Resource Type: Publication

Report
Advancing Arts Education through an Expanded School Day: Lessons from Five Schools, presents case studies of five schools utilizing the longer student and teacher days to prioritize time for arts education as they work to improve overall academic instruction and focus on individual student achievement.
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Research Report
Mapping the Field: A Report on Expanded-Time Schools in America, identifies 1,002 expanded-time schools across the United States, up from 655 schools identified the last time NCTL issued the report, in 2009 – an increase of 53 percent. These 1,002 schools serve 520,000 students, up from 300,000 in the 2009 report.
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Tumbleweed Elementary School Palmdale, CA
Once among the highest-performing schools in Palmdale, CA, Tumbleweed Elementary had fallen on tough times over the last decade. Then, in 2010, California labeled Tumbleweed “persistently low achieving,” ushering in a new era of school-wide transformation. Today, with the benefits of more learning time and other key reforms, Tumbleweed is demonstrating dramatic improvement.
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Public Policy Report
Learning Time in America: Trends to Reform the American School Calendar shows that while some states and local governments have reduced learning time in response to severe budget pressures – typically by reducing the number of days in the school year – others have prioritized expanding learning time to better prepare students for success in high school, college and the workforce.
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Matthew J. Kuss Middle School Fall River, MA
Kuss Middle School has transformed itself into a model for schools seeking a comprehensive turnaround strategy. Kuss is using increased learning time as the catalyst to accelerate learning, deepen student engagement, and improve instruction.

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Clarence Edwards Middle School Boston, MA
Clarence Edwards Middle School was on the verge of being shut down. But by 2009, a renaissance at the Edwards made it one of the highest performing and most desired middle schools in Boston, dramatically narrowing and even eliminating academic achievement gaps while delivering a far more well-rounded education to its high-poverty student population.
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Expanded Time Schools
As this report illustrates, improving U.S. student achievement in science requires a more in-depth, multi-layered approach to science instruction that, in turn, requires more time in the school calendar, particularly for high-poverty students.

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Orchard Gardens K – 8 Pilot School Boston, MA
For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Today, the school is demonstrating how increased learning time, combined with other key strategies, can dramatically improve the performance of even the nation’s most troubled schools.
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