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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.
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]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 186284243
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Examining the relationship between receipt of Extended School Year services and educator roles.
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  Data: <searchLink fieldCode="AR" term="%22Barnard-Brak%2C+Lucy%22">Barnard-Brak, Lucy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lbarnardbrak@ua.edu</i><br /><searchLink fieldCode="AR" term="%22Filderman%2C+Marissa+J%2E%22">Filderman, Marissa J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2025, Vol. 69 Issue 3, p237-244. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22School+year%22">School year</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Percentiles%22">Percentiles</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1045988X.2024.2429135
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 237
    Subjects:
      – SubjectFull: School year
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Percentiles
        Type: general
    Titles:
      – TitleFull: Examining the relationship between receipt of Extended School Year services and educator roles.
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            NameFull: Barnard-Brak, Lucy
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            NameFull: Filderman, Marissa J.
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            – D: 01
              M: 07
              Text: 2025
              Type: published
              Y: 2025
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              Value: 69
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              Value: 3
          Titles:
            – TitleFull: Preventing School Failure
              Type: main
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