Financing Expanded Time

Increased demands for schools and higher expectations for students have led many stakeholders to advocate for expanded learning time, particularly for high-poverty students. At the same time, policymakers are often concerned about the financial burdens of funding the added time. The research base for financing expanded time schools is still emerging; however, the following sources can serve as a baseline for interested school leaders.

Key Sources

Brown, B. W. & Sachs, D. H. (1985). Economic analysis of time and school learning. In C. NV. Fisher & D. C. Berliner (Eds.), Perspectives on instructional time (pp. 119-129). New York and London: Longman.
Miles, K.H. and Frank, S. (2008). The strategic school: How to make the most of people, time and money. San Francisco: Corwin Press.
The authors explore how educational leaders can develop successful and strategic schools by assessing how well they use all available resources—people, time, and money – and stress, in particular, that increasing instructional time within the confines of the school day is paramount. 
Provides a rationale for expanding learning time and describes the core models for implementation. Also offers a framework for policymakers and practitioners to identify the key cost components involved in expanding the school day and compares these costs against those of other reform initiatives.
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