January 20, 2015 Leave a comment
Last week, the Center on Education Policy released a report summarizing findings from expanded learning time in low-performing schools in Colorado, Connecticut, Oregon, and Virginia. After reading through the report, I see a few clear themes (see EdWeek’s take for more):
- There is no single “right way” to do expanded learning time. We’ve written before about the important opportunities expanded learning time provides. Schools sometimes rely on external providers or community organizations to support additional time during the day, on weekends, or tacked on to the school year. Others use expanded learning time for teacher collaboration or activities to supplement student instruction.
- Expanded learning time is costly both financially and as a time investment. Adding time to a day or school year does carry a significant financial burden – and that increased time for students will only be effective if it is a structured opportunity for remediation or additional time with high-quality teachers. Successful implementation also requires teachers to embrace a change in working conditions. Leveraging additional time (and money) to improve teaching skills can yield a high return on investment for a school using expanded learning time.
- Expanded learning time is not a silver bullet. The schools using expanded learning time that are having better outcomes for students (e.g. increased proficiency, higher graduation rates) see these results as a result of simultaneous, high-impact interventions. As highlighted in the point above, simply tacking hours on to a day is not enough to improve student outcomes.
In general, the report repeats a theme that many studies on expanded learning time find: sometimes it works, and sometimes it doesn’t. But it seems the positive outcomes outweigh the negative, and maybe it’s only a matter of time before someone really gets it right.