Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups

Differences in Perceived Issues in Teacher Preparation Between First-Year Teachers and Their Principals

The perspectives of both teachers and principals are valuable in understanding to what extent recent graduates from formal educator preparation programs are ready to take on teaching roles and tasks as a teacher. The understanding gained may contribute to bettering initiatives targeted on teacher retention, particularly in those critical beginning years of practice. This study examined the perceived effectiveness of first-year teachers’ preparation from the perspectives of the teachers and the principals, utilizing three-year survey data of 644 first-year teachers who graduated from a higher education institution and 497 hosting principals in a Midwest state. The findings note that the first-year teachers and principals, in general, had similar views regarding the preparation of the teachers. Significant differences were found related to certain competency domains as identified in the state’s teaching standards. Also discussed in the article are longitudinal trends and recommendations for addressing noted challenges faced by first-year teachers

School-Based Teacher leaders: Longitudinal Report

This evaluation report, prepared by the Delaware Education Research and Development Center (R&D Center), includes a description of the performance of a group of mathematics teachers who participated in the School Based Teacher Leaders (SBTL) project from 2005 until 2009 in the state of Delaware. During five years trained observers from our center conducted classroom observations as part of the annual evaluation of the project

Math Partnership Project Evaluation Year 3

Observations of teachers participating in the Math Partnership Project were conducted in order to determine how teaching techniques change over the school year. Staff of Delaware Education Research and Development Center conducted 33 observations of math lessons during fall 2006 and 36 observations during spring 2007. All the teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, Mathematics Content, and elements of classroom culture. The data gathered indicate a positive change towards better teaching techniques; especially in design and implementation of the lesson and the component of classroom culture. In the component of mathematics content there is still room for improvement

DE Reading First students' motivation and opportunity to read: Student survey results

This study surveyed and compared reading motivation and reading behaviors of first, second, and third graders in Delaware Reading First (DERF) schools with that of similarly aged students in comparison schools and a national sample. Data for this study was gathered in the fourth year of DERF’s five year implementation and was used to answer broader questions of the program’s impact on students: Do Reading First students read more frequently? Are they more positively disposed toward reading

Evaluation Results of the Delaware State Improvement Grant: YEAR 3 Analysis of Student Assessment Resulsts Spring 2005

The primary focus of this five-year evaluation is to provide information regarding how well the project has met its primary goals: -To improve literacy and reading skills for children with disabilities, and -All students with mild and moderate disabilities will gain access to and progress in the general curriculum

The Economics of a Four-Day School Week: Community and Business Leaders’ Perspectives

The four-day school week is a concept that has been utilized in rural schools in the United States for decades and the number of schools moving to the four-day school week is growing. In many rural communities, the school district is the largest regional employer which provides a region with permanent, high paying jobs that support the local economy. This study collects data from 71 community and business leaders in three rural school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis is used to investigate the perceptions of community and business leaders related to the economic impact upon their businesses and the community and the impact the four-day school week has had upon perception of quality of the school district. Significant differences were identified between community/business leaders that currently have no children in school as compared to community/business leaders with children currently enrolled in four-day school week schools.  Overall, community/business leaders were evenly divided concerning the economic impact on their businesses and the community. Community/business leaders’ perceptions of the impact the four-day school week was also evenly divided concerning the impact on the quality of the school district. Slightly more negative opinions were identified related to the economic impact on the profitability of their personal businesses which may impact considerations by school leaders. Overall, community/business leaders were evenly divided when asked if they would prefer their school district return to the traditional five-day week school calendar

The Economics of a Four-Day School Week: Community and Business Leaders’ Perspectives

The four-day school week is a concept that has been utilized in rural schools in the United States for decades and the number of schools moving to the four-day school week is growing. In many rural communities, the school district is the largest regional employer which provides a region with permanent, high paying jobs that support the local economy. This study collects data from 71 community and business leaders in three rural school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis is used to investigate the perceptions of community and business leaders related to the economic impact upon their businesses and the community and the impact the four-day school week has had upon perception of quality of the school district. Significant differences were identified between community/business leaders that currently have no children in school as compared to community/business leaders with children currently enrolled in four-day school week schools.  Overall, community/business leaders were evenly divided concerning the economic impact on their businesses and the community. Community/business leaders’ perceptions of the impact the four-day school week was also evenly divided concerning the impact on the quality of the school district. Slightly more negative opinions were identified related to the economic impact on the profitability of their personal businesses which may impact considerations by school leaders. Overall, community/business leaders were evenly divided when asked if they would prefer their school district return to the traditional five-day week school calendar

Undergraduate Understanding of Climate Change: The Influences of College Major and Environmental Group Membership on Survey Knowledge Scores

A survey covering the scientific and social aspects of climate change was administered to examine U.S. undergraduate student mental models, and compare knowledge between groups based on major and environmental group membership. A Knowledge Score (scale 0-35, mean score = 17.84) was generated for respondents at two, central East Coast, U.S. universities (n = 465). Elements of student mental models examined include environmental issue confusion, skepticism, and self-reported understanding. This study finds that students frequently confuse climate change with other environmental issues, and that a substantial majority of students do not have an understanding of climate change that closely matches the scientific model. These misconceptions extend to their understanding of mitigation actions. Environmental group membership is shown to be a greater determinant of climate change knowledge than enrollment in a science major

Project C.H.A.N.C.E.: Interim Evaluation Report, Year 3

The purpose of this evaluation was to provide summative information about the impact of Project C.H.A.N.C.E. on the students and parents involved in the program.This evaluation report, prepared by the Delaware Education Research and Development Center, includes an accounting of Project C.H.A.N.C.E.’s third year of implementation. It is intended to provide summative information about the program’s effectiveness. Information related to parent understanding of the importance of literacy, parent involvement and school relations, student achievement, student health and wellness, student discipline, and parent and student drug awareness is discussed. To gather this data, parent surveys, student focus groups, and school records were used