The influence of extended-year schooling on growth of achievement and perceived competence in early elementary school.
The influence of additional school days on academic and psychosocial skills was examined through comparison of an extended-year program (210 days) with a traditional program (180 days). Kindergartners matched on background characteristics and magnet school attendance received tests of mathematics, reading, general knowledge, vocabulary, and perceived competence at the beginning (Fall K) and end (Spring K) of the traditional kindergarten year and at the beginning of the next traditional year (Fall 1). Although groups performed equivalently at Fall K, extended-year students outperformed traditional students at Fall 1 in mathematics, reading, and general knowledge and had higher levels of cognitive competence. Mathematics and reading achievement differences at Fall 1 were not associated with differences in the quality or intensity of educational efforts made during the traditional school year (i.e., Fall K to Spring K) or to differences between teachers in the traditional and extended-year programs. Results indicated that providing students with additional instruction time by lengthening the school year could be a promising educational reform.
Frazier
J A
JA
Department of Child Development and Family Studies, Purdue University, West Lafayette, IN 47907-1269, USA. frazierj@cfs.purdue.edu
Morrison
F J
FJ
D000124:Achievement; D002648:Child; D015331:Cohort Studies; D003479:Curriculum; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D015397:Program Evaluation; D011932:Reading; D012073:Remedial Teaching / Q000639:trends*; D012917:Social Adjustment; D013334:Students / Q000523:psychology*; D013997:Time Factors; D014481:United States