An individual simply cannot become more proficient in any given area without committing a certain... more An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match after match to improve his game or the scientist who toils long hours in her laboratory to unlock the mysteries of an intricate phenomenon. For them, becoming more adept in their chosen field is the result, in large part, of the time they invest.
Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers, from ... more Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers, from the National Center on Time & Learning, looks deeply inside effective teacher development practices at 17 high-performing and rapidlyimproving schools across the country. These schools are part of a national movement to expand learning time. Now totaling over 1,500 nationally, expanded-time schools add hundreds of hours of learning time per year for students in academic classes and in enrichment activities to boost achievement and provide a more well-rounded education. The positive effects of these additional learning opportunities, particularly for students from low-income communities, have been well documented. Yet, students are not the only beneficiaries. The expanded school days and/or years can also increase learning opportunities for teachers, who have more time to collaborate with their peers and master new content, plan for and reflect on lessons, and hone instructional practices.
The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve ... more The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Through research, public policy, and technical assistance, NCTL supports national, state, and local initiatives that add significantly more school time to help children meet the demands of the 21 st century and prepare for success in college and career. Cross & Joftus works with states, foundations, school districts, and nonprofit organizations to meet their education goals, and helps clients build internal capacity so they can quickly find solutions to problems and do what they do better.
Better Serving English Language Learners: Recommendations 19 Notes Acknowledgments 22 * Categoriz... more Better Serving English Language Learners: Recommendations 19 Notes Acknowledgments 22 * Categorization based on unrounded percentages.
We are very grateful to the administrators, teachers, community partners, and students in the fiv... more We are very grateful to the administrators, teachers, community partners, and students in the five profiled schools for welcoming us into their buildings, generously sharing their valuable time, and demonstrating their commitment to improving arts education for all. Contents 4 tHe Frame: a StUDy oF artS eDUCatioN
This article discusses research in classroom time usage and the benefits and weaknesses of prior ... more This article discusses research in classroom time usage and the benefits and weaknesses of prior research in this area. The article addresses in particular how to precisely measure the use of time in classrooms and how to address the issue of partial engagement, in which only a portion of the class is academically engaged. The article defines three engagement indices that account for the range of attentiveness found in school children. A classroom observation instrument introduced in this article provides a means for education researchers and school staff to classroom timing measurements and display the results visually. Education researchers can use the tools provided in this article to measure the impact of various reform efforts on classroom effectiveness; school administrators can use these tools to monitor the efficiency of their teachers' use of classroom time. Contains 7 references and 5 figures.
Introduction and summary 5 Disrupting the status quo: Transition to the Common Core will require ... more Introduction and summary 5 Disrupting the status quo: Transition to the Common Core will require significant teacher training time 6 Preparing teachers for the transition to the Common Core takes time 9 Ongoing implementation of Common Core will require more time for teachers and students 9 Outside the classroom: More time for ongoing training, collaboration, and data analysis 12 Inside the classroom: More time for teaching and learning 15 Reaching the higher expectations for literacy and math will take more time 19 Expanded learning time schools are leading the way 20 Closing the achievement and enrichment gaps for at-risk students 27 Conclusion and recommendations
An individual simply cannot become more proficient in any given area without committing a certain... more An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match after match to improve his game or the scientist who toils long hours in her laboratory to unlock the mysteries of an intricate phenomenon. For them, becoming more adept in their chosen field is the result, in large part, of the time they invest.
Massachusetts 2020 gratefully acknowledges The L.G. Balfour Foundation, a Bank of America Company... more Massachusetts 2020 gratefully acknowledges The L.G. Balfour Foundation, a Bank of America Company, for its support of this research project.
Boston's efforts to expand after-school programs and build their capacity to support the stan... more Boston's efforts to expand after-school programs and build their capacity to support the standards-based education reforms of the city's public schools are explored.
The Nellie Mae Education Foundation. References: …, 2007
Since 2000, the Nellie Mae Education Foundation has focused on key factors that contribute to stu... more Since 2000, the Nellie Mae Education Foundation has focused on key factors that contribute to student learning and achievement both inside and outside of the classroom. As the school year draws to a close and summer commences, it seems only fitting that we present our new report, "The Learning Season: The Untapped Power of Summer to Advance Student Achievement." Others have looked at the effects of summer before. This report connects these past efforts with the work of a new crop of researchers. What is striking is that all of these researchers have arrived at a similar set of conclusions: that children in all socioeconomic groups are learning at nearly the same rate, at least when it comes to basic skills, during the school year, and that differences in achievement between poor and middle-class children are rooted in the inequities that young people experience outside the schoolhouse door. And while the findings regarding summer learning loss are profound, they must not distract us from the unfinished business of school improvement. Achievement is too low and the quality of school time activities is part of the problem. However, we must broaden our thinking about student learning to include strategies that focus on where children are and what they are doing outside of the classroom. This must include a more nuanced understanding of the larger social conditions-poverty, violence, discrimination-that neuroscientists tell us influence learning and development in dramatic ways. Thus the challenge remains a complicated and important one. We know that school and societal influences on learning are enormous and now this report provides a firm reminder that summer learning loss is a major issue as well. It is time for us to make a bold move to significantly rethink the educational experiences we organize for learners as a changing global society demands increased levels of learning for a much broader population. An important part of this rethinking must include what happens during summer. We hope that "The Learning Season" will help spark a new kind of public dialogue about what it takes to help our young people become productive adults and engaged citizens.
Journal of Applied Research on Children Informing Policy For Children at Risk, 2012
Why More School Time? There are 5 basic arguments that educators and policymakers employ to expla... more Why More School Time? There are 5 basic arguments that educators and policymakers employ to explain why a school calendar that extends far beyond the conventional is necessary to prepare today's students adequately for college and career. Before exploring these, it is important to note that, based on data collected through the 2008 Schools and Staffing Survey managed by the U.S. Department of Education, the current national average calendar is 179 days and 6.7 hours. Equally important to mention is the remarkably small range within this average. The number of days per year for U.S. public schools at the 25 th percentile stands at 176 days, while the number at the 75 th percentile is only 4 days more (180 days). Similarly, the number of hours at the 25 th percentile is 6.41 (about 6 hours, 25 minutes) and at the 75 th percentile is 7.0 hours; only 35 minutes separates the top quartile from the bottom. 2 It is from this baseline that we can then define an "expanded-time school" as having a day that is at least 7 hours long (i.e., in the top quartile of all schools) and that is at least 30 minutes longer or as having a year that is at least 10 days longer than surrounding district schools. This definition-the same established by the NCTL database-is used because it captures the notion that creating a legitimate expanded-time school fundamentally entails 2 strong impulses: first, the need to build in meaningfully more time into the school day (and/or year) for the purpose of enhancing teaching and learning and, second, the need to depart in a noticeable way from the surrounding norm as a distinguishing feature of a school's educational model. The first of the 5 reasons proffered why schools should move away from the conventional school schedule is historical or, one might say, sociohistorical. The current school calendar of approximately 180 days was fixed in the national education landscape by the 1920s. It came about as public schooling moved from an institution that was simply available to youngsters-the model that dominated in the nation in the years before the Civil War-to one where school attendance became mandatory. In moving to a mandatory system that would be regulated by states, legislatures essentially sought to compromise between rural districts, which tended to have school years of approximately 100 days to accommodate the economic needs of farmers, and one of urban districts, where school was available (though not required) most weekdays throughout the year. By the late part of the 19th century, the standard required year in northeastern states had coalesced around 180 days, and
An individual simply cannot become more proficient in any given area without committing a certain... more An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match after match to improve his game or the scientist who toils long hours in her laboratory to unlock the mysteries of an intricate phenomenon. For them, becoming more adept in their chosen field is the result, in large part, of the time they invest.
Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers, from ... more Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers, from the National Center on Time & Learning, looks deeply inside effective teacher development practices at 17 high-performing and rapidlyimproving schools across the country. These schools are part of a national movement to expand learning time. Now totaling over 1,500 nationally, expanded-time schools add hundreds of hours of learning time per year for students in academic classes and in enrichment activities to boost achievement and provide a more well-rounded education. The positive effects of these additional learning opportunities, particularly for students from low-income communities, have been well documented. Yet, students are not the only beneficiaries. The expanded school days and/or years can also increase learning opportunities for teachers, who have more time to collaborate with their peers and master new content, plan for and reflect on lessons, and hone instructional practices.
The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve ... more The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Through research, public policy, and technical assistance, NCTL supports national, state, and local initiatives that add significantly more school time to help children meet the demands of the 21 st century and prepare for success in college and career. Cross & Joftus works with states, foundations, school districts, and nonprofit organizations to meet their education goals, and helps clients build internal capacity so they can quickly find solutions to problems and do what they do better.
Better Serving English Language Learners: Recommendations 19 Notes Acknowledgments 22 * Categoriz... more Better Serving English Language Learners: Recommendations 19 Notes Acknowledgments 22 * Categorization based on unrounded percentages.
We are very grateful to the administrators, teachers, community partners, and students in the fiv... more We are very grateful to the administrators, teachers, community partners, and students in the five profiled schools for welcoming us into their buildings, generously sharing their valuable time, and demonstrating their commitment to improving arts education for all. Contents 4 tHe Frame: a StUDy oF artS eDUCatioN
This article discusses research in classroom time usage and the benefits and weaknesses of prior ... more This article discusses research in classroom time usage and the benefits and weaknesses of prior research in this area. The article addresses in particular how to precisely measure the use of time in classrooms and how to address the issue of partial engagement, in which only a portion of the class is academically engaged. The article defines three engagement indices that account for the range of attentiveness found in school children. A classroom observation instrument introduced in this article provides a means for education researchers and school staff to classroom timing measurements and display the results visually. Education researchers can use the tools provided in this article to measure the impact of various reform efforts on classroom effectiveness; school administrators can use these tools to monitor the efficiency of their teachers' use of classroom time. Contains 7 references and 5 figures.
Introduction and summary 5 Disrupting the status quo: Transition to the Common Core will require ... more Introduction and summary 5 Disrupting the status quo: Transition to the Common Core will require significant teacher training time 6 Preparing teachers for the transition to the Common Core takes time 9 Ongoing implementation of Common Core will require more time for teachers and students 9 Outside the classroom: More time for ongoing training, collaboration, and data analysis 12 Inside the classroom: More time for teaching and learning 15 Reaching the higher expectations for literacy and math will take more time 19 Expanded learning time schools are leading the way 20 Closing the achievement and enrichment gaps for at-risk students 27 Conclusion and recommendations
An individual simply cannot become more proficient in any given area without committing a certain... more An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match after match to improve his game or the scientist who toils long hours in her laboratory to unlock the mysteries of an intricate phenomenon. For them, becoming more adept in their chosen field is the result, in large part, of the time they invest.
Massachusetts 2020 gratefully acknowledges The L.G. Balfour Foundation, a Bank of America Company... more Massachusetts 2020 gratefully acknowledges The L.G. Balfour Foundation, a Bank of America Company, for its support of this research project.
Boston's efforts to expand after-school programs and build their capacity to support the stan... more Boston's efforts to expand after-school programs and build their capacity to support the standards-based education reforms of the city's public schools are explored.
The Nellie Mae Education Foundation. References: …, 2007
Since 2000, the Nellie Mae Education Foundation has focused on key factors that contribute to stu... more Since 2000, the Nellie Mae Education Foundation has focused on key factors that contribute to student learning and achievement both inside and outside of the classroom. As the school year draws to a close and summer commences, it seems only fitting that we present our new report, "The Learning Season: The Untapped Power of Summer to Advance Student Achievement." Others have looked at the effects of summer before. This report connects these past efforts with the work of a new crop of researchers. What is striking is that all of these researchers have arrived at a similar set of conclusions: that children in all socioeconomic groups are learning at nearly the same rate, at least when it comes to basic skills, during the school year, and that differences in achievement between poor and middle-class children are rooted in the inequities that young people experience outside the schoolhouse door. And while the findings regarding summer learning loss are profound, they must not distract us from the unfinished business of school improvement. Achievement is too low and the quality of school time activities is part of the problem. However, we must broaden our thinking about student learning to include strategies that focus on where children are and what they are doing outside of the classroom. This must include a more nuanced understanding of the larger social conditions-poverty, violence, discrimination-that neuroscientists tell us influence learning and development in dramatic ways. Thus the challenge remains a complicated and important one. We know that school and societal influences on learning are enormous and now this report provides a firm reminder that summer learning loss is a major issue as well. It is time for us to make a bold move to significantly rethink the educational experiences we organize for learners as a changing global society demands increased levels of learning for a much broader population. An important part of this rethinking must include what happens during summer. We hope that "The Learning Season" will help spark a new kind of public dialogue about what it takes to help our young people become productive adults and engaged citizens.
Journal of Applied Research on Children Informing Policy For Children at Risk, 2012
Why More School Time? There are 5 basic arguments that educators and policymakers employ to expla... more Why More School Time? There are 5 basic arguments that educators and policymakers employ to explain why a school calendar that extends far beyond the conventional is necessary to prepare today's students adequately for college and career. Before exploring these, it is important to note that, based on data collected through the 2008 Schools and Staffing Survey managed by the U.S. Department of Education, the current national average calendar is 179 days and 6.7 hours. Equally important to mention is the remarkably small range within this average. The number of days per year for U.S. public schools at the 25 th percentile stands at 176 days, while the number at the 75 th percentile is only 4 days more (180 days). Similarly, the number of hours at the 25 th percentile is 6.41 (about 6 hours, 25 minutes) and at the 75 th percentile is 7.0 hours; only 35 minutes separates the top quartile from the bottom. 2 It is from this baseline that we can then define an "expanded-time school" as having a day that is at least 7 hours long (i.e., in the top quartile of all schools) and that is at least 30 minutes longer or as having a year that is at least 10 days longer than surrounding district schools. This definition-the same established by the NCTL database-is used because it captures the notion that creating a legitimate expanded-time school fundamentally entails 2 strong impulses: first, the need to build in meaningfully more time into the school day (and/or year) for the purpose of enhancing teaching and learning and, second, the need to depart in a noticeable way from the surrounding norm as a distinguishing feature of a school's educational model. The first of the 5 reasons proffered why schools should move away from the conventional school schedule is historical or, one might say, sociohistorical. The current school calendar of approximately 180 days was fixed in the national education landscape by the 1920s. It came about as public schooling moved from an institution that was simply available to youngsters-the model that dominated in the nation in the years before the Civil War-to one where school attendance became mandatory. In moving to a mandatory system that would be regulated by states, legislatures essentially sought to compromise between rural districts, which tended to have school years of approximately 100 days to accommodate the economic needs of farmers, and one of urban districts, where school was available (though not required) most weekdays throughout the year. By the late part of the 19th century, the standard required year in northeastern states had coalesced around 180 days, and
Uploads
Papers by David Farbman