1 1 A New Day for Schools More Time to Learn: Enabling Higher Achievement and a Well-Rounded Education

22      1983 Core Recommendations of “A Nation At Risk” 2008 Current Status of Educational Policy #1 Implement rigorous standards #2 Hold high expectations/ strengthen accountability #3 Improve teaching profession #4 Strengthen leadership and increase fiscal support #5 Increase learning time by extending school day, year Standards in place in 49 states NCLB Act requires testing to state standards; 100% proficiency by 2014 Many prof. development efforts under way (with varying success) Significant financial investments: federal, states, local School year = 180 days (no change) School day = 6 hours (no change) The Call for More Time: Unfinished Agenda of Ed Reform

33 A school calendar of 180, 6½-hour days is not enough time for all students to: Achieve Proficiency in ELA, Math, Science, and all core subjects Support Teachers to Improve Instruction Go Beyond the Basics (21st century skills, arts, music, physical ed., leadership development) Why Time Matters

44 Why Time Matters : Enabling Other Priorities Teacher Development Expanding Arts and Music STEM Closing the Achievement Gap & Dropout Prevention Sports/Physical Fitness Expanded Learning Time Turning Around Underperforming Schools Expanded Learning Time (ELT) is enabling, rather than competing with, other worthy education priorities

55 Mathematics Achievement (Grade 4) and Average Number of Instructional Days in School Year By Country (TIMSS) 2003 Why Time Matters International Comparison in Math Days per Year Math Scores

66 Why Time Matters Science & Math are Not Enough “Mastery of the arts and humanities is just as closely correlated with high earnings (as are high technical skills)… History, music, drawing and painting, and economics will give our students an edge just as surely as math and science will.” - Tough Choices or Tough Times: Report on the New Commission on the Skills of the American Workforce “In the latest edition of The World is Flat, I added a whole section on why liberal arts are more important than ever. It’s not that I don’t think math and science are important. They still are. But more than ever our (the US) secret sauce comes from our ability to integrate art, science, music and literature with the hard sciences. That’s what produces an IPod revolution or a Google.” - Tom Friedman in The School Administrator (February 20008) “As the majority of school districts spend more time on reading and math, 44% percent of districts reported cutting time at the elementary school level, including science social studies, art and music, physical education, lunch and recess. On average, the cuts amounted to about 30 minutes a day.” - Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects (July 2007 Report from the Center on Education Policy)

7 Massachusetts Expanded Learning Time Initiative

8 What is it?  Initiative is a partnership between Massachusetts 2020 and the Massachusetts Department of Elementary and Secondary Education, with the support of Governor Patrick and the Legislature  Schools redesign their schedules and add at least 300 more hours (25%) for ALL students in the school; Teacher agreements are negotiated locally  Whole school redesign required for more effective use of time; inclusive planning process is key  Balanced approach aimed at improving academic outcomes:  Core academics  Enrichment opportunities  Teacher planning and professional development State funds  Full-scale, multi-year evaluation to gauge impact and effectiveness  State funds $1,300 per pupil for implementing schools

9 Educational Improvement  Stronger core academics  Engaging and well- rounded education  More time for teacher collaboration Innovation in Existing Schools  Catalyst for redesign and reinvigoration  Builds internal (and external) commitment to school success  Offers an important new path for education reform Two Primary Benefits Expanded Learning Time Initiative

10 ELT is a Bold, but Realistic Education Reform Endorsed by a Diverse Coalition “We can ensure that expanded learning time for teaching and learning reaches every school in every community in the Commonwealth. ” - Governor Deval Patrick MA Association of Superintendents AFT of Massachusetts Massachusetts Teachers Association MA Afterschool Partnership Stand for Children MA Charter Public School Association MA Business Roundtable Mass Insight Education MA Business Alliance for Education MA High Tech Council Associated Industries of MA MA Association of School Committees

– – Schools91826 Districts5812 Students4,7009,15013,500 Elem/K- 8/Middle/ HS 3/3/4/07/4/6/110/4/11/1 Expanded Learning Time Initiative: Growth over Time

12 Expanded Learning Time Initiative: Growth over Time September schools (with more than 9,000 students) start the new school year as ELT schools. September schools (with more than 9,000 students) start the new school year as ELT schools. July 2006 State approves $6.5 million FY 07 budget – 10 schools (5 districts) + new round of planning grants in July 2006 State approves $6.5 million FY 07 budget – 10 schools (5 districts) + new round of planning grants in June 2005 State allocates $500,000 for ELT planning grants June 2005 State allocates $500,000 for ELT planning grants July 2007 State approves $13 million in the FY08 budget – allowing 9 more schools to implement ELT. July 2007 State approves $13 million in the FY08 budget – allowing 9 more schools to implement ELT Governor proposes doubling ELT Initiative to $26 million; Legislature increases funds to $17.5 million serving approximately 13,000 students 2008 Governor proposes doubling ELT Initiative to $26 million; Legislature increases funds to $17.5 million serving approximately 13,000 students State Funding (in millions) Students (in thousands)

13 Promising Early Results

14 Expanded Learning Time Initiative Year One Results After one year of implementation, what have we learned?  Students have shown promising gains in achievement Proficiency has risen substantially in all three tested subjects The achievement gap between students in ELT schools and students across the state shrunk by 35% in one year The number of ELT schools demonstrating Adequate Yearly Progress has grown markedly  Parents and teachers highly satisfied Parents see academic gains for their children Teachers are able to enhance their teaching and believe students are learning more

15 Number of ELT Schools Achieving AYP By Subject, Comparing Number in 2006 vs The Number of ELT Schools Making AYP Doubled in Math and Grew by 40% in ELA ELA Math

16 ELT Students Showed Substantial Improvement in MCAS Proficiency 44% Increase 19% Increase Percent of Students Across The 10 ELT Schools Scoring Proficient in Math, Science and ELA By Subject, 2007 vs – 2006 Average Analysis conducted by Education Direction, Inc. 39% Increase * MCAS Science testing began in 2003.

17 24% 21% 23% 21% 13% State Average ELT Schools’ Average GAP Percent of Students At or Above Proficiency in ELA ELT Schools vs. State, ELT Students Are Closing the Achievement Gap in ELA

18 Teachers and Parents See the Benefits of Expanded Learning Time Teachers were asked in a May 2007 survey: What do you believe has been the overall impact of the longer schedule on student academic performance? Analysis conducted by JEF Associates Parents were asked in a February 2007 Survey: Do you think having a longer school day is helping your child improve how they’re doing in school? Analysis conducted by Education Direction, Inc.

19 Beyond outcomes data, the first cohort of ELT schools…  Closed the “opportunity gap” by adding extensive enrichment programming (music, arts, drama, apprenticeships, physical fitness, health, etc.)  Report higher student engagement throughout the day  Have seen a marked increase in parental demand Matthew J. Kuss Middle School—the first school declared “chronically underperforming” and taken over by the state— has a 500-student waiting list The Dr. Martin Luther King, Jr. School has its first waiting list for paying-lunch students, as well as an 80% increase in tours for prospective families  Re-designed school day is a catalyst for additional educational improvements (small-group instruction, project-based learning, differentiated instruction, etc.) Expanded Learning Time Initiative – Year One Results

20 National Center on Time & Learning

21 Our Mission The National Center on Time & Learning is dedicated to expanding learning time to improve student achievement and enable a well-rounded education for all children. Through research, public policy and technical assistance, we support state initiatives that add more school time for academic and enrichment opportunities to help all children meet the demands of the 21st Century.

22 National Momentum State Examples: Leaders in Delaware, Alabama and Oklahoma have initiatives under development; New York’s “Contracts for Excellence” has “Longer School Day Measures” as one of six allowable uses of the new funds; Local districts in Florida, Pennsylvania, and Louisiana are adding more time for learning Leaders in Georgia, Rhode Island, and Maryland are exploring options for replicating the ELT Initiative Policymakers across the country are exploring strategies to add more time for learning

23 More than 1,000 Public Schools Succeeding with More Time There are roughly 1,000 public schools across the country that have expanded their schedules by more than 1-2 hours a day or 300 hours a year.  Charter Schools: over 30% nationally, and in some states closer to 90% of charter schools have an expanded schedule (e.g. KIPP schools are in session from 7:30 am to 5:00 pm & one month in the summer = 60% more time).  Low Performing Urban “Turn Around” Schools: Miami, Boston, Chicago, Pittsburgh, etc.  “One Off” district schools: Achievable Dreams Academy in VA, Timility in Boston, magnet schools, etc.

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