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Oregon’s ‘Learning Time Gap’

Explore Oregon's instructional time gaps, the effects of shorter school years, and strategies for addressing the disparities. Understand the importance of quality and quantity of time in education. Data-driven insights on Oregon's educational fundamentals gap.

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Oregon’s ‘Learning Time Gap’

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  1. Oregon’s ‘Learning Time Gap’ What is the cumulative effect of one of the nation’s shortest school years?

  2. Important notes about comparing ‘time’ • Rules about instructional time differ from state to state. In Oregon, we: • Count assemblies, parent-teacher conferences, testing, study hall and field trips as instructional time – but not lunch, recess or passing time • Allow limited instructional time reductions for snow days, professional development, and other local matters • Many schools and districts choose to exceed the minimum, including many in Oregon. • Some Oregon high schools exceed annual minimum requirements by 60 hours or more • Does not include “cut days” or kindergarten

  3. Oregon’s ‘Learning Time Gap’ Total Required Minimum Instructional Hours, Grades 1-12 Equates to about 1.5 Years Equates to about1 Year Instructional Time Grades 1-12 Instructional Time Grades 1-12 Instructional Time Grades 1-12 Data Source: Education Commission of the States, “Number of Instructional Days/Hours in the School Year,” 2013

  4. Oregon’s ‘Early Literacy Time Gap’ Total Required Minimum Instructional Hours, Grades 1-3 570 hours 366 hours More than 1/2 Year More than 1/3 Year Data Source: Education Commission of the States, “Number of Instructional Days/Hours in the School Year,” 2013

  5. Oregon’s ‘Smarter Balanced Time Gap’ Total Required Minimum Instructional Hours by ‘Smarter Balanced’ State, Grades 1-11 Data Source: Education Commission of the States, “Number of Instructional Days/Hours in the School Year,” 2013

  6. Instructional time is one part ofOregon’s ‘Education Fundamentals’ Gap • Instructional Time Gap • Class Size • 49th in student-teacher ratio • (Nearly 6 more students per teacher that the U.S. average) • Funding • 25th-38th in per pupil/per capita expenditures • Oregon spends about 88% of the national average on K-12 • 46th in state expenditures on K-12 as a percent of state taxable resources • K-12’s share of the state budget has declined from about 45% to about 39% since 2003-05 Data Sources: Education Commission of the States, 2013; National Education Association, 2013; National Center on Education Statistics, 2012; Quality Counts, 2014; Legislative Revenue Office, 2014

  7. Instructional Time It’s about achievement and equity • “Decades of research have found that there is a meaningful relationship between time and learning, especially for at-risk students.” • “What is more important for student learning, the quality of time in school of the quantity? What years of study have demonstrated is that this question itself is a false choice. Both are essential.” • “Holding all students to the same high standards means that some students will need more time…. Standards are then not a barrier to success but a mark of accomplishment. Used wisely and well, time can be the academic equalizer.” • Hawaii – driven by a commitment to equity and excellence, legislature has put school on a trajectory to move from the shortest to the longest school year in the nation. Data Sources: National Council on Time and Learning; Hawaii Department of Education

  8. It’s about time… • …to do something about instructional time in Oregon. • Should we advocate for more instructional time? • If so, how much? • If so, how would we recommend adding and using instructional time? Days for all students? Time for students who need it? Both? • What would the best use of additional time look like in your district?

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