Positive Effects of Intersession Tutoring in a Year-Round School.
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| Title: | Positive Effects of Intersession Tutoring in a Year-Round School. |
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| Language: | English |
| Authors: | Ananda, Nandang |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Elementary Education, Parent Attitudes, Program Effectiveness, School Schedules, Student Attitudes, Student Evaluation, Teacher Attitudes, Tutorial Programs, Tutoring, Vacation Programs, Year Round Schools |
| Assessment and Survey Identifiers: | Texas Assessment of Academic Skills |
| Abstract: | There is no lack of debate regarding year-round schooling. Emotions run high when school districts tamper with the "traditional" agrarian school calendar and adapt a year-round calendar. This study examines one program in a multi-track year-round elementary school, a tutoring program delivered during the students' intersession. Through interviews, surveys, analysis of grades recorded on report cards, and analysis of Texas Assessment of Academic Skills (TAAS--the state's criterion referenced testing program)u scores, the program is evaluated to determine whether goals for the program are being met. Survey data reveal that students, parents, and teachers all feel overwhelmingly that the program is effective at meeting stated program goals. Report card data do not show a statistically significant increase in grades after students attended the program, but there are many intervening variables for which there was no control. TAAS scores reveal that a significant number of students who participated in the program were able to master the test at their grade level. Additional convenience factors, such as transportation, cost, and timing, contribute to the program benefits. Appendices include: the 1996-97 district calendar; Intersession Tutoring Program Surveys, survey data, and samples of survey comments/suggestions; and report card data. (Author/ND) |
| Entry Date: | 1997 |
| Accession Number: | ED408263 |
| Database: | ERIC |
| Abstract: | There is no lack of debate regarding year-round schooling. Emotions run high when school districts tamper with the "traditional" agrarian school calendar and adapt a year-round calendar. This study examines one program in a multi-track year-round elementary school, a tutoring program delivered during the students' intersession. Through interviews, surveys, analysis of grades recorded on report cards, and analysis of Texas Assessment of Academic Skills (TAAS--the state's criterion referenced testing program)u scores, the program is evaluated to determine whether goals for the program are being met. Survey data reveal that students, parents, and teachers all feel overwhelmingly that the program is effective at meeting stated program goals. Report card data do not show a statistically significant increase in grades after students attended the program, but there are many intervening variables for which there was no control. TAAS scores reveal that a significant number of students who participated in the program were able to master the test at their grade level. Additional convenience factors, such as transportation, cost, and timing, contribute to the program benefits. Appendices include: the 1996-97 district calendar; Intersession Tutoring Program Surveys, survey data, and samples of survey comments/suggestions; and report card data. (Author/ND) |
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