The Long Island play revolution

2020 ◽  
Vol 101 (8) ◽  
pp. 16-18
Author(s):  
Pasi Sahlberg ◽  
William Doyle
Keyword(s):  
School District ◽  
Test Scores ◽  
Long Island ◽  
Student Attendance ◽  
Oxford University ◽  
Disciplinary Problems ◽  
District Superintendent ◽  
School Day ◽  
Recess Period ◽  
Unstructured Play

This excerpt from Let the Children Play by Pasi Sahlberg and William Doyle (Oxford University Press, 2019) describes how a Long Island school district began giving children more time for unstructured play during the school day by doubling the recess period, extending lunch, launching optional play clubs, and creating spaces for unstructured activity. At the same time, the district superintendent de-emphasized test scores and discouraged homework. Students began coming to class better prepared for learning, disciplinary problems went down, and student attendance went up.

The Supreme Court and School Health Services: Cedar Rapids v. Garret F.

2000 ◽  
Vol 66 (3) ◽  
pp. 317-326 ◽  
Author(s):  
Antonis Katsiyannis ◽  
Mitchell L. Yell
Keyword(s):  
School District ◽  
Health Services ◽  
Supreme Court ◽  
School Health ◽  
School Administrators ◽  
Nursing Services ◽  
The Supreme Court ◽  
School Day ◽  
Cedar Rapids ◽  
Trained Nurse

On March 3, 1999, the U.S. Supreme Court announced its decision in Cedar Rapids Community School District v. Garret F. During the school day, Garret required the services of a specially trained nurse to attend to his health needs. The school district, believing that they were not obligated under the IDEA to provide continuous one-on-one nursing care, refused to provide the services. The Supreme Court held that the school district had to pay for the nursing services Garret required when he was at school. This article analyzes the Supreme Court's ruling in this case and offers recommendations for educators and school administrators regarding the provision of complex health services to medically fragile students in special education.

scholarly journals Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

2014 ◽  
Vol 104 (9) ◽  
pp. 2593-2632 ◽  
Author(s):  
Raj Chetty ◽  
John N. Friedman ◽  
Jonah E. Rockoff
Keyword(s):  
Student Achievement ◽  
School District ◽  
Experimental Design ◽  
Test Scores ◽  
Value Added ◽  
Good Measure ◽  
Teaching Staff ◽  
Quasi Experimental ◽  
Unbiased Estimates ◽  
Parent Characteristics

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement. (JEL H75, I21, J24, J45)

scholarly journals Boys Named Sue: Disruptive Children and Their Peers

2007 ◽  
Vol 2 (4) ◽  
pp. 376-394 ◽  
Author(s):  
David N. Figlio
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Academic Outcomes ◽  
Test Scores ◽  
Instrumental Variable ◽  
Disruptive Students ◽  
Disciplinary Problems ◽  
Student Test ◽  
Classroom Assignment ◽  
Identification Strategy

This article proposes an unusual identification strategy to estimate the effects of disruptive students on peer behavior and academic outcomes. Because boys with names most commonly given to girls may be more prone to misbehavior as they get older, they may become differentially disruptive in school. In elementary school there is no relationship between names and boys' behavior, but on transition to middle school, a large gap emerges in behavior between boys with names associated with girls and other boys. Using boys' names as an instrumental variable, I utilize data on names, classroom assignment, behavior problems, and student test scores from a large Florida school district in the school years spanning 1996–97 through 1999–2000 to directly measure the effects of classroom disruption on peer performance. I find that behavior problems are associated with increased peer disciplinary problems and reduced peer test scores, indicating that disruptive behavior of students has negative ramifications for their peers.

scholarly journals Consolidating Rural School Districts: Potential Savings and Effects on Student Achievement

2000 ◽  
Vol 32 (3) ◽  
pp. 573-583 ◽  
Author(s):  
Charles Jacques ◽  
B. Wade Brorsen ◽  
Francisca G. C. Richter
Keyword(s):  
School District ◽  
School Districts ◽  
Test Scores ◽  
Economies Of Scale ◽  
Standardized Test ◽  
Rural School ◽  
Rural School Districts ◽  
School District Consolidation ◽  
School District Size ◽  
District Consolidation

AbstractOne frequently proposed policy is to consolidate rural school districts in order to save money by obtaining economies of size. The effects of school district size on both expenditures and standardized test scores are estimated for Oklahoma. Results indicate that economies of scale with respect to expenditures per student exist up to an average daily membership (ADM) of 965 students, but that as school districts become larger, tests scores decline. Even if savings in school district administration from consolidation are spent on instruction, state average test scores would decrease slightly. Thus, school district consolidation can reduce costs, but it will also reduce student learning.

scholarly journals Do extended school day programs affect performance in college admission tests?

2021 ◽  
Vol 40 (2) ◽  
pp. 232-266
Author(s):  
Daniel Araujo ◽  
Guilherme Bayma ◽  
Carolina Melo ◽  
Milena Mendonça ◽  
Luciano Sampaio
Keyword(s):  
Program Implementation ◽  
Test Scores ◽  
College Admission ◽  
Study Approach ◽  
Class Time ◽  
Language Class ◽  
Admission Tests ◽  
Program Effects ◽  
School Day ◽  
Admission Test

We assess the effects of a Brazilian extended high school day program on college admission test scores. The program entails an increase in Math/Science and Language class time, and the introduction of extra-class activity time. We exploit variation in program implementation timing to apply a difference-in-differences strategy and an event-study approach. Results show positive large effects on test scores and suggest that these effects are likely driven by increased class and extra-class activity hours. Moreover, the program affects not only scores in subjects for which it contemplates increased class time, but also in Humanities. Finally, we are able to show that increased time dedicated to academic-related extra-class activities works as a multiplier of program effects. In fact, these additional hours spent in complementary activities make the magnitude of program effects double from 0.092-0.150 to 0.180-0.317 standard deviation.

scholarly journals Metode Reward and Punishment sebagai Basis Peningkatan Kedisiplinan Siswa Madrasah Diniyyah

2021 ◽  
Vol 11 (2) ◽  
pp. 137-157
Author(s):  
Abdul Rosyid ◽  
Siti Wahyuni
Keyword(s):  
Student Achievement ◽  
Test Scores ◽  
Teaching And Learning ◽  
Physical Punishment ◽  
Learning Activities ◽  
Physical Contact ◽  
Learning Achievement ◽  
Disciplinary Problems ◽  
Context Of Learning ◽  
Reward And Punishment

Discipline character has a significant role in shaping the personality of students. In the context of learning, the discipline also has a relationship with the process of teaching and learning activities because it is one of the important factors that encourage student achievement. This paper discusses the form and implementation of reward and punishment that applies at Madrasah Diniyyah Al-Mahrusiyyah Putra as a way to shape the character of students' discipline and the basis for improving their learning achievement. The results of this study found that the forms of rewards given were various, including; gave several awards, prizes, and certificates of appreciation for students who passed the Nadzam festival, the best Nadzam class, exemplary students, and also given to other outstanding students. The forms of punishment given include giving punishments in the form of reprimands and advice, squatting, crossing for students who are late, giving red cards to students whose average test scores are low, giving punishments for a little physical contact, physical punishment for students who often do not get paid. In addition, breaking the rules and being undisciplined. The various forms of application of rewards and punishments that are given in stages according to the level and frequency of mistakes made show that disciplinary problems can be resolved properly and impact learning achievement because the process of teaching and learning activities becomes more optimal and orderly.

scholarly journals Academic Harms of Missing High School and the Accuracy of Current Policy Thresholds: Analysis of Preregistered Administrative Data From a California School District

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986769 ◽  
Author(s):  
J. Jacob Kirksey
Keyword(s):  
High School ◽  
High School Students ◽  
School District ◽  
Administrative Data ◽  
Local Control ◽  
Secondary Data ◽  
Current Policy ◽  
Student Attendance ◽  
School Students ◽  
Policy Concern

Currently, the state of California has dedicated much focus to reducing absenteeism in schools through the In School + On Track initiative, which revitalizes efforts made to keep accurate and informative attendance data. Additionally, absenteeism has been integrated into California’s Local Control and Accountability Plan to monitor district performance and improvement. Given the heightened policy concern surrounding absenteeism and truancy, this study seeks to improve researchers’ understanding of the impacts of missing school for high school students. This study will be the first known study to use preregistered secondary data from a school district, let alone the first preregistered study that seeks to address student attendance in schools.

Implementation of STEM at the District, School, and Classroom Level

2019 ◽  
pp. 304-321
Author(s):  
Mary D. Strayhorn
Keyword(s):  
School District ◽  
Stem Education ◽  
School System ◽  
Test Scores ◽  
Effective Means ◽  
District Level ◽  
Daunting Task ◽  
High Test ◽  
Information Growth ◽  
Classroom Level

At the district level of a school system, there are immense pressures to add value to the community as a whole. This is achieved through high test scores, graduation rates, and the production of a vital workforce that will propel the community financially. This is a daunting task when the rate of information growth is increasing exponentially faster than educators can adapt. Offering STEM education is an effective means of meeting this demand. This chapter will outline steps that will facilitate the implementation of STEM throughout a school district, school, and classrooms.

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