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ERIC Number: ED451314
Record Type: Non-Journal
Publication Date: 2000-Sep-14
Pages: 6
Abstractor: N/A
Reference Count: N/A
Analyses of Performance of Extended-Time and Non-Extended Time SURR Schools. Flash Research Report #1.
New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
This study examined whether reading and mathematics performance of New York City Schools Under Registration Review (SURR) elementary and middle schools with extended time differed from performance of SURR schools without extended time in 1999-00. It also examined whether extended-time schools attracted more certified teachers and relationships between teacher certification and student academic performance in these schools. Researchers examined the absolute and relative performance of extended-time and non-extended-time schools. Outcome measures included performance on city and state English language arts/reading tests and scores on city mathematics tests, all administered to elementary and middle school students. Researchers analyzed the percentage of students in each school who met grade standards, the percentage of students who had the lowest proficiency, and changes in the percentage of certified teachers in these two groups. Students in extended-time schools improved at a greater rate on city and state reading and mathematics assessments than did students in non-extended-time schools in terms of increasing the percentage meeting grade-level standards and decreasing the percentage scoring in the lowest proficiency level on reading and mathematics tests. A relationship existed between the percentage of certified teachers and performance in the schools. (SM)
New York City Board of Education, Division of Assessment and Accountability, 110 Livingston Street, Room 728, Brooklyn, NY 11201. Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.