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ERIC Number: ED518229
Record Type: Non-Journal
Publication Date: 2011
Pages: 36
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1097-3125
More Time for Learning: Student Participation in Extended Day Programming at the UCCS Donoghue Campus during the 2009-10 School Year
Lesnick, Joy; Hart, Bonnie; Spielberger, Julie
Chapin Hall at the University of Chicago
The purpose of this study was to examine the participation of students in extended day programming at Donoghue Elementary School, a University of Chicago Charter School, during the 2009-2010 school year and explore whether participation was related to academic performance and improvement. Using the available written records, the authors found that 85 percent of all students were involved in extended day programming at Donoghue during the 2009-2010 school year with students participating in a range of 0-7 programs. They used the ITM (Intensity of Teacher Minutes) unit to show the different levels of teacher attention that students received as a proxy for the amount of program participation during the school year. Students in fifth grade had the highest average ITMs, followed by fourth graders and third graders, likely due to the fact that the most programs were available for fifth graders, followed by fourth graders and then third graders. Pre-K, Kindergarten, first, and second graders had fewer program options and lower ITMs. (Again, enrollment records for the Early Bird program for students in grades Pre-K, K, and 1 were incomplete and therefore could not be included. Results reported for these students are likely lower than their actual participation during the 2009-2010 school year.) Second, they showed that the majority of students who received the highest amounts of ITMs were also those students who were not reading at grade level as measured by the STEP assessment at the beginning of the school year. This was in line with one of the primary goals of the extending learning program at Donoghue and what staff hypothesized would be true. The data currently highlights the fact that students who are struggling academically do receive additional supports in very individualized ways--more than 100 different combinations. Given this assortment of programming combinations, it is clear that students do not receive any kind of "packaged approach" to extended learning time. (Contains 11 figures, 6 tables and 2 footnotes.)
Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Chapin Hall at the University of Chicago
Identifiers - Location: Illinois