Root Cause Analysis: Extended School Days

Root Cause Analysis: Extended School Days Ross Feldman EDLA 2000-0312/08/2016

Problem Educational differences- Education gap exists between those of high socioeconomic status (SES) and low SESProblem began during the industrial revolution, was exacerbated during the 1980s Finland produces extremely high test scores

Symptoms and Research of Educational Differences Potential income earned BLS- college graduates earned 63% more than high school graduates, who earned 38% more than high school dropouts High school graduation rate 86% of high SES students graduated high school66% of low SES students graduated high school College attendance rate 77% of high SES students went to college45% of low SES students went to college Residential segregation- physical separation of various groups in different neighborhoods

SolutionExtended learning times for low SES schools Option 1: expand the length of the school day to 8 or 9 hoursOption 2: provide after-school services, coordinate with teachers Option 3: offering academic or enrichment programs during the summer months

Analysis of Extended Learning Times Students SAT scores rose in Minnesota schools, decreased tardiness and dropout ratesTeachers More learning opportunities: spent 2X time on activities outside of the classroomCollaborative teaching Families Allows parents to work more, bring in more income Increased family engagement

References Burton, E. M., & Education Partnerships, I. (. (2007). Extended School Day. Research Brief. Education Partnerships, Inc,Checkoway, A., Gamse, B., Velez, M., Linkow, T., Society for Research on Educational Effectiveness, (., Massachusetts Department of Elementary and Secondary, E., & Abt Associates, I. (2013). Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative: Final Study Findings. Society For Research On Educational Effectiveness,Farbman, D., Davis, J., Goldberg, D., Rowland, J., Education Commission of the, S., & National Center on Time &, L. (2015). Learning Time in America: Trends to Reform the American School Calendar. A Snapshot of Federal, State and Local Action. Spring 2015 Update. Education Commission Of The States,Farbman, D., Wolf, D. P., Sherlock, D., National Center on Time &, L., & Wallace, F. (2015). Advancing Arts Education through an Expanded School Day: Lessons from Five Schools. National Center On Time & Learning,Hollins, A. K. (2016). ECONOMIC INEQUALITY AND STUDENT ACHIEVEMENT (Doctoral dissertation, Boston University)Jones, C. A. Beyond the Bell: Options for Increased Learning Time.Kaplan, C., Chan, R., Farbman, D. A., Novoryta, A., & National Center on Time &, L. (2015). Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers. National Center On Time & Learning,.Papay, J. P., Murnane, R. J., & Willett, J. B. (2015). Income-Based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems. Educational Evaluation And Policy Analysis, 37(1), 29S-52S.Patall, Erika A., Cooper, Harris, & Allen, Ashley Batts. (2010). Extending the School Day or School Year: A Systematic Review of Research (1985-2009). Review of Educational Research, 80(3), 401-436.Perez, H. M., & Madera, P. (2015). Mobilizing the Eastside of Los Angeles for Educational Justice. Voices In Urban Education, (40), 18-26