Extending Learning Time for Disadvantaged Students - Volume 1 Summary of Promising Practices - 1995

A r c h i v e d  I n f o r m a t i o n

Conclusions

The abundant amount of out-of-school time available to youth can extend productive learning and personal growth far beyond the end of the traditional school day, week, or year. Extended-time programs for disadvantaged students range from those offered in schools and funded partly or entirely by Title I, to those offered in various community settings with private funding. By drawing on such diverse programs, this study has identified successful strategies to extend learning for the most disadvantaged students. These strategies can inform planners and implementers of Title I extended-time programs. In addition, the successes of many extended-time programs suggest that Title I staff and other educators should encourage Title I students to participate in extended-time programs offered by other agencies or organizations.

Implications For Designing Title I Extended-Time Programs

Although the diversity of successful programs suggests that the best model to follow will depend on local needs and resources, several principles emerge as key to any Title I effort to extend learning time beyond the traditional school day, week, or year. Planners must:

Encouraging Title I Students To Participate In Non-Title I Extended-Time Programs

Extended-time programs offered by agencies or organizations outside the schools can offer disadvantaged students additional motivation and knowledge they need to succeed in school and beyond. Often, such programs build links with students' regular school programs, reinforcing particular skills needed in the classroom. To this end, Title I staff can:


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