Over the years, NCTL has written a number of reports from the field on the how expanded time opens up opportunities for educators to be much more effective in teaching science, the arts, and even creative problem solving (deeper learning). Now, we’ve produced another in this series of case studies on the effective practices of expanded-time schools, but this one is different for a fundamental reason: it focuses less on what is being taught—though getting kids to proficiency is paramount—and more about who is being taught. And the “who” is English Language Learners, one of the fastest growing populations in American schools.
