Expanded Learning Time: Three Stories To Steal
Earlier I shared “10 Questions to Ask” about expanded learning time. Today, I’m giving you three story ideas to steal. As with any education topic, it’s a good idea to start with the definition. The Glossary of Education Reform has a helpful explanation of expanded (sometimes called “extended”) learning time, and the different forms it can take.
Sometimes it means a longer school day; in other cases it’s
delivered before or after the traditional academic calendar ends
– in early mornings, evenings, weekends or in the summer.
You should also familiarize yourself with the research. One thing
to keep in mind: While the outcomes for expanded learning time
programs are something of a mixed bag, we know that when it comes
to effectiveness, the quality of the program is paramount. (Take
a look at a
2012 report by Child Trends, which examined the evidence base
and drew some valuable conclusions.)
The
Education Commission of the States can help you determine how
your district compares against others nationally when it comes to
instructional time. The National Center on Time and Learning
also tracks the
latest research, and has joined forces with The Ford
Foundation to examine
more and better learning time. If you’re looking for examples
of expanded learning time initiatives that appear to be fruitful,
check out The Wallace Foundation’s 2013 report, which
profiled five programs gaining ground through expanded
learning for students.
Expanded learning time can be expensive. To qualify for waivers
from some of the more demanding provisions of the federal No
Child Left Behind Act, states had to agree to add instructional
minutes for students. Is your state one of the more than 35 to
receive a waiver already? What plans are in place to use those
federal dollars to support expanded learning time? If your school
district is relying on outside funding and support, take a look
at the Strive
Together network in Ohio-Kentucky, the national nonprofit
Communities in Schools, and
Say Yes to
Education’s long-range efforts (particularly in Syracuse,
N.Y.) as examples of strong public-private partnerships.
To develop my story list, I spoke with reporters with experience
covering expanded learning time. I also reached out to experts at
some of the nonprofit organizations providing extended learning
time opportunities to students across the country: Jennifer
Davis, co-founder and president of the National Center on Time &
Learning; Lucy Friedman of The After School Corporation (serving
students in Baltimore, New Orleans and New York City); Lynsey
Wood Jeffries, national chief executive officer of Higher
Achievement (providing programs in Baltimore and Washington,
D.C.); Dara Rose, a program officer with The Wallace Foundation;
and Chris Smith (executive director) and Louise Harland (deputy
director) of Boston After School & Beyond.
1. Longer Days, Better Learning? What’s it like for
students to spend more time learning? Are added minutes really
changing the day-to-day school experience? Consider shadowing a
student for a week, and then keeping tabs on her throughout the
academic year. Do extra minutes mean students have opportunities
for extracurricular enrichment such as music or art, or are they
spending their time doing worksheets and drills? How much
opportunity is there for small group interactions with
instructors? How is the longer instructional calendar affecting
family life? Do parents have to adjust their schedules to
accommodate the added time? Are “regular” classroom teachers
consulting with expanded learning time providers? Are they
sharing student data and setting common goals? In New York City,
the nonprofit expanded-learning-time provider Citizen Schools coordinates
with campus administrators to make sure the instruction students
receive after school reinforces the Common Core-aligned content
being taught during the regular academic day.
2. Who’s in Charge? When it comes to expanded learning
time, we know the quality of instruction matters just as much as
it does during the traditional academic schedule. Who is
delivering instruction during the expanded learning time, if it’s
not regular classroom teachers? What credentials and/or training
is required of them, and how are they evaluated? What
coordination is there between regular classroom teachers and
expanded learning instructors to ensure individual students are
getting programs and services tailored to their needs? What
training are teachers receiving at schools with expanded learning
time? Are teachers encouraged to try new approaches or are
they simply using the same pedagogical approach over a longer
period? Are teachers given options for participating, such as
signing up to teach winter holiday sessions or summer school? How
are schools enticing their most effective teachers to sign on?
(The American Federation of Teachers is paying close attention to
these questions, and investing its
own resources in supporting expanded learning time.)
3. Stopping Summer Learning Loss: While summer vacation is
a long-standing tradition in the nation’s public schools, there’s
a significant trade-off for the three months of leisure: On
average, students will return to campus in the fall a month
behind where they performed in the spring. And the learning loss
is even greater for low-income students who were already behind
their more affluent peers. What programs are currently in place
in your district to prevent these declines, and whom do they
target? How are they paid for, and what accountability measures
are in place to determine their effectiveness? Is the emphasis on
remedial students? What opportunities exist for gifted students,
English-language learners, or special education students? Are
there opportunities for teachers, as well as students, to
continue learning? The Boston Summer Learning Project, overseen
by Boston Afterschool & Beyond, gave teachers the
opportunity to explore new instructional techniques, confer
with their peers, and get up to speed on new content – all
outside the higher-stress framework of the typical academic
calendar. In Florida, summer sessions are used to help both
students and teachers
get up to speed on the new Common Core State Standards. A
good resource to consider is the National Summer Learning
Association, as well as The National Center on Time and
Learning.