Creating Learning Environments in the Early Grades that Support Teacher and Student Successprofiles three expanded-time elementary schools to demonstrate how a longer school day provides educators enhanced capacity to meet the needs of young learners and foster a well-rounded education.
Giving English Language Learners the Time They Need to Succeed profiles three expanded-time elementary schools, providing both the framework and compelling examples for understanding how the strategies and effective practices aimed at helping ELL students blend together to produce a high-quality education.
In March 2014, The National Center on Time & Learning (NCTL) launched Strengthening Science in Expanded-Time Schools, an innovative project to expand and enhance STEM instruction aligned to the Next Generation Science Standards (NGSS) in expanded-time schools. With support from the Noyce Foundation, NCTL worked with five expanded-time schools, each paired with a science-focused community-based organization, to embed new, imaginative STEM programming in a redesigned and expanded school day. Each of the schools, which received a modest planning grant and technical assistance co
A quadrennial survey of principals conducted by the National Center on Education Statistics. In the latest analysis we’ve produced in partnership with our good friend, Professor Tammy Kolbe of the University of Vermont, we found on these two basic questions that, among non-charter schools, the length of the school day has increased slightly over the last few years to 6.8 daily hours—and a bit more among charters—while the duration of the school year has remained consistent at 179 days.
Through a series of case studies, Time for Deeper Learning: Lessons from Five High Schools, explores how schools invest one of their most fundamental resources - time with students - to meet their goals for student learning. The report describes five deeper learning priorities that drive and shape learning time across the featured 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.
Time Well Spent reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce.