Expanded Learning Time:Enabling Higher Achievement and Broader

Opportunities for Children

2009 Chicago Schools Policy Luncheon Series

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We are at a Critical Juncture in the Movement to Expand Learning Time

“Time” now at the forefront of education reform dialogue Charter schools, the Massachusetts ELT Initiative and high-performing after-

school programs show the value of more time for learning

Education leaders highly focused on 4 core concerns - all 4 underscore the need for more learning time: The unrelenting achievement gap Trend toward the narrowing of the curriculum (arts, physical education,

social studies and other important programs and subjects cut) The need to enhance teacher quality International competiveness

“I think our school day is too short, our week is too short, our year is too short.” - Secretary of Education Arne Duncan, January 2009 Senate Confirmation Hearing

“We can no longer afford an academic calendar designed when America was a nation of farmers… That calendar may have once made sense, but today, it puts us at a competitive disadvantage.” - President Barack Obama, March 9, 2009

4

294

277283

287 288 291

266

253250

259 262 265

230

250

270

290

310

1996 2000 2003 2005 2007 2009

Non-Low Income Low Income

Proficient Level: 299

NAEP Scores of 8th Graders in MathLow income vs. Non low income

Why More School Time is Needed:Persistent Achievement Gap

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• As schools work to meet the benchmarks established by NCLB, they have increased time for English Language Arts and Math at the expense of other subjects.

Percentage of Time Spent in Various Subjects in Elementary Schools

30%

21%

17%12%

12% 10%

41%

58%

Pre-NCLB NCLB

Recess

Art, Music, and PE

Science & SocialStudies

ELA & Math

Source: Center on Education Policy, Feb. 2008

• Time spent on science, social studies, art, music and PE has been cut by one-third since the start of NCLB.

• In today’s knowledge-based economy that values problem-solving, teamwork and communications, our students need more exposure, not less exposure, to these subjects.

Why More School Time is Needed:Narrowing Curriculum

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Do you have sufficient time to meet the needs of students?

27%

69%

4%

Agree Disagree Neither Agree/Disagree

34%

60%

6%

Agree Disagree Neither Agree/Disagree

Do you have sufficient time to collaborate with colleagues?

Note: The Illinois Teaching, Learning and Leading Survey is a survey released by a collection of stakeholder groups representing teachers, superintendents, communities and business groups. The stakeholders worked collectively with the New Teacher Center to conduct this survey of responses from 3,000 educators in 16 districts.

Why More School Time is Needed:Illinois Educators Report Needing More Time

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Three of the Most Successful Charter School Networks in the U.S. Consider “More Time” a Core Design Element

• KIPP Academy66 Schools in 19 states serving 16,000 students

• Achievement First15 Schools serving 3,700 students in CT and NY (e.g. Amistad Academy, New Haven)

• Uncommon Schools11 Schools serving 10,000 low-income students in NY and NJ (e.g. North Star Academy, Newark)

Comparison of School Time

Per Year

Massachusetts ELT Schools22 schools in MA serving more than 12,000 students

1685

16001560

1400

1170

800

1000

1200

1400

1600

1800

KIPP

Uncom

mon S

chools

Achie

vem

ent F

irst

Mas

s. E

LT Schools

Traditi

onal Public

Schools

Hours Per Year

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Enabling a High Achievement, Well-Rounded Education

A school calendar of 180, 6½-hour days is not enough time to:

Achieve Proficiency

(ELA, math, science, and all core subjects)

Support Teachers to ImproveInstruction

Go Beyond the Basics

(21st century skills, apprenticeships, arts,music, physical ed.,

mentors, youthdevelopment)

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Massachusetts Expanded Learning Time Initiative:

First State Policy Initiative To Redesign School Schedules Adding At Least 300 Hours For All

Students In Participating Schools

Launched in 2005

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2009 - 2010

Schools 22

Districts 11

Students 12,000

Elem/K-8/Middle/ HS 9/4/8/1

State Funding $15.6 million

Massachusetts Expanded Learning Time Initiative

30 additional schools have submitted ELT redesign proposals to the Massachusetts Department of Elementary & Secondary Education.

Partnership between Massachusetts 2020 and Massachusetts Department of Elementary and Secondary Education, with the

support of the Governor and the Legislature.

1111

Voluntary school participation; priority given to low income & low performance

Whole school redesign; inclusive year-long data-driven planning process with technical assistance

Balanced approach to added time: Core academics Enrichment opportunities (often provided by community partners) Teacher planning and professional development

Teacher’s agreement negotiated locally

State funds 13% ($1,300) more per pupil for 30% (300 hours); school selection is competitive

Full-scale, multi-year evaluation and Knowledge Capture strategy

Massachusetts Expanded Learning Time Initiative

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Promising Results

13

2.6

0.8 1.0

4.9

1.8

4.8

0

2

4

6

ELA Math Science

State ELT Schools

CHANGE in Percent of Students Achieving Proficiency: 2008 to 2009ELT Schools (All Grades) vs. State

n=25* By Subject

* Viveiros Elementary School (Fall River) opened in 2009 and, thus, is excluded from the analysis.

Over the past year, ELT schools gained in proficiency at double the rate of the state in ELA and Math and gained at nearly five times the state in Science

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-100%

100%

-150% 150%

ELA

MATH

Gap NarrowingG

ap N

arr

ow

ing

Gap WideningG

ap

Wid

enin

g

Over the last three years, six of the seven ELT schools serving middle grades narrowed the achievement gap with the state in math, four narrowed the gap in ELA with one school now

exceeding the state

100%

GAP CLOSED

GAP CLOSED

1515

More than 150 organizations partner with ELT schools to broaden opportunities for Massachusetts students

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How Teachers Perceive Impact of Expanded Learning Time

Higher percentages of teachers in Expanded Learning Time schools believe they have sufficient time to complete the curriculum and meet the needs of all students compared to teachers

in traditional schools.

Percent of Teachers Agreeing

34 36

5150

25

35

45

55

Adequate time to complete the curriculum Adequate time to meet the needs of all students

State

ELT Teachers

Source: MassTeLLS, 2009 (p<.001)

Note: The Massachusetts Teaching, Learning and Leading Survey: Creating Conditions Where Teachers Stay and Teachers Thrive was released on February 24, 2009 to the Board of Elementary and Secondary Education. The MassTells is a coalition of stakeholder groups representing teachers, superintendents, community and business groups.

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22%

77%

A Lot of/Some Improvement No Difference

Do you think having a longer school day is helping your child improve how they’re doing in school?

22%

5%72%

Much/Somewhat Better Much/Somewhat Worse No Change

How has the new schedule impacted the quality of your child’s education?

16%

30%54%

Much/Somewhat Better Much/Somewhat Worse No Change

How has the new school schedule impacted your child’s interest in school?

3%18%

79%

Agree Disagree No Answer

Do you agree that there should be more schools in Massachusetts with a longer day?

Survey conducted by JEF Associates, Inc., Feb. 2007

Parents See the Benefits of ELT

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Case Study

Edwards Middle School, Boston MAEdwards Middle School, Boston MA

A look at how one school used Expanded Learning Time to significantly close the achievement and

opportunity gaps for its students

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Edwards Middle School

2002

School has lowest math MCAS scores in Boston

Dwindling enrollment numbers

Considered for closing

Demographics

Grades served: 6-8

Number of students: 377

School Demographics:

% Special Ed – 32.1% Limited English – 23.6% Low Income – 89.4

2003-05

New principal hired

Adopts explicit focus on math (expands time for math, adjusts curriculum, hires coaches)

Scores and enrollment continue to be low

2002 20072006200520042003

2006

Edwards becomes ELT School

2006

Edwards becomes ELT School

2020

Edwards Middle School ELT Program

Teacher Planning & Professional

Development

Early release for students on Fridays allows extra 2 hrs for teacher common planning

Use of additional collaboration time for continuous focus on data and model lessons

Academics

Additional 1 hour academic block 4 days a week in addition to existing core classes

Started by focusing “extra block” only on Math–- in 2007 expanded to ELA, Science and Social Studies

Students strategically placed in different classes based on assessment data

Strongest teachers work with the weakest students

Teachers work with coaches to develop curriculum for this class based on student assessment data (MPSP data: every 7 weeks)

Enrichment

Extra 6 hrs per week for teacher and partner-led electives (art, music, sports, technology, leadership, etc.)

Strong partnerships with several community-based organizations

Entire 6th grade (190 students) participates in Citizen Schools apprenticeship program

Other partners include: Boston Ballet, Bird Street Community Center, Harvard University, and Boston Partners in Education

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Closing the Achievement Gap at the Edwards Middle School

In Math, 8th grade students now have overtaken the state in the percent of

students achieving proficiency

12% 22%

36%

56%

45%40%

49%

48%

2006 2007 2008 2009Grade 8 - Edwards Grade 8 - State

MATH

In ELA and Science, 8th grade students have dramatically narrowed the achievement gap with the state

40%48%

54%

71%

75%74% 75% 78%

2006 2007 2008 2009

ELA

3% 6%11%

27%33%32%

39% 39%

2006 2007 2008 2009Grade 8 - Edwards Grade 8 - State

SCIENCE

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Launched in 2007

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The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student achievement and enable a well-rounded education, with an emphasis on

underserved children.

Through research, public policy and technical assistance, we support initiatives that add more school time for

academic and enrichment opportunities to help all children meet the demands of the 21st Century.

Our Mission

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National Momentum: Policymakers across the country are exploring strategies to add more time for learning

In all, leaders in 30 states have expressed interest in launching ELT Initiatives.

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NCTL is supporting states around the use of ARRA resources to launch ELT Initiatives; USED ARRA guidelines encourage ELT for struggling schools:

Race to the Top (preliminary guidelines released July 27th) - $4.35 billion

School Improvement Grants (preliminary guidelines released August 26th) - $3.45 billion (IL = $124+ million in March)

Local Innovation Fund (preliminary guidelines released October 6th) - $650 million

Future Federal Policy Opportunities to Expand ELT Initiatives: TIME Act ESEA Reauthorization

Obama Administration Encourages Use of ARRA Funds to Expand Learning Time

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Thank You

For more information contact:

Jennifer Davis, President & CEO: jennifer@timeandlearning.org

To learn more about our work, visit us at:

www.timeandlearning.org

www.mass2020.org