Expanding School Time as Key Strategy to Boost Achievement

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States, districts and schools around the country are developing and implementing innovative and cost-effective ways to expand learning time for students in an effort to boost students’ academic achievement and provide a well-rounded education, according to the most comprehensive study of time and learning policies ever conducted. Released jointly by the National Center on Time & Learning and the Education Commission of the States, the study, Learning Time in America: Trends to Reform the American School Calendar, outlines that while some states and local school districts have reduced learning time in response to severe budget pressures – typically by reducing the number of days in the school year – others have prioritized expanding learning time to better prepare students for success in high school, college and the workforce.

The report also describes the important role that national leaders have played in encouraging states and districts to expand learning time. For example, the Obama Administration has made increasing learning time a priority through the U.S. Department of Education’s School Improvement Grant (SIG) program, which received a major funding increase through the American Recovery and Reinvestment Act of 2009.

Learning Time in America also highlights Congressional action including the introduction of the Time for Innovation Matters in Education (TIME) Act (S. 851/H.R. 1636) earlier this year by a bipartisan, bicameral group of lawmakers.

“Today’s standard school calendar of 180 six-hour days simply isn’t enough to give children – particularly children living in poverty – the education they need for success in the 21st century,” said Jennifer Davis, co-founder and president of the National Center on Time & Learning. “Proficiency in the three “Rs” is just not sufficient. Students need opportunities to experiment with hands-on science, think creatively and learn through the arts, understand history and civics and participate in real world apprenticeships. That’s why it’s so encouraging to see the expansion of learning time in districts and schools across the country.”

“It is clear that both the quantity and the quality of instructional time have a positive impact on student academic performance,” said Roger Sampson, president of the Education Commission of the States. “Expanding learning time is a strategy that has consistently shown an increase in student achievement, and should be considered by states and districts looking to improve instructional outcomes.”

In addition to providing a comprehensive overview of legislative and policy developments at the federal, state, and district levels, Learning Time in America also includes in-depth case studies that examine specific efforts around the country to increase learning time. For example:

• In Hawaii, the state legislature in 2010 reversed an earlier decision by the state to reduce the number of school days in the year from 180 in the 2008-2009 school year to 163 in 2009-2010, restoring all but two of those days to the 2010-2011 school year and back to 180 in 2011-2012. The legislature has also required the governor’s office, state department and board of education to develop a plan for increasing the school year to 190 days.

• In Massachusetts, in addition to many expanded-time charter schools, the state’s Expanded Learning Time Initiative begun in 2005 requires participating schools to add 300 hours to the school year for all students and use the additional time to improve core instruction, broaden enrichment programming and expand teacher collaboration and professional development while also developing measurable targets for academic achievement.

• In Illinois, the state legislature enacted legislation permitting Chicago to expand the school day earlier this year. Chicago’s new mayor, Rahm Emanuel, has made expanding learning time an education priority for his administration.

• In Texas, the Houston Independent School District expanded the school day of the entire district to 7 hours starting in the 2010-2011 school year. It also launched its new Apollo 20 initiative in four high schools and five middle schools. These nine schools feature an 8-hour school day and a school year that will grow to 190 days by 2011-2012.

• In Colorado, a statewide commission is developing policy recommendations for how more schools can expand the school day and standard yearly calendar and re-think the traditional school experience.

• Many high-performing charter schools offer more time than the traditional school schedule. For example, KIPP (Knowledge is Power Program) offers students up to 60% more time in its 99 schools.

ABOUT THE NATIONAL CENTER FOR TIME & LEARNING

The National Center on Time & Learning is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Through research, public policy, and technical assistance, NCTL supports initiatives that add more school time to help children meet the demands of the 21st Century.

ABOUT THE EDUCATION COMMISSION OF THE STATES

The mission of the Education Commission of the States is to help states develop effective policy and practice for public education by providing data, research, analysis and leadership, as well as by facilitating collaboration, the exchange of ideas among the states and long-range strategic thinking.