Extended learning time and student accountability: Assessing outcomes and options for elementary and middle grades

BetsAnn Smith, Melissa Roderick, Sophie C. Degener

    Research output: Research - peer-reviewArticle

    • 9 Citations

    Abstract

    This article considers the relative impacts of student accountability policies and extended learning programs on the achievement gains of elementary and middle grade students. It shares qualitative and quantitative analyses of an extended learning time initiative implemented in conjunction with a high-stakes testing and retention policy. The influences of the extended learning initiative on students, teachers, and school organizations are described, and the achievement effects associated with the initiative are compared to those associated with the retention policy. Findings are interpreted in light of demands made by the No Child Left Behind Act and the concerns of policy makers and administrators as to how best to employ incentives, sanctions, and/or supplemental supports to promote student and school achievement. In closing, researchers are invited to pursue work that uncovers the specific effects of these strategies among particular students and learning contexts.

    LanguageEnglish (US)
    Pages195-236
    Number of pages42
    JournalEducational Administration Quarterly
    Volume41
    Issue number2
    DOIs
    StatePublished - Apr 2005

    Profile

    responsibility
    learning
    student
    time
    school organization
    sanction
    student teacher
    incentive
    act
    school

    Keywords

    • Extended learning
    • Policy
    • Retention

    ASJC Scopus subject areas

    • Education

    Cite this

    Extended learning time and student accountability : Assessing outcomes and options for elementary and middle grades. / Smith, BetsAnn; Roderick, Melissa; Degener, Sophie C.

    In: Educational Administration Quarterly, Vol. 41, No. 2, 04.2005, p. 195-236.

    Research output: Research - peer-reviewArticle

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