Expanded Learning Time: A Summary of Findings from Case Studies in Four States
Center on Education Policy
Many low-performing schools across the nation have increased learning time in response to federal requirements for the School Improvement Grant (SIG) program. The conditions governing federal waivers of the Elementary and Secondary Education Act (ESEA) also require certain schools to redesign the school day, week, or year to include additional time for student learning and teacher collaboration. Furthermore, the waivers allow greater flexibility to redirect certain federal funding streams toward increased learning time.
This report by the Center on Education Policy (CEP) at the George Washington University summarizes the findings of a series of case studies of 17 low-performing schools within 11 school districts in four geographically dispersed states—Connecticut, Colorado, Oregon, and Virginia. This research examined state and local efforts to expand learning time through the unique lens of state
and local responses to specific federal provisions.