The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.
Question of the Week
How Does Extended Learning Time Impact Student Achievement?
The Reference Desk has received a number of questions asking how various aspects of school structure and organization may impact student learning. In the past, this Digest has featured questions about class size, school size, and grade configurations. This week’s entry highlights a recent request for information about models for extended school years and extended school days, and how those models may impact student achievement. Some of the resources below include afterschool programs in the body of research on extended day models.
Question
What does the research say about the impact of extended school year and extended school day models on student achievement?
Research Synthesis
Reference Desk researchers found a number of resources and studies on the topic of extended learning time. One study using student test scores from the Missouri Assessment Program (MAP) concluded that “students on an extended school year calendar scored significantly higher than those attending a school with a conventional school year calendar. Extending the school year may bring academic and non-instructional benefits for students…” (Khankeo van der Graaf, 2008; see below). Additionally, a National Governors Association (NGA) report on extended learning opportunities (ELOs) states that “[a] review of 27 experimental and quasi-experimental program evaluations found that ELOs have been linked to better attitudes toward school, higher educational aspirations, and improved school attendance” (Princiotta, 2009; see below).
Publicly Available Resources
- The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. 2009; Black, A. R., Somers, M.-A., Doolittle, F., Unterman, R., Grossman, J. B., and Warner, E.; Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance; NCEE 2009-4077; 165 pages.
According to the executive summary, “[t]he primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their after-school hours—instead of the less formal academic supports offered in regular after-school programs—improves their academic performance in the subject.” The authors found “an 8.5 percent improvement in students’ test score growth, over and above what they would have experienced had they not enrolled in the enhanced program” (page A-3).
- A Five-Year Comparison between an Extended Year School and a Conventional Year School: Effects on Academic Achievement. 2008; Khankeo van der Graaf, V.; ERIC Document #ED505912; 87 pages.
According to the abstract, “[t]he purpose of this study was to compare the academic achievement of third grade students in an extended year school to that of third grade students in a conventional school…. Examination of research related to the effects of summer breaks and student achievement uncovered evidence that summer breaks can create an achievement gap in the learning cycle.” The authors concluded that “[a]s evidenced by the results of the year-end MAP test, students on an extended school year calendar scored significantly higher than those attending a school with a conventional school year calendar. Extending the school year may bring academic and non-instructional benefits for students who have earlier start school dates or longer school years” (page 75).
- The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities. 2009; Princiotta, D., and Fortune, A.; Council of Chief State School Officers and the National Governors Association Center for Best Practices; 44 pages.
This report cites research showing that “ELOs can improve student achievement in reading, mathematics, and other subjects. For example, the Study of Promising Afterschool Programs compared elementary school students who participated in high quality afterschool programs for two years with students who spent one to three days per week without adult supervision after school. The average math score increase for program participants was higher than that of 70 percent of low supervision students.” Furthermore, “[a] review of 27 experimental and quasi-experimental program evaluations found that ELOs have been linked to better attitudes toward school, higher educational aspirations, and improved school attendance” (page 1).
The Reference Desk also found these resources and organizations to be helpful in learning more about extended day models in general:
- National School Boards Association (NSBA): Extended-Day Learning Opportunities
According to the website, the NSBA’s Online Resource Center for Extended-Day Learning Opportunities “is a clearinghouse of information for school board leaders to build and sustain quality extended learning opportunities for all students.”
- Education Commission of the States (ECS): Extended Day Programs
This ECS topic page provides resources about extended day programs, including Quick Facts, What States are Doing, and Selected Research and Readings.
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