Deciding to increase the time students spend in school is no easy decision. Although a number of districts across the country have done so in recent years, no two districts did it in the same way. That’s because each district had differing reasons for making such a decision. Furthermore, each district had to make the decision within their own local context. As each district has their own political and resource challenges the must be considered when determining if and how to expand learning time.
Making such a decision can be daunting for school leaders. However, a recent report from the Center on Education Policy (CEP) provides valuable information to those considering expanding learning time in their district. For example, the report notes that there are a variety of approaches to expanding learning time such as increasing the school day or year. But learning time can also be expanded by reducing the amount of non-instructional time and adding time for teacher activities that improve instruction. Each approach has its strengths and challenges which CEP details in case studies of 17 low-performing schools across 11 districts.
These case studies confirmed expanding learning time is no easy task but does has its rewards. However, expanding learning time is also quite expensive so district leaders must way the costs with the potential benefits of expanding learning time. The Center for Public Education’s (CPE) Making Time report is a resource for district leaders that provides an overview of what research says about the benefits of the differing approaches to increasing learning time. By considering the likely costs and benefits of expanding learning time district leaders can make a more informed decision on how to best utilize their limited resources to improve student outcomes – Jim Hull