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Daniel A. Jones – Journal of Education, 2024
The COVID-19 pandemic has provided a period for reexamination of how the world schools its children. Policy makers are considering how to address myriad challenges during this tenuous post-COVID era in primary and secondary education. This paper discusses potential school calendar change in the aftermath of the COVID-19 pandemic. Modifying the…
Descriptors: COVID-19, Pandemics, Primary Education, Secondary Education
Zirkel, Perry A. – Communique, 2022
Extended school year (ESY) under the Individuals with Disabilities Education Act (IDEA) has become a more frequent issue as a result of the learning loss and increased needs of some special education students due to the COVID-19 pandemic. School psychologists often play a significant role in implementation of the IDEA requirements specific to ESY.…
Descriptors: Extended School Year, Educational Legislation, Equal Education, Federal Legislation
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Martin, Doug; Moss, Peter – FORUM: for promoting 3-19 comprehensive education, 2021
The COVID-19 crisis calls for a transformation of education and schools, with the crisis having shown the many roles and purposes they do and can serve. But, the article argues, in the process of transformation there is another valuable experience to draw on: the 'Every Child Matters' policy agenda of the Labour government, including the concept…
Descriptors: Educational Change, COVID-19, Pandemics, Educational Policy
Doremus, Wendy A. – National Association of School Nurses, 2023
It is the position of the National Association of School Nurses (NASN) that all students, including those with disabilities or special healthcare needs, must have equal opportunity to safely take part in school-sponsored before, after, and extended school year programs and activities, also known as Out of School Time (OST). The registered…
Descriptors: School Nurses, Students with Disabilities, Special Needs Students, After School Programs
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Barnard-Brak, Lucy; Stevens, Tara – Journal of Special Education, 2021
Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY…
Descriptors: Eligibility, Criteria, Extended School Year, Special Education
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Barnard-Brak, Lucy; Benner, Gregory – Journal of Special Education Leadership, 2020
Extended school year (ESY) services refer to those special education services received by students during the summer break. These services are needed for those students who receive special education services who would otherwise regress and not readily recoup skills when returning to school. Identifying students who should receive extended school…
Descriptors: Eligibility, Extended School Year, Special Education, Identification
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Barnard-Brak, Lucy; Filderman, Marissa J.; Brewer, Adam T.; Kudesey, Carolina – Journal of Psychoeducational Assessment, 2022
We examined the association of students' ability to transition on a daily basis (horizontal transitions) as reported by teachers with academic achievement as mediated by the summer Extended School Year (ESY) services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these…
Descriptors: Student Adjustment, Academic Achievement, Extended School Year, Eligibility
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Woulfin, Sarah L.; Spitzer, Natalie – Journal of Educational Administration, 2023
Purpose: This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system's efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.…
Descriptors: Educational Change, COVID-19, Pandemics, Program Implementation
Emily Morton; Ayesha Hashim – EdResearch for Action, 2023
Three years after the onset of the pandemic, there is little evidence of academic recovery in the U.S. The latest data reveal a sobering reality: In spite of many school districts' efforts to accelerate learning, students remain far behind pre-pandemic levels of achievement. Even more troubling, many students did not accelerate their progress at…
Descriptors: Retention (Psychology), Intervention, Student Improvement, At Risk Students
NWEA, 2021
How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER [Elementary and Secondary School Emergency Relief] and IDEA [Individuals with Disabilities Education Act] funding can provide early intervention,…
Descriptors: Students with Disabilities, Achievement Gains, COVID-19, Pandemics
Jacqueline Gaye Bye – ProQuest LLC, 2021
The goal of this qualitative flexible design research study was to discover if North Dakota should revise North Dakota PK-12 school calendar requirements for the academic and social-emotional development of students. Innovative reforms that might be beneficial in revising the North Dakota school calendar were researched. A literature review was…
Descriptors: Administrator Attitudes, Teacher Attitudes, School Schedules, Social Emotional Learning
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Barnard-Brak, Lucy; Fearon-Drake, Danielle; Mutua, Kagendo – Rural Special Education Quarterly, 2023
We examined differences in the receipt and delivery of extended school year (ESY) services in the United States by locale as being rural, urban, or suburban. We found that there were significant differences in the percentage of students receiving ESY services according to locale, with rural local education agencies (LEAs) having a significantly…
Descriptors: Extended School Year, Rural Schools, Urban Schools, Suburban Schools
Layland, Allison – National Comprehensive Center at Westat, 2021
The impact of a year of remote or hybrid learning on students across the nation has been significant. Early research points to the disruptions to in-person learning experienced in school year 2020-21 could result in students losing between 3 and 11 months of learning. Many students have experienced additional trauma during COVID-19 including lack…
Descriptors: Distance Education, Blended Learning, COVID-19, Pandemics
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Wu, Derek – Education Finance and Policy, 2020
Schools often have to decide between extending the length of the school year or the school day. This paper examines the effects of changes in the distribution of instructional time on eighth-grade student achievement through a methodological framework that disaggregates total yearly instructional time into separate inputs for days per year and…
Descriptors: Elementary Secondary Education, Achievement Tests, Foreign Countries, International Assessment
Ohio Coalition for the Education of Children with Disabilities, 2022
An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education…
Descriptors: Individualized Education Programs, Students with Disabilities, Student Needs, Teamwork
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