More Time to Learn: The Next Frontier of Education Reform

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More Time to LearnThe Next Frontier of
Education Reform
National Association of Year Round Education
February 28, 2006 Jennifer Davis Co-Founder and
President, Massachusetts 2020
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Background Massachusetts 2020 and Extended Time
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Massachusetts 2020 Background
Over the last five years, Massachusetts 2020 has
launched, or partnered to launch, nine major
initiatives focused on supporting extra learning
time programming for the students of
Massachusetts.
Building Systems
Expanding Strengthening Programs
Public Policy Research

• Keeping Kids on Track Statewide Campaign
• Research
• Amicus brief (school financing case)
• Learning in after-school
• Parent Surveys
• MCAS Analysis
• Extended-Time Schools

• Bostons After-School for All Partnership ?
  Boston After School Beyond
• Massachusetts After School Partnership

• Transition to Success Pilot
• School Sites Initiative
• Middle School Initiative
• Literacy Coaching Initiative
• Partners for Student Success

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Why Time MattersInfluences Out Of School
Since the Coleman report in 1966, educational
researchers have consistently shown that the
socioeconomic factors of students at any given
school accounts for at least 66 of their overall
academic achievement levels.
80 of childrens waking hours
Family
Tutoring/Mentors
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Why Time MattersResearch Basis

• John Carroll (1963) distilled many overlapping
  concepts in educational theory to build an
  integrated model of school learning
• Defined basic framework of learning
• A learning task is the act of going from
  ignorance to understanding of a certain concept
  or skill
• School learning is comprised of series of
  learning tasks
• Learning can be measured by time

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Why Time MattersReality Check
For maximally efficient and effective learning,
teachers/schools need to aim for ratio of 11

• Time Spent in 2006
• Standard School Calendar 180 six-and-a-half hour
  days (20 of childrens waking hours)
• Unchanged for decades

• Learning Expected in 2006
• All students achieve proficiency in core subjects
• All students master and apply 21st century skills
  (e.g., teamwork, oral presentation)

• Time Needed in 2006
• Continually rising expectations of learning ?
  growing curriculum
• High of English-language learners, low SES
  students and special needs students

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Why Time MattersWhat the Research Shows

• Programs can increase engagement in learning
  skills needed for long-term success
• Adequate dosage
• Intentional focus on learning
• Well-trained, qualified staff

Research Snapshot After-School

• All students experience learning loss over the
  summer (low-SES students have greater decline in
  reading esp. math) Stem loss through
• Engagement in quality learning activities
• Experiences that broaden horizons
• Expanding social network, leadership opportunities

Research Snapshot Summer
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Why Time MattersImportant Trends
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• Research Study

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Research StudyWhy Conduct a Study?

• Existing Research
• On Extended-Time Schools
• No single source of information or research on
  extended-time schools
• On Time and Learning
• Time and Learning not a designated field of
  study in education
• Most research related to how more time leads to
  more learning is (a) experimental/theoretical
  or (b) connected with after-school programs

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Research StudyPurpose and Questions

• Develop an in-depth understanding of how
  Extended-Time Schools (ETS) operate by studying
  effective practices
• Use findings to help drive systemic change to the
  school calendar through both policy and practice

Purpose

• Scheduling
• Learning and Pedagogy
• Staffing
• Financing

Research Questions
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Research StudyGeneral Observations

• Each school is unique in the ways it finances,
  staffs, and schedules
• Schools continuously adjust their schedule (and
  whole educational program) to optimize outcomes
• Schools emphasize that time alone is not enough
  but additional time makes success possible

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Research StudyOverview of Key Findings

• More time used in a variety of ways to impact
  learning
• Increased class time in core academics
• Integrated enrichment activities
• One-on-one or small group instruction (tutoring)

• For teachers, the additional time enabled more
  common planning and class preparation time
• Extended-time schools generally cost more, but
  costs tend to be highly leveraged (i.e., costs do
  not rise as fast as added time)
• There was almost universal appreciation by
  teachers, parents and students of the value of
  more time for supporting teaching and learning

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Research StudyKey Findings Student Schedules

Hrs/Wk
Conventional School Week 30-32.5 hrs
Typical Core Academic Subjects 20 hrs
Calculated for students who attend the
school-run after-school program
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Research StudyKey Findings Student Schedules

• Some innovations include
• Class periods that range from 80 to 120 minutes
• Integrated subject classes (e.g., Humanities
  course layers social studies curric. over ELA)

• Designated periods for homework help and/or
  tutoring
• Electives interspersed throughout the day (not
  just after core academic classes)

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Research StudyKey Findings Learning
Increased Time on Task
Longer Class Periods
Broader/Deeper Coverage of Curriculum
Tutoring Homework Help
More Math and ELA
Addressing Diverse Ability Levels
Enrichment Activities
Deepened Adult-Child Relationships
Experiential Learning and Enrichment
Professional Development/ Common Planning
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Research StudyKey Findings Staffing
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Research StudyKey Findings Teacher Schedules
Hrs/Wk
Calculated for teachers who teach in the
school-run extended-day program Based on
analysis of teachers contracts in Lynn,
Lawrence, Boston and Lowell
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Research StudyKey Findings Teacher Schedules

• Some benefits of longer day noted by teachers
• Have more individual planning time within day?
  Had less work to take home
• Enjoyed common planning time with colleagues ?
  often times discussed progress of individual
  students to limit falling through the cracks
  syndrome
• Within longer classes, teachers could cover more
  material, answer all students questions ? needed
  practice to manage longer class
• Longer/more breaks for students (recess) made it
  easier to hold students attention during
  afternoon classes

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Research StudyKey Findings Financing
Costs do not rise at the same rate as time
added Added Costs vs. Added Time
Data for Murphy School reflects costs for 307
students participating in extended-day program
only Cost per student is based on analysis of
2004 actual Per Pupil Expenditure data,
Massachusetts DOE.
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Research StudyKey Findings Financing

• Some ways ETS schools increase or leverage
  resources
• Partner with community-based organizations or
  higher education to deliver programming/offer
  in-kind resources
• Apply for private foundation grants
• Capitalize on available federal grants (e.g.,
  Title I)
• Stagger staff schedules

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Research StudyKey Findings Other Needed
Elements
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Research StudyKey Findings Isolating Time
Factor
of Roxbury Preparatory School Students Passing
and Scoring Proficient on 2002 2004 MCAS By
Participation in Double Math Class
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• Extended-Time Schools Policy
• State Support for Local
• Action Innovation

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Extended-Time Schools PolicyUnfinished Agenda
of Ed. Reform
2006Current Status of Educational Policy
1983 Core Recommendations of A Nation At Risk
?
1 Implement rigorous standards
Standards in place in 49 states
?
2 Hold high expectations/ strengthen
accountability
NCLB Act requires testing to state standards
100 proficiency by 2014
?
Many prof. development efforts under way (with
varying success)
3 Improve teaching profession
4 Strengthen leadership and increase
fiscal support
?
Education top domestic priority significant
increases federal, states, local
?
5 Increase learning time by extending
school day, year
School year 180 days (no change) School day 6
hours (no change)
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Extended-Time Schools PolicyMass 2020s Guiding
Vision
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Extended-Time Schools PolicyObjectives

• Build a coalition of influential supporters of
  more learning time for Massachusetts students
• Develop a detailed policy for how to implement
  and finance more learning time in districts and
  schools and
• Work directly with the legislature and other
  state leaders to enact the policy and gain state
  funding to implement it.

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Extended-Time Schools PolicyCoalition Building

• Formed Advisory Board Comprised of researchers,
  administrators, union officials, university
  professors, charter school directors, foundation
  leaders, principals, superintendents, and public
  officials
• Partnered with Ed. Reform Organizations Worked
  with MBAE, MassInsight, MBR to encourage them to
  embrace time as a part of their agendas Formal
  partnership with states leading education policy
  think tank, the Rennie Center for Education
  Research and Policy
• Generated Union Support Leadership of two state
  unions (NEA AFT affiliates) have publicly
  expressed support, facilitated local efforts
• Cast Wide Net of Advocates State associations
  of superintendents school committees, as well
  as other advocacy groups, have signed on
• Building Public Support Conducted voter survey
  generated media coverage

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Extended-Time Schools PolicyAdvisory Board

• Dr. Karla Brooks Baehr, Superintendent of
  Schools, Lowell, MA
• Ms. An-Me Chung, Program Officer, Charles Steward
  Mott Foundation
• Mr. Edward Doherty, Special Assistant to the
  President, Massachusetts Federation of Teachers
• Former Governor Michael Dukakis, Distinguished
  Professor, Northeastern University
• Professor Richard Elmore, Professor of
  Educational Leadership, Harvard Graduate School
  of Education
• Mr. Jack Foley, Executive Assistant to the
  President, Clark University
• Ms. Ellen Guiney, Executive Director, Boston Plan
  for Excellence
• Ms. Erica Herman, Principal, Gardner Extended
  Services School, Boston
• Mr. Jeff Nellhaus, Deputy Commissioner,
  Massachusetts Department of Education

• Mr. Paul Reville, Executive Director, Rennie
  Center for Education Research and Policy
• Ms. Donna Rodrigues, Program Director, Jobs for
  the Future Former Principal, University Park
  Campus School
• Mr. Alan Safran, Executive Director, Media and
  Technology Charter High School (MATCH)
• Mr. Robert Schwartz, Professor, Harvard Graduate
  School of Education
• Mr. Harry Spence, Commissioner, Massachusetts
  Department of Social Services
• Ms. Adria Steinberg, Program Director, Creating
  Successful Transitions for Youth, Jobs for the
  Future
• Ms. Kerry Herlihy-Sullivan, Director, Fleet
  National Bank, Trustee of the L.G. Balfour
  Foundation, a Bank of America Company
• Dr. Blenda Wilson, President and CEO, Nellie Mae
  Education Foundation

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Extended-Time Schools PolicyPolicy Development

• Guiding Principals of Pilot Program
• Strategic New money should go to districts that
  are well positioned to use it effectively in
  targeted areas of improvement
• Local Control State support should allow
  districts to use money flexibly spur
  innovation, rather than compliance
• Substantial Redesign Not just adding more of
  the same, schools should restructure school
  schedule to allow for improved instruction,
  enrichment, tutoring, professional development,
  etc.
• Partnerships Schools should team up with
  community-based organizations or universities to
  create a more well-rounded programs
• Accountable New money linked to outcomes and
  renewal subject to favorable performance over
  time
• Ongoing State Funding Communities must be able
  to rely on ongoing state funding if they are
  going to take the risk to implement substantial
  innovation

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Extended-Time Schools PolicyPolicy Development

• Public Grant Program
• FY 2006 state budget, with the support of House
  and Senate leaders, included 500,000 of funding
  to support districts to restructure school
  schedule with at least 30 more time for all
  students
• Grants of at least 25,000 were available through
  a competitive RFP to assist districts with the
  complex planning process
• Preference given to districts that partner with
  community-based organizations and/or higher
  education institutions
• 75 of grants went to districts with at least 25
  of students eligible for free or reduced price
  meals
• Massachusetts 2020 formed partnership with DOE
  to implement

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Extended-Time Schools PolicyPolicy
Implementation
14 districts
16 districts Awarded grants
20 districts Applied for grants
45 districts Expressed interest in and support
for the planning grants Large, small, rural, and
urban districts across the state Consensus that
additional time can lead to better outcomes
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Extended-Time Schools PolicyPolicy
Implementation

• Preliminary Plans
• All schools will lengthen the school day
• 9 schools (3 districts) may also add days
• 81 to add more English instruction
• 85 to add more math instruction
• 100 to add more enrichment activities
• Most districts will likely add time for planning,
  prof. development, and small group instruction,
  esp. for Sp Ed and ELL students

• Applicant Cohort
• Districts range in size from Boston (60,000
  students) to Rochester (556 students)
• Geographic range 8 urban, 5 suburban, 1 rural
• 37 schools total 15 elem., five K-8 schools, 16
  middle/jr. high, one high school
• 17,000 total students

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Extended-Time Schools Policy Policy
Implementation

• Successful Implementation Plans Will Include
• More Time Districts add at least 30 more time
  for all students
• Better Use of Time Redesign school schedule for
  students and teachers to maximize learning
• Academics, Enrichment, and Teacher Development
  Redesigned school schedule will include these
  components
• Partnerships Preference for programmatic
  collaborations with community-based organizations
  to provide expertise and staffing
• Budget Implementation budget assumes not more
  than 1,300 per pupil per year in future state
  funding
• Collaboration Developed collaboratively with
  key stakeholders and external partners

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Extended-Time Schools PolicyRole of
Massachusetts 2020

• Partnership with Department of Education
  includes
• Collaborating on writing RFP for Planning Grants
• Recruiting districts Led outreach to districts
• Convening districts 165 representatives from
  districts attended November 10th conference on
  implementation
• Providing technical assistance Jointly
  supporting districts with meetings, facilitation,
  site visits to Extended-Time Schools, convening
  districts on specific topics, etc.
  (T /A support free of charge)

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• Extended-Time Schools Policy
• Gauging Public Support

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Extended-Time Schools PolicyGauging Public
Support
VOTERS STATEWIDE Those who support a longer day
argue that its worth spending additional state
money to close the academic achievement gap and
expose children to enriching activities beyond
core subjects while those who oppose a longer
school day argue that the state already spends
enough money on public education and that
activities like sports arts and music should be
the responsibility of families.

KRC, 2005 Statewide General Election Voters
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Extended-Time Schools PolicyGauging Public
Support (contd)

LOCAL PARENTS Do you support extending the school
day in two of our communitys schools?
District X School Dept. Survey distributed by
principals at all schools 32 return rate
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Extended-Time Schools PolicyGauging Public
Support (contd)
Longer Day vs. Longer Year
Source Survey of Massachusetts Voters, September
2005, KRC Communications Research
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• Challenges, Next Steps and National Implications

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Extended-Time Schools PolicyBarriers to Success
Key Challenges Voiced by Districts

• Constituency Related
• Labor/Management relations and negotiations
• Gathering support from parents and the public
  (middle income schools)
• Building community-based partnerships (and higher
  ed.)
• Education Related
• Redefining instruction and curriculum
• Understanding what the research shows
• Lack of existing models on which to build

• Policy Related
• Lack of guaranteed funding
• State Budget Timeline
• Planning Timeline too short

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Extended-Time Schools PolicyWhat Next for
Massachusetts

• Statewide Challenges
• Planning Support grantee districts so they
  create worthwhile and robust implementation plans
• Implementation Support districts to ensure
  implementation succeeds and generates improved
  student outcomes
• Evaluation Document implementation process and
  evaluation outcomes to build case for broader
  implementation
• Legislative/Political Secure multi-year funding
  for implementation of approved plans

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Extended-Time Schools PolicyNational
Implications

• Rising national visibility of Time Learning
  issue
• Re-release of Prisoners of Time by ECS
• Center for American Progress Renewing Our
  Schools, Securing Our Future National Task Force
  on Public Education released report stressing
  the importance of making better use of learning
  time
• NAYRE continues to highlight need
• Policy opportunities
• NCLB reauthorization may include pilot for time
  and learning
• Other states eager to learn more about MA model

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• Jennifer Davis
• Co-Founder and President,
  Massachusetts 2020
• One Beacon Street
• Boston, MA 02108
• [phone]
• jennifer_at_mass2020.org
• www.mass2020.org