The+Research

This is where we will list all the information on research.
====** Quote: “**a semester-length course taken twice a week or once a week is by definition more intensive than the same course taken three times a week.” ==== ==== Source: Gallo, M. A., & Odu, M. (2009). Examining the relationship between class scheduling and student achievement in College Algebra. //Community College Review//, 36(4), 299-325. Retrieved from EBSCO//host//. ====

core courses.”
==== Source : Lohmeier, K. L. (2007). Integrating expanded core sessions into the K-12 program: A high school scheduling approach. //Re:View//, 39(1), 31-38. Retrieved from EBSCO//host//. ====

**Source: **Gerard, V.(2007). Year-Round Schools Look Better All the Time. //Communicator// (30)1, 56-58.
====** USE: **Although longer school days and school years are widely supported, this schedule will allow school to directly impact student achievement without time extension; important because many high school students have jobs and responsibilities after school; we also could used this research to justify the decision to pull time out of classes and lunches====

** Source: ** Klein, J.(2001). Attention, scholastic achievement and timing of lesson. //ScandinavianJournal// //of EducationalResearch//, //45//(3), 301–309.
====** USE: **We decided to put this block in the mornings rather than at the end of the day in an attempt to prevent students as seeing this time as "optional" and checking out of school early; putting this period in the morning will also accommodate the schedules of juniors and seniors who have internships and extensions classes off campus in the afternoons==== ====** PARAPHRASE: **As schools move to fulfill the rigors of a 21st century education, educators are expected to actively and continuously seek ways to enhance instruction and improve student learning. The pursuit of this level of instructional efficacy an only occur in an environment where the key resources of people and time are used strategically.====
 * Source: ** Miles,K., & Frank, S. (2008). //The strategic school: Making the most ofpeople, time and money//. ThousandOaks, CA: Corwin Press.
 * USE: ** We recognized the need for immediate and drastic intervention and did not allow budget constraints to limit the services we provide to our students.

States commonly use a combination of state and locally adopted measures to identify students in need of remediation.
 * The current trends on how to catch at risk students .**
 * Thirty states use state assessments -including high school exit exams - to determine student eligibility for remediation.
 * Seventeen states direct districts to use locally determined indicators, including locally-adopted assessments, promotion policies orclassroom performance.
 * Five states identify other indicators.


 * Source:** Education Commission of the States (2011). //Student Support and Remediation//. Retreeived from ( []

Currently, state-level policies in 33 states focus on the remediation of high school students meeting specific criteria. Policies in these 33 states require districts or schools to do one or more of the following at the high school level: (1) provide remediation (2)have a program of remediation in place (3) determine a plan for remediation. Policies in 10 states explicitly require districts to evaluate their remediation programs - Kentucky, Louisiana, New York, North Carolina, Ohio, Rhode Island,Texas, Virginia, Washington and Wisconsin. Georgia's department of education is required to annually evaluate the state's remedial education program.
 * Polices on how to catch at risk students/what current research shows**


 * Source:** Education Commission of the States (2011). //Student Support and Remediation//. Retreived from ( []


 * North Carolina: This is the current state status and regulations that we have to follow: so we have to provide remedication and get evaluated on it yet there is no money to so?**

school students || Yes, districts must provide. || to receive additional subject time in certain subject areas || **How:** Through state assessments – including end-of-course exams – and locally adopted student promotion policies.
 * **Student Support and Remediation** ||
 * State requires remediation for low-performing high
 * State specifies a process for identifying students
 * When:** 9th grade and above.

Biology, Civics and Economics and Algebra I. || students || Yes, students identified as at high risk of failing or who fail competency tests must be provided with plans designed to meet their specific needs. Additionally, students who do not meet district promotion standards (which must include statewide accountability standards) must be provided with personalized education plans. || at-risk/out-of-school youth to earn a standard high school diploma || None identified || student remediation program || Yes, districts are required to annually report to the department of education their progress in increasing the number of students who meet the standard for grade-level promotion. || 6D.0505 ||
 * Subject Areas:** Reading, mathematics or "a portion of the multiple choice or performance computer skills tests[.]" As of the 2006-07 school year, students must pass end-of-course exams in English I, U.S. History,
 * State requires individual learning plans for at-risk
 * State provides alternatives for
 * State policy requires district or state to evaluate
 * Sources || **Remediation:**N.C.ADMIN. CODE TIT. 16, § 6D.0301, N.C.ADMIN. CODE TIT. 16, § 6D.0503
 * Remediation**
 * Evaluation:**N.C.ADMIN. CODE TIT. 16, § 6D.0505
 * Individual**
 * Learning Plans:**N.C.ADMIN. CODE TIT. 16, § 6D.0301, N.C.ADMIN. CODE TIT. 16, §
 * Source:** Education Commission of the States (2011). //Student Support and Remediation//. Retreived from ( []
 * //Why does remediation matter?//**
 * States benefit when more of their citizens graduate with a high school diploma, and students benefit when they earn a high school diploma.
 * States, students, and the business community benefit when students graduating from high school have adequate skills to succeed on the job.
 * States and students benefit when students are prepared prior to enrollment in postsecondary studies.
 * Students benefit when academic deficiencies are addressed as early as possible in their high school career.
 * Students and schools benefit when student participation in needed remediation is mandatory, and not left to a student's choice to participate.
 * Source:** Education Commission of the States (2011). //Student Support and Remediation//. Retreived from ( []

The nation loses $3.7 billion a year due to students not learning the basic skills needed to succeed in college or work while they are in high school. This includes $1.4 billion to provide remedial education to students who have recently completed high school. In addition, this figure factors in the almost $2.3 billion that the economy loses because remedial reading students are more likely to drop out of college without a degree, thereby reducing their earning potential.
 * Statement:** As states expand there requirments of graduation there is an increasing importance of to provide remediation for students so that they catch and not fail.
 * Facts:**

The Alliance for Excellent Education.(2006). //Paying Double:Inadequate High Schools and Community College Remediation//. Retreived from []
 * Source:**


 * Thought this was an interesting approach to remediation built in the school day and other options along with the names for it:)**

opportunities for differentiation, remediation, and enrichment during the school day. Through the effective use of Spartan Time, students are able to workclosely with teachers, collaborate with their peers, and use time to make up work as necessary.
 * Spartan Time:** Spartan Time is time allotted during the school day for our students to work with teachers in a variety of ways. It provides
 * Student Intervention Programs:** West Springfield High School is committed to building success for all students, and we offer a wide variety of intervention/remediation programs to build skills. English runs after-school SOL remediation sessions beginning in 2nd quarter and continuing weekly throughout the year. Several teachers host an AP boot camp that runs for three Saturday sessions in the fall and is designed to build the skills and confidence of first-time AP students. West Springfield High School also offers a unique remediation and credit recovery program in chemistry that provides an opportunity for students to recover a credit in chemistry and pass the SOL end of course exam without having to attend summer school.
 * Source:** West Springfield High School home page. Retreived from []

Problem
 * Lack 21st century learners
 * Possible retention if the gaps are notcaught early
 * Costs of our future for college students to catch up
 * Cost of the student or parents for having to take remediation class incollege instead of introduction classes
 * Student get further and further behindwhich makes it difficult to catch up
 * Disservice to the students not toimplement remediation to catch studentup to their peers
 * This assist in student receiving thespecific skill that they are lacking in order to build to the next level forthe next year instead of being lost