final Report(University of Minnesota, Center for Applied Research and Educational Improvement, 1998-05) Center for Applied Research and Educational ImprovementAn evaluation team from the University of Minnesota was selected to complete an 18-month study in February 1996 by the Minnesota State Board of Education. The evaluation was to focus on three policy questions regarding Minnesota charter schools, 1) are Minnesota charter schools doing what they were designed to do; 2) are charter schools improving student achievement; and 3) are charter schools successful? This is the interim report completed in December 1996 and presented to the Board in early 1997.Item Minnesota Charter Schools Evaluation, Final Report; Appendix A: Charter School Profiles(University of Minnesota, Center for Applied Research and Educational Improvement, 1998-05) Center for Applied Research and Educational ImprovementAppendix A: Charter School Profiles was published as part of the Minnesota Charter Schools Evaluation, Final ReportItem Preparing a Community Progress Report(University of Minnesota, Center for Applied Research and Educational Improvement, 1998-09-18) Seppanen, Patricia; Center for Applied Research and Educational Improvement