Examining the relationship between receipt of Extended School Year services and educator roles.
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| Title: | Examining the relationship between receipt of Extended School Year services and educator roles. |
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| Authors: | Barnard-Brak, Lucy1 (AUTHOR) lbarnardbrak@ua.edu, Filderman, Marissa J.1 (AUTHOR) |
| Source: | Preventing School Failure. 2025, Vol. 69 Issue 3, p237-244. 8p. |
| Subject Terms: | *School year, *Educators, *Teachers, *Students, Percentiles |
| Abstract: | The current study examined educator-reported frequency of Extended School Year (ESY) services recommendation and receipt and the variation in educator perceptions as to the recommendation and receipt of ESY services. Findings suggest that educator roles are associated with differences in the perceived receipt of ESY services. Self-contained teachers and specialists reported higher percentages of students who were recommended for ESY services that subsequently received those services as compared to inclusion and resource teachers. Results also indicated that self-contained teachers were more likely to perceive that students outside of a self-contained setting received ESY services while resource teachers were more likely to perceive these students as not receiving ESY services outside of a self-contained setting. It is posited that educational placement should not dictate the receipt of ESY services but it appears that this may be inadvertently occurring. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The current study examined educator-reported frequency of Extended School Year (ESY) services recommendation and receipt and the variation in educator perceptions as to the recommendation and receipt of ESY services. Findings suggest that educator roles are associated with differences in the perceived receipt of ESY services. Self-contained teachers and specialists reported higher percentages of students who were recommended for ESY services that subsequently received those services as compared to inclusion and resource teachers. Results also indicated that self-contained teachers were more likely to perceive that students outside of a self-contained setting received ESY services while resource teachers were more likely to perceive these students as not receiving ESY services outside of a self-contained setting. It is posited that educational placement should not dictate the receipt of ESY services but it appears that this may be inadvertently occurring. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2024.2429135 |
