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The Promise of Extended-Time Schools for Promoting Student Achievement: A Case Study Approach


by David Farbman - January 09, 2006

Over the past several years, a majority of academically successful charter schools and a small number of other public schools have deliberately broken from the near universal school calendar of 180 six-hour days for the express purpose of enhancing teaching and learning. This study of a handful of these “extended-time schools” describes and analyzes their effective practices to understand how they are organized, staffed, and financed to capitalize on the additional time, and what benefits the schools’ educators perceive the additional time delivers. The in-depth site visits and cross-site analysis generated the following findings: (a) the added time allows for more time in classrooms and an array of enrichment activities and individualized tutoring to broaden skills and engage students more deeply in learning; (b) teachers benefit by having the inclusion of common planning time, professional development opportunities and individual planning periods; (c) the schools generally cost more to operate, but costs rise at a lower rate than the added time; and (d) teachers, parents, and even students almost universally appreciate the benefits of a longer day in contributing to their own (or their child’s) positive experiences in the school.


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Cite This Article as: Teachers College Record, Date Published: January 09, 2006
https://www.tcrecord.org ID Number: 12274, Date Accessed: 9/26/2020 2:39:46 AM

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About the Author
  • David Farbman
    Massachusetts 2020
    E-mail Author
    DAVID FARBMAN is the research director at Massachusetts 2020. He is responsible for supervising and promoting the research agenda for all of Massachusetts 2020’s projects, the central goals of which are to measure the impact of out-of-school time programming on children’s educational and social development and to understand how children’s development can be enhanced through strategic public policy.
 
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