Learning Time in America: Trends to Reform the American School Calendar--A Snapshot of Federal, State, and Local Action

N

56

Wallace Foundation

School Schedules; Extended School Day; Extended School Year; Educational Change; Federal Government; Federal Legislation; Federal Aid; State Legislation; Educational Policy; School Districts; Public Schools; Charter Schools; Educational Finance; Retrenchment; Cost Effectiveness; Women Faculty

Alabama; Arizona; California; Colorado; Florida; Hawaii; Idaho; Illinois; Louisiana; Maine; Maryland; Massachusetts; Mississippi; Nevada; New York; Oklahoma; Oregon; Pennsylvania; Rhode Island; South Carolina; Texas; Washington

American Recovery and Reinvestment Act 2009; Race to the Top

The National Center on Time & Learning (NCTL), an organization dedicated to redesigning and expanding school time to improve opportunities and outcomes for high poverty students, and the Education Commission of the States (ECS), with a mission to foster both the exchange of ideas on education issues among the states and long range strategic thinking, have joined forces to produce this review. Their goal is to help education leaders to better understand the complexities of time related policy and its far reaching educational implications. In exploring how policymakers and educators have dealt with the matter of school time at the federal, state, and local levels, NCTL and ECS hope to accelerate the national conversation on how they can best leverage the power of time to realize the vision of a high quality education for all. This paper offers a number of recommendations highlighting fresh ways that policy and research can best support efforts to expand learning time in schools. State policies on instructional time are appended. (Contains 82 notes and 51 footnotes.) [This paper was supported by The Eli and Edythe Broad Foundation.]

ERIC

ED558117

2011

ED521518