Transcript Overview of Goals - Education Commission of the States

A New Day for Schools
More Time to Learn:
Enabling Higher Achievement
and a Well-Rounded Education
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The Call for More Time:
Unfinished Agenda of Ed Reform
1983
Core Recommendations
of “A Nation At Risk”
2008
Current Status of
Educational Policy
#1
Implement rigorous standards
 Standards in place in 49 states
#2
Hold high expectations/
strengthen accountability
Act requires testing to state
 NCLB
standards; 100% proficiency by
2014
#3
Improve teaching profession
#4
Strengthen leadership and
increase fiscal support
#5 Increase learning time by
extending school day, year
prof. development efforts
 Many
under way (with varying success)
financial investments:
 Significant
federal, states, local
year = 180 days (no
 School
change)
School day = 6 hours (no change)
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Why Time Matters
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)
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Why Time Matters :
Enabling Other Priorities
Expanded Learning
Time (ELT) is
enabling, rather than
competing with,
other worthy
education priorities
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Why Time Matters
International Comparison in Math
Mathematics Achievement (Grade 4) and Average Number of Instructional
Days in School Year
By Country
230
600
Days/Year
220
580
500
170
480
160
460
150
440
U
N
IT
E
D
ST
C
an
ad
a
N
et
he
rla
tio
n
de
ra
si
an
Fe
Au
st
R
us
Ko
re
AT
ES
180
En
gl
an
d
520
nd
s
190
ra
lia
540
C
hi
na
200
Ja
pa
n
560
a
210
Math Scores
Days per Year
Math Scores
(TIMSS) 2003
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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 Subjects6
(July 2007 Report from the Center on Education Policy)
Massachusetts
Expanded Learning Time
Initiative
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Expanded Learning Time Initiative
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
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Expanded Learning Time Initiative
Two Primary Benefits
Innovation in Existing
Schools
Educational
Improvement



Stronger core academics
Engaging and wellrounded education
More time for teacher
collaboration

Catalyst for redesign and
reinvigoration

Builds internal (and
external) commitment to
school success

Offers an important new
path for education reform
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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
•
MA Business Roundtable
AFT of Massachusetts
•
Mass Insight Education
Massachusetts Teachers
Association
•
MA Business Alliance for Education
•
MA Afterschool Partnership
•
MA High Tech Council
•
Stand for Children
•
Associated Industries of MA
•
MA Association of School Committees
•
•
•
MA Charter Public School
Association
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Expanded Learning Time Initiative:
Growth over Time
2006 – 2007 2007 – 2008
2008 - 2009
Schools
9
18
26
Districts
5
8
12
Students
4,700
9,150
13,500
3/3/4/0
7/4/6/1
10/4/11/1
Elem/K8/Middle/ HS
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Expanded Learning Time Initiative:
Growth over Time
2008
Governor proposes doubling ELT
Initiative to $26 million; Legislature
increases funds to $17.5 million
serving approximately 13,000
students
30.0
State Funding for ELT
July 2007
25.0
State approves
20.0
$13 million in the FY08
budget – allowing 9 more
schools to implement ELT.
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September 2007
18 schools (with
more than 9,000
students) start
the new school
year as ELT
schools.
15.0
10.0
5.0
June 2005
State allocates
$500,000 for ELT
planning grants
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July 2006
State approves $6.5 million FY 07
budget – 10 schools (5 districts) + new
round of planning grants in 2007.
0.0
2005
10
Students (in thousands)
State Funding (in millions)
Students Served
20
2006
2007
0
2008
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Promising Early Results
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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
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The Number of ELT Schools Making AYP
Doubled in Math and Grew by 40% in ELA
Number of ELT Schools Achieving AYP
By Subject, Comparing Number in 2006 vs. 2007
2006
2007
Math
ELA
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ELT Students Showed Substantial
Improvement in MCAS Proficiency
Percent of Students Across The 10 ELT Schools Scoring
Proficient in Math, Science and ELA
By Subject, 2007 vs. 2002 – 2006 Average
44%
Increase
35
39%
Increase
19%
Increase
25
55
30.0
30
19.9
20
25
20.8
15.2
40
15
20
50
45
16.9
22.8
53.2
42.4
38.3
35
15
30
10
Math
2002-2006 Average
2006
2007
Analysis conducted by Education
Direction, Inc.
ELA
Science
2003-2006 Average*
2006
2007
2002-2006 Average
2006
2007
* MCAS Science testing began
in 2003.
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ELT Students Are Closing the
Achievement Gap in ELA
Percent of Students At or Above Proficiency in
ELA
ELT Schools vs. State, 2002 - 2007
59%
60%
63%
63%
59%
60%
State
Average
24%
21%
23%
66%
13%
21%
23%
53%
GAP
40%
42%
39%
ELT
Schools’
Average
40%
36%
35%
20%
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2002
2003
2004
2005
2006
2007
Teachers and Parents See the Benefits of
Expanded Learning Time
Teachers were asked in a May 2007 survey:
Parents were asked in a February 2007 Survey:
What do you believe has been the overall impact
of the longer schedule on student academic
performance?
Do you think having a longer school day is
helping your child improve how they’re doing in
school?
7%
70%
78%
22%
23%
Positive
Negative
Analysis conducted by JEF Associates
No Difference
A Lot of/Some Improvement
Analysis conducted by Education Direction, Inc.
No Difference
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Expanded Learning Time Initiative –
Year One Results
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.)
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National Center on
Time & Learning
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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.
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National Momentum
Policymakers across the country are exploring
strategies to add more time for learning
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
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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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Visit us at www.timeandlearning.org and
www.mass2020.org
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