A-Z Index A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
search topic
Research: Studies
This review examines empirical evidence about the benefits of full-day kindergarten. While full-day kindergarten has not been shown conclusively to be beneficial, there is no evidence that it is harmful to children's development.
A review of the research about the effectiveness of test preparation programs on performance on standardized tests. The results are inconclusive, although it does appear that test-taking skills training can benefit younger students, low-achieving students, minority students and students from low SES backgrounds.
There were inconsistent results across studies, but it appears that single-sex schooling is most beneficial to girls, and to both girls and boys from disadvantaged backgrounds.
Three schools in the District (King-Edison Elementary, Tucker Elementary and Washington Learning Institute) have implemented additional instructional minutes and/or days into their school year. The results of the research in this area are inconclusive. However, it suggests that to enhance academic achievement these programs must use additional instruction time in new, different and better ways.
