Title: More Time to Learn: The Next Frontier of Education Reform
1More 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
2 Background Massachusetts 2020 and Extended Time
3Massachusetts 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
4Why 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
5Why 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
-
6Why 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
7Why 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
8Why Time MattersImportant Trends
9 10Research 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
11Research 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
12Research 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
13Research 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
14Research 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
15Research 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)
16Research 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
17Research StudyKey Findings Staffing
18Research 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
19Research 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
20Research 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.
21Research 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
22Research StudyKey Findings Other Needed
Elements
23Research StudyKey Findings Isolating Time
Factor
of Roxbury Preparatory School Students Passing
and Scoring Proficient on 2002 2004 MCAS By
Participation in Double Math Class
24- Extended-Time Schools Policy
- State Support for Local
- Action Innovation
25Extended-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)
26Extended-Time Schools PolicyMass 2020s Guiding
Vision
27Extended-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.
28Extended-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
29Extended-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
30Extended-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
31Extended-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
32Extended-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
33Extended-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
34Extended-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
35Extended-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)
36- Extended-Time Schools Policy
- Gauging Public Support
37Extended-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
38Extended-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
39Extended-Time Schools PolicyGauging Public
Support (contd)
Longer Day vs. Longer Year
Source Survey of Massachusetts Voters, September
2005, KRC Communications Research
40- Challenges, Next Steps and National Implications
41Extended-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
42Extended-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
43Extended-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
44- Jennifer Davis
- Co-Founder and President,
Massachusetts 2020 - One Beacon Street
- Boston, MA 02108
- (617) 723-6747
- jennifer_at_mass2020.org
- www.mass2020.org