The Influence of Length of School Day on Student Achievement in Grades 8 and Grade 11 in New Jersey

Autor/inn/en	deAngelis, Phyllis; Sammarone, Danielle
Titel	The Influence of Length of School Day on Student Achievement in Grades 8 and Grade 11 in New Jersey
Quelle	In: AASA Journal of Scholarship & Practice, 17 (2020) 2, S.34-54 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	School Schedules; Grade 8; Grade 11; High School Students; Junior High School Students; Mathematics Achievement; Socioeconomic Status; Educational Change; Social Differences; Scores; New Jersey + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Bildungsreform; Sozialer Unterschied
Abstract	The purpose for this correlational, explanatory study was to explain the influence of the length of the school day on the mean Partnership for Assessment of Readiness for College and Careers (PARCC) scores on the 2016 Grade 8 Mathematics and 2016 Algebra II tests for students in various socioeconomic strata. The Grade 8 Mathematics sample included 150 public schools and the Algebra II sample included 166 public comprehensive high schools. The analyses controlled for various student, staff, and school variables. The results suggest that longer school days benefit students from wealthier school districts more so than students living in poverty or middle class students. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01