More Time to Learn: The Next Frontier of Education Reform

1. More Time to Learn:The 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

3. Boston’s 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 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

4. Extra-curriculars Peer Group Community Why Time Matters:Influences 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 children’s waking hours Family Tutoring/Mentors

5. Time Spent Time Needed Degree of Learning = Why Time Matters:Research 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

6. = Time Spent Time Needed Degree of Learning = Why Time Matters:Reality Check For maximally efficient and effective learning, teachers/schools need to aim for ratio of 1:1 • Time Spent in 2006 • Standard School Calendar: 180 six-and-a-half hour days (20% of children’s 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

7. Why Time Matters:What 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

8. The most successful schools offer a longer school day *All operational hours data were collected by Massachusetts 2020 from schools’ reported schedules for SY 2002-03. Note that due to budget cuts at the district level, University Park no longer operates on extended hours. Figure 2: Instructional Time in Higher-Performing Urban High Schools* Figure 1: Percentage of Charter Schools That Feature a Weekly Schedule Of More Than 32.5 Hours Most schools that can break from the conventional schedule do Traditional schedule: 1,170 hrs Total hrs/year Why Time Matters:Important Trends

9. Research Study

10. Needed: Examples from schools of the impact on more time and learning Research Study:Why 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

11. Research Study:Purpose 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

12. Research Study:General 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

13. Research Study:Overview 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

14. Research Study:Key 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

15. Research Study:Key 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)

16. BENEFITS PRACTICES Research Study:Key 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

17. Teachers work longer hours and receive additional pay Teachers work longer hours without receiving additional pay (Charter Schools) • Pay negotiated b/w district and teachers union or built into teacher contracts • Pay formula for extra time varies • Teachers report willingness to trade time for benefits such as: • More planning time • Team teaching model • Sense of empowerment OR All schools hire supplemental staff and/or form partnerships • Regular teachers work standard schedule, while other staff and partners work in afternoons • Both sets of staff generally overlap for several hours Research Study:Key Findings – Staffing

18. Research Study:Key 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

19. Research Study:Key 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

20. Research Study:Key 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.

21. Research Study:Key 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

22. Teaching Excellence MORE TIME Effective Use of Data Family Engagement Strong Leadership School Culture External Partnerships Research Study:Key Findings – Other Needed Elements

23. Research Study:Key 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

25. Extended-Time Schools Policy:Unfinished 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)

26. All children in Massachusetts should have access to the learning time needed to achieve proficiency in core subjects and to obtain a well-rounded, enriching education Extended-Time Schools Policy:Mass 2020’sGuiding Vision

27. Extended-Time Schools Policy:Objectives • Build a coalition of influential supporters of more learning time for Massachusetts students; • Developa detailedpolicy 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.

28. Extended-Time Schools Policy:Coalition 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 state’s 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

29. 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 Extended-Time Schools Policy:Advisory Board

30. Extended-Time Schools Policy:Policy 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

31. Extended-Time Schools Policy:Policy 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]

32. Pioneering Redesign Process Extended-Time Schools Policy:Policy 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

33. 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 Extended-Time Schools Policy:Policy 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

34. 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

35. Extended-Time Schools Policy:Role 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

37. Extended-Time Schools Policy:Gauging Public Support VOTERS STATEWIDE Those who support a longer day argue that it’s 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

38. 70% Support Extended-Time Schools Policy:Gauging Public Support (cont’d) LOCAL PARENTS Do you support extending the school day in two of our community’s schools? District X School Dept. Survey distributed by principals at all schools; 32% return rate

39. Extended-Time Schools Policy:Gauging Public Support (cont’d) Longer Day vs. Longer Year Source: Survey of Massachusetts Voters, September 2005, KRC Communications Research

40. Challenges, Next Steps and National Implications

41. Extended-Time Schools Policy:Barriers 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

42. Extended-Time Schools Policy:What 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

43. 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 Extended-Time Schools Policy:National Implications

44. Jennifer Davis Co-Founder and President, Massachusetts 2020 One Beacon Street Boston, MA 02108 (617) 723-6747 jennifer@mass2020.org www.mass2020.org