Evaluation of the Year-Round Schools Program.

Autor/inn/en	Alkin, Marvin; und weitere
Institution	Los Angeles Unified School District, CA. Research and Evaluation Branch.
Titel	Evaluation of the Year-Round Schools Program.
Quelle	(1983), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Desegregation Effects; Desegregation Plans; Elementary Secondary Education; Parent Attitudes; Program Effectiveness; Program Evaluation; Racial Relations; Student Attitudes; Teacher Attitudes; Urban Schools; Voluntary Desegregation; Year Round Schools + Suchen Sie Ihr Suchwort? Schulleistung; Elternverhalten; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Year round school; Year-round school; Year-round schools; Ganzjahresschule
Abstract	This report details the technical aspects of a 1983 evaluation of Year-Round Schools (YRS) in the Los Angeles Unified School District. It is part of a combined effort to assess voluntary integration programs and is designed to inform the district's policy-makers on the progress the district has made in relieving the harms of racial isolation. A Prologue considers the general context affecting the analysis and interpretation of findings, in three aspects: (1) the nature of the greater Los Angeles area served by the district, (2) changes in the district's leadership, financial picture, and racial distribution; and (3) the effect of State and Federal policy changes on the district. Chapter I describes the YRS program as an effort to relieve overcrowding, and details the size, schedule, and goals of the program. Chapter II presents the methodology used to conduct the study. Evaluation questions, sampling procedures, instrumentation, and data collection and analysis are discussed. Chapter III, which provides results, is organized by these evaluation questions: (1) How successful have participating Year-Round Schools been in relieving overcrowding? (2) What are the opinions of the teachers and administrators about the advantages and disadvantages of Year-Round Schools? (3) What instructional practices are used in Year-Round Schools? (4) What are the attitudes of parents of participating students toward Year-Round Schools? and (5) What progress has been made in reducing the harms set forth in the Crawford decision? (The last section discusses the achievement levels, attitudes, behavior, and postsecondary opportunities of YRS students.) Finally, findings showing a positive picture of the progress of the YRS program are discussed and recommendations are given to the school district for dealing with continuing problems. (KH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC