Addressing Achievement Gaps: After the Bell Rings--Learning outside of the Classroom and Its Relationship to Student Academic Achievement. Policy Notes. Volume 18, Number 1, Winter 2010

Autor/in	Yaffe, Deborah
Institution	Educational Testing Service, Policy Information Center
Titel	Addressing Achievement Gaps: After the Bell Rings--Learning outside of the Classroom and Its Relationship to Student Academic Achievement. Policy Notes. Volume 18, Number 1, Winter 2010
Quelle	(2010), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Conferences (Gatherings); Summer Schools; Academic Achievement; Educational Change; Educational Television; Minority Groups; Achievement Gap; At Risk Students; Low Income Groups; Tutoring; Summer Programs; Budgets; Racial Differences; Supplementary Education; Community Schools; Socioeconomic Status; Urban Schools + Suchen Sie Ihr Suchwort? Summer school; Sommerkurs; Schulleistung; Bildungsreform; Bildungsfernsehen; Schulfernsehen; Ethnische Minderheit; Förderkonzept; Nachhilfeunterricht; Finanzhaushalt; Rassenunterschied; Ergänzungsunterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Each day, children spend more hours outside of school than in it. Yet education reformers have principally targeted the classroom, paying relatively little attention to what goes on during out-of-school hours. Now, however, reformers are beginning to realize that closing the stubborn achievement gaps separating low-income minority students from their more affluent White peers requires new attention to the many varieties of out-of-school learning--tutoring, summer school, even educational television. Efforts to expand and coordinate such supplementary education programs face many of the same obstacles that bedevil classroom reforms: budgets are tight, alignment with other educational efforts is imperfect, and proving that new initiatives increase achievement can be problematic. Still, with a new presidential administration apparently committed to rethinking education policy, it may be an auspicious moment for carrying education reform beyond the classroom. The promise of supplementary education was the focus of "After the Bell Rings: Learning Outside of the Classroom and Its Relationship to Student Academic Achievement," the 12th in the Educational Testing Service's (ETS's) series of "Addressing Achievement Gaps" symposia, launched in 2003. The conference was co-sponsored by the Charles Stewart Mott Foundation and co-convened by A Broader, Bolder Approach to Education; the After-School Corporation; the Institute for Educational Leadership and its Coalition for Community Schools; the National Council of La Raza; and the National Urban League. Held October 5-6 in Washington, D.C., the conference featured two dozen researchers, advocates and educational administrators as presenters and discussants. This issue of "ETS Policy Notes" provides an overview of the conference. (ERIC).
Anmerkungen	Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10