PURPOSE: “to investigate the lived experiences of instructional leaders and high school graduates in relation to behavioral transformation and the development of a biblical worldview within a released time (RT) learning center”
Steven Louis Rathers Jr, A Phenomenological Study of Leader-Observed and Student Experienced Behavioral Transformations Associated with Christian Released Time Programs (2021).
Abstract: “Released time religious education has a long history in the United States, but not all programs have been successful, and others have not even been legal! In this article, the legal history and cases involving religious education are explored with particular emphasis on the three prong Lemon test (named for one of the litigants). Practical suggestions for maintaining a robust, legal released time religious education program are also included.”
Rex M. Butterfield, Released Time Religious Education: A Primer, 112.5 Religious Education 465-476 (2017).
ERIC - EJ1159287 - Released Time Religious Education: A Primer, Religious Education, 2017
ABSTRACT: “This article examines student perceptions of religious Released Time Educational (RTE) programming. Through interviews and surveys, we found that students made little distinction between public school attendance and RTE attendance and that many believed their RTE program to be part of their school. Moreover, many students found it to be a compelling and important element of their education, even though they also found it to be not very rigorous. The students’ impressions of their own schooling and education offer crucial insights into the ways in which students navigate their own education across church and state.”
Ari Y. Kelman and Zoe Wolford, Learning across church and state: student experience of a released time program, 111.1 Religious Education 49-74 (2016).
PURPOSE: “To examine the historical foundations and current trends in RTE programs using case study research methods. These programs have existed across the United States for 100 years. As the authors of this chapter, it is our experience that educators within public, and even religious, schools and higher education are largely ignorant of the legality and even the very existence of RTE programs. During author interviews with RTE program directors, it was reported that public school board members and administrators (e.g., principals and superintendents) are often unreceptive and even resistant when presented with proposals for the formation of new programs due to fear of legal entanglement and ignorance. Teacher education programs, especially those at institutions with explicitly religious missions, should consider offering support to RTE program directors and educators in their regions and educate their own students, especially administrators about the legality and potential benefits of these programs.”
J. A. Swezey, & K. G. Schultz, Released-time programs in religion education (2013).
“The purpose of this paper is to identify the legal regulations surround- ing released-time religious instruction in an attempt to eliminate confusion, lessen litigation, and give direction with respect to this sphere of education. To accomplish this, we must first take a look at the beginning of released- time programs to situate the phenomenon in its historical context. It is then important that we analyze major litigation and court rulings that have made an impact on defining the legal parameters of released-time instruction. Lastly, it will be beneficial to list the legal guidelines that resulted from the court cases. In so doing, we see a clearer definition of separation between church and state and accommodation for private religious beliefs so as to improve relations between released-time programs and public schools.”
Casey W. Ashcroft, Regulations for Released-Time Religious Education: A Historical Perspective, 12 Religious Educator: Perspectives on the Restored Gospel No. 2 (2011).
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1506&context=re
“This qualitative study examined the relationship between Utah public high schools and Latter-day Saint (LDS) released-time seminaries through the perspectives and practices of principals from both institutions. The study followed methods consistent with phenomenological research. Data were analyzed through a theory of social exchange. Sites and participants were purposefully selected using a criterion phenomenal variation strategy. Sites included six Utah public high schools with LDS seminaries adjacent. Participants included the public school and seminary principals at those sites. The overarching question that guided the study was: How is the professional relationship between the public schools and LDS seminaries in Utah perceived and practiced by principals of both institutions? The three subquestions used to support the central question were: (1) What are principals’ perceptions of the relationship? (2) How is the relationship maintained? (3) Why is the relationship maintained?”
Casey W. Ashcroft, Utah public school and LDS released-time program relations: Perspectives and practices of principals from both institutions. Utah State University (2011).
“The purpose of this study was to determine principals’ knowledge of, and beliefs about, released time for religious instruction. Released Time is a program that allows public school students, with parent permission, to leave campus during school hours to attend religious education classes. These classes are completely funded and taught by religious or community groups. Since 1952, the U.S. Supreme Court has upheld the constitutionality of Released Time.”
Philip S. Davidson, Georgia High School Principals' Perspectives on Released Time for Religious Instruction. Diss. University of Georgia (2006)
ABSTRACT:
“This dissertation is a qualitative case study of the Newton, Kansas Public School’s program of religious released time education named Weekday Bible School (WBS). The research question is as follows:
Does WBS fulfill the principles of a character education program as defined by The Character Education Partnership?
The history of character education is presented with a review of the basic philosophy of American education since Colonial times, the history of church and school interaction, and the application of the First Amendment to public education. The original versions of the character education programs of Values Clarification, Moral Development Theory, and the Fourth and Fifth R’s are described.
With the data collected in interviews, observations, and from public documents, WBS is described and evaluated as possibly fulfilling the principles of a character education program as set forth by the Character Education Partnership. The WBS program of religious released time education in Newton, Kansas measures up to portions of eight of the Eleven Principles of The Character Education Partnership.”
Rhonda Joann Lamar, Newton, Kansas: A case study in religious released time education. Diss. University of Kansas (2005).
The author argues the need for the Church and State to be “cooperative neighbors in order to avoid being enemies.” This cooperation will insure religious liberty for all. The author further notes: “In public school curricula, atheism has the advantage over theism. The Bible is not taught in public classrooms. But the private classrooms sponsored by released time programs are places where God and religion can be fully appreciated. And courts do not have the right to interfere.”
Jesse Prince, Released Time, the Answer to Religious Education, Christian Law, 7. C.L.S 48 (1977-1978).
“The purpose of this study was to identify the attitudes of three groups toward programs of released time for religious instruction. These three groups were: a systematic random sample of citizens in Oregon, all public high school teachers in Oregon, and all church leaders in Polk and Marion counties. Specifically, answers to five general questions were sought:
What impact might the establishment of released-time programs have on church-school relationships?”
Richard Jennings Arnold, A comparison of the attitudes of three groups toward released time for religious instruction in Oregon (1978).
Graduate Thesis Or Dissertation | A comparison of the attitudes of three groups toward released time for religious instruction in Oregon | ID: vx021k21f | ScholarsArchive@OSU (oregonstate.edu)
This article summarizes arguments for and against Released Time programs. The author also includes statistics from 1962.
Dierenfield, Richard B. Religion in American Public Schools (1962).
ABSTRACT: “The thesis is entitled An Investigation of Some Aspects and Implications of Released-Time for Religious Education. By way or orientation, "released-time" is the designation assigned to a period of religious education that falls within the hours of a recognised public-school day. The pupils who desire to participate are excused for part of the school day to go to a nearby church for religious instruction, Released-time is designed to bridge the gap between the limitations of the public school in teaching religious belief, and the inadequacies of traditional church agencies in meeting the spiritual needs of children.”
James W. Zottnick, An investigation of some aspects and implications of released-time for religious education. Diss. Montana State University-Bozeman, College of Education, Health & Human Development (1960).