Amidst the pressure to prepare students for a successful future, educators, policymakers, and community activists are now recognizing the need to add more learning time to children’s lives. Bela P. Shah, a senior program associate for after-school initiatives at the National League of Cities’ Institute for Youth, Education, and Families, acknowledges that this issue is currently receiving a lot of attention and emphasizes the importance of collective responsibility in addressing it.
Twenty-five years ago, the influential report "A Nation at Risk" highlighted the need for schools to increase the amount of time dedicated to education in order to combat the growing mediocrity in the American education system. Today, leaders at various levels are actively working towards implementing this recommendation, within city agencies, school districts, statehouses, and on a national scale.
An-Me Chung, a program officer for the Charles Stewart Mott Foundation, notes that the topic of extended learning time is widely discussed and that there is now a more holistic approach to considering the role of time in education. The foundation has been instrumental in fostering conversations among scholars, educators, and policymakers to rethink the concept of time in learning.
The push for more learning time has resulted in a multitude of initiatives across the nation. A study conducted by the Center for American Progress revealed that between 1991 and 2007, over 300 initiatives were launched in high-poverty and high-minority schools in 30 states. Additionally, the Education Commission of the States found more than 50 efforts at the state level since 2000 to increase learning time.
The methods of incorporating more learning time vary. It can involve flexible assignments that allow students to work at their own pace, such as completing assignments online at any hour of the day. Some districts even allow students to take longer than the usual four years to finish high school. Other approaches involve creating stronger connections between schools and various learning experiences in the community, offering a range of after-school programs in areas like sports and college guidance counseling.
Ultimately, the goal is to extend the school day or school year to account for the expanding list of skills and knowledge that students need to succeed as adults. It is widely recognized that increasing learning time is the way forward in ensuring the future success of students.
• The teachers’ union in New York City extended the school day by 37.5 minutes for the first four days of the week in order to provide tutoring to struggling students in small groups.
• While the average student spends 1,161 hours in school each year, the amount of time students spend in school can vary significantly between different districts. A study conducted in 2006 found that students in Chicago spent eight weeks less time in school compared to the national average.
SOURCE: Center for American Progress
• Eight communities are seeking grants from the Mott Foundation to implement a new type of expanded learning that aims to create a seamless learning experience both inside and outside of school, supported by community services.
• In Massachusetts, a highly-watched initiative that started three years ago has provided districts with approximately $1,300 per student to add 30 percent more time to the school year. The program has gained interest from at least seven other states who are considering implementing similar initiatives. Chris Gabrieli, co-chairman of the National Center on Time and Learning, which advises schools in Massachusetts, stated that traditional school hours are not sufficient to meet educational goals.
With support from national teachers’ unions, Senator Edward M. Kennedy introduced legislation that would provide federal funding for districts or schools interested in adopting the Massachusetts model. Similar ideas were also included in legislation sponsored by Representative Donald Payne.
The issue of time in schools has even become a topic in the presidential race. Senator Barack Obama’s education platform calls for high-quality summer and after-school programs. Two coalitions were formed during the 2008 election to keep education issues in focus, with extended learning time being one of their priorities.
During the summer, the National Center for Summer Learning launched a public-policy campaign to advocate for funding for summer programs, particularly for children from less privileged backgrounds. The campaign highlighted research indicating that two-thirds of the achievement gap between disadvantaged students and their wealthier peers can be attributed to summer learning loss. It also noted that children with limited summer activity options are more likely to experience health issues such as obesity and diabetes.
Ron Fairchild, the executive director of the center, believes that the increasing attention given to out-of-school time demonstrates the recognition of its importance in children’s learning. He expressed optimism during a lobbying event in Washington, stating that there is a growing momentum on this issue.
On a national level, the Council of Chief State School Officers found that in 2006, 21 states had school days of less than five hours or no requirement at all. Only three states mandated school years longer than 180 days.
Education Resource Strategies, a nonprofit consulting firm based in Watertown, Massachusetts, conducted a study in 2006 to determine the number of hours students spent in school each year in ten urban districts. The results varied, with Chicago students spending 914 hours per year and Houston students spending 1,274 hours per year. These numbers represent "allocated school time," which includes lunch breaks, passing periods, and other non-classroom activities. However, not all allocated school time is dedicated to instruction, and experts believe that even less of it is high-quality instructional time.
In the past, urban schoolchildren used to spend more time in the classroom. Studies show that in the mid-1800s, some major cities had schools that were open for more than 250 days a year. For example, New York City’s schools were open year-round with only a three-week break in August. However, as we entered the 20th century, the urban school year started to shrink due to middle-class parents demanding vacation time. At the same time, rural school calendars grew longer due to farming demands but were often cut short due to lack of funding. By the middle of the 20th century, the typical school year in the US became late-summer-to-late-spring, with a lengthy summer vacation.
A report called "A Nation at Risk," released in 1983 by the National Commission on Excellence in Education, emphasized the need for higher expectations, improved teaching, and better curricula to enhance American education. However, the report also acknowledged that achieving these goals would require "significantly more time." Since its release, the idea of adding more school time has been debated and attempted periodically. In a 1994 report titled "Prisoners of Time," another federal panel reaffirmed the need for a longer school day and year, arguing that time was the "unacknowledged design flaw" in American education and that it should facilitate learning instead of limiting it.
In recent years, the concept of increasing school time has gained momentum, driven in large part by the academic standards movement, which seeks to define what students should know, as well as a heightened focus on achievement gaps between students of different backgrounds. The passage of the federal No Child Left Behind Act in 2002 further emphasized the importance of reevaluating time in education, as it imposed consequences on schools that failed to make sufficient progress. Additionally, the global economy propelled the idea that young people must not only master core academics but also develop "21st-century skills" such as critical thinking and teamwork.
The expansion of federally funded 21st Century Community Learning Centers, which promote a mix of academic and enrichment activities during after-school hours, also contributed to the reevaluation of time. The program’s funding grew from $40 million annually in 1998 to $1 billion per year by 2002, and it has maintained considerable support despite attempts to cut its funding.
The rise of charter schools has also prompted educators to consider the benefits of longer school days or years. According to the Center for Education Reform, two-thirds of charter schools take advantage of their regulatory freedom to adopt extended schedules. Knowledge Is Power Program (KIPP) schools are often cited as examples of the positive impact of more time in school. These schools, serving predominantly low-income students, have achieved impressive academic gains through a rigorous college-preparatory program that includes 8 ½ hours of instruction per day, classes every other Saturday, and three weeks of summer school.
The movement to increase learning time has also fostered collaboration between the education, youth development, and after-school sectors. Recreation and job-training programs now frequently incorporate academic assistance, and more schools are striving to provide low-income students with a wide range of learning experiences, such as art classes and internships, similar to those enjoyed by their more advantaged peers outside of school.
Research conducted by Karl Alexander and his colleagues at Johns Hopkins University has shown that the achievement gap between low-income students and their middle-income peers widens during the summer months due to differences in access to learning opportunities.
Overall, these various factors have led to a growing recognition of the importance of reevaluating and reconsidering the allocation of time in education to better support student learning and success.
In a report published in 2007 titled "A New Day for Learning," the Mott panel strongly recommended eliminating the distinction between school and after-school programs. They suggested creating a seamless learning experience that would focus on academic, cultural, and civic learning, as well as critical thinking and teamwork. This approach would go beyond the traditional school setting and have no set end time. The report emphasized the need for intense collaboration within the community and for a complete rethinking of educational goals, practices, and personnel. The foundation has invited eight school district-community partnerships to apply for grants that would enable them to develop learning systems embodying these principles, with winners expected to be announced in the fall.
Many recent initiatives aimed at expanding learning time share some key beliefs. One of these beliefs is that children require more time and opportunities to learn what they need to know. Another belief is that additional time must be used for new modes of learning, rather than simply extending vocabulary lists. These initiatives also recognize that schools cannot address this issue alone. Educators have long partnered with community groups to enhance students’ learning, as seen in the Community Schools movement. However, these connections are now being established more frequently in schools not formally affiliated with that coalition. Despite these common beliefs, the initiatives vary in their philosophy and approach.
One type of extended-time program serves as an academic intervention for the lowest-performing students. For example, in the former School Improvement Zone in Miami-Dade County, struggling schools operated on a longer day and year, with the additional time devoted exclusively to core academic subjects.
Since the 1970s, researchers have distinguished between the time allocated for learning by schools, the time during which students are engaged in learning, and the actual learning time. This distinction is important because simply increasing the amount of time spent in school may not be effective if that time is not used efficiently and if students are not fully engaged.
Another type of program combines academics and enrichment with the aim of developing well-rounded individuals. These programs often provided by community groups, either alone or in partnership with schools, may take place during or after the regular school day. They offer arts, sports, cultural experiences, vocational training, and academic support.
Other extended-time efforts, such as the Massachusetts initiative, involve fundamental school redesigns that put the school district in charge of improving performance by aligning enrichment and academic components. Unlike some programs, participation in these initiatives is required for all students in the school.
Randi Weingarten, president of the American Federation of Teachers, believes that when teachers have a significant role in shaping additional learning time, both students and teachers reap rewards. Students have the opportunity to approach learning in new ways, such as working in small groups or engaging in hands-on activities, while teachers can improve their skills and experience greater job satisfaction. Weingarten emphasizes the importance of making this additional time a professional and collaborative practice that builds teachers’ capacity and boosts morale.
Expanding learning time does not necessarily mean that all teachers would need to work longer hours. For example, at a New York charter middle school co-managed by the city and the United Federation of Teachers, additional hours are covered on a staggered schedule.
Extending learning time can be costly and politically challenging. Elena Silva, a senior policy analyst at the think tank Education Sector, notes that a longer school year can face opposition from business interests, such as the amusement park industry, which employs many teenagers and relies on tourism for revenue. Middle-class parents who desire more time with their children and resent disruptions to vacations may also resist a longer school year. However, a longer school day is generally met with less opposition, although high school athletics departments may view it as problematic because it cuts into traditional practice times.
According to Chris Gabrieli of the National Center on Time and Learning, schools participating in the Massachusetts initiative have found that a longer school day is more cost-efficient than a longer school year.
The impact of instructional time on student learning outcomes is significant. Through expanding learning opportunities and optimizing instructional time, schools can better equip students with the necessary skills and knowledge for success.
Policymakers prioritize cost when considering the addition of more time to the school schedule, according to Ms. Silva. A study commissioned by the Broad Foundation in 2008, and conducted by the Center for American Progress, found that the annual cost of increasing school time by 30% ranged from $287 to $720 per student. The cost depended on whether paraprofessionals or certified employees were hired for the extra time. The study states that costs could be lowered by reallocating current staffing or implementing a stipend system, but could be higher if new certified staff members were hired. Karen Hawley Miles, the co-author of the study, states that schools typically spend about 16% more to increase time by 30%.
One concern regarding the addition of time is that it may only prolong ineffective instruction methods. Lucy N. Friedman, the president of The After-School Corp. (TASC), a nonprofit organization managing an initiative to expand time by 30% in 11 schools in New York City, believes that a broader approach to learning is necessary for students.
Leaders in the after-school sector are worried about the potential disregard for their expertise in youth development when discussing extended time. Jane Quinn, the assistant executive director for community schools at the Children’s Aid Society, expressed concern about the speed of the dialogue surrounding extended time and the possible exclusion of youth workers. Ellen S. Gannett, the director of Wellesley College’s National Institute on Out-of-School Time, shared her uneasiness after witnessing middle school students being lectured in an extended-day program in Florida with no interactive or animated learning opportunities. Gannett believes that personal and relational connections are essential during extended time.
While expanded learning programs are still a work in progress, they are bringing together individuals from various fields dedicated to children’s development. The goal is to help children succeed in school by bridging the gaps between school, after-school, and youth development. Ms. Chung from the Mott Foundation emphasizes the importance of collaboration among educators to make a difference in the lives of children. Efforts are being made to break down silos and work together.
