Extending the school day is a hot topic for educational policy making bodies.
Extending the School Year and Day.
Research data reveal, however, that the correlation between time and achievement is far slighter than expected and suggest that the quality of time spent in learning is more important than the quantity.
Moreover, the costs of extending school time are disproportionate to any resulting instructional gains. In the United States, the typical school day lasts six hours and the school year numbers days. In contrast, other industrialized countries, such as England, provide up to eight hours of schooling a day, days a year.
The National Commission on Excellence in Education was concerned that the average school in the United States provides only 22 hours of academic instruction per week.
These findings prompted the commission to recommend "more effective use of the existing school day, a longer school day, or a longer school year.
Lengthening the school day will give teachers more time to spend with students, to focus on trouble areas and more difficult material. Some school districts propose adding time to each class session, while others want to add an intensive session in English or reading, areas where many students aren't working on . Extending the School Year and Day. ERIC Clearinghouse on Educational Management: ERIC Digest, Number Seven. Arguments for lengthening the school day and/or school year assume that more time devoted to learning will yield proportionally higher achievement scores. There are many arguments related to lengthening the school year. Many researchers find that with new technology coming day by day, for students to maintain the pace an extra effort is needed and this can happen only if schools increase their curriculum.
Research indicates that the relationship between time and learning is complex and problematic. First, a distinction must be drawn between time allocated for instruction, time engaged in instructional activities, and time spent successfully completing instructional activities.
Only the last of these has been found to have a direct correlation with achievement. Yet even the relationship between additional time on task and student achievement is less apparent than researchers expected.
A recent study found that an additional 60 minutes a day allocated to reading comprehension alone would be required to raise test scores by a quarter of a standard deviation, that is, 25 points on a SAT-style test scored from points Karweit l Another study of Stanford Achievement Test scores among third graders found the correlation to be surprisingly low; only 2 percent of the variance in reading scores was associated with percentage of time on task Rossmiller l It is questionable, therefore, whether feasible increases in the time students spend in school can substantially improve their achievement.
According to Rossmiller, a typical school year of 1, hours may result in as few as hours of time on task, after deducting time for noninstructional activities, process activity distributing material, keeping disciplineabsenteeism, and other time not on task.
Such findings suggest that the emphasis should be placed on the quality, rather than the quantity, of the time spent in school. Administrators should strive to reduce the amount of school time that is either lost or diverted to noninstructional activities before extending the school day or year.
Stuck and Wyne l offer useful suggestions for strengthening the correlation between learning time and achievement. Teachers should show students clearly what they are expected to learn and how to measure accomplishment. In addition, teachers should assign tasks at an appropriate level of difficulty, select learning tasks resulting in a high level of success, employ objective feedback, require frequent responses, and ensure overlap of curriculum and testing.
To increase the opportunity to learn, teachers should begin and end lessons on time, reduce transition time between tasks, minimize waste time, and closely monitor student learning.
Other arguments exist for lengthening the school day or year besides the correlation between time in school and student achievement.
For example, Thomson lexecutive director of the National Association of Secondary School Principals, claims a longer school year is needed to accommodate the requirements of the information age.
Many teachers argue that they need more time to cover the necessary material. Others cite nonacademic reasons; the increasing number of working mothers would welcome a program allowing students to stay in school until the end of the work day.
Such time could be used for activities ranging from remedial labs and gymnastics to computer electives. In a time of budget cuts, school districts would be hard put to find such additional funding. The cost effectiveness of extending school time also is questionable. Huitt, and Anna O.
National Commission on Excellence in Education, Baltimore, MD and Washington, D. Will They Make a Difference? Education Commission of the States, Implications for the Classroom Teacher. Further, this site is using a privately owned and located server.
This is NOT a government sponsored or government sanctioned site.I don't think that they should lengthen the school year it wouldn't be fair to the kids and a year long for kids its tiring.
So I against of the idea of having the school year longer. Submitted by Anonymous (not verified) on January 29, - pm.
According to the National Academy of Education, extensive research shows that simply lengthening the school day or adding days to the calendar won't produce better results.
One model to look to, then, is Meriden, Connecticut, where collaboration between the local union and the district – supported by funding through American Federation of .
This study examines the implications of lengthening the school year and/or school day from days to in the state. Iowa S.B. () This bill created a school instructional time task force to conduct a study of minimum school day and school year requirements.
Aug 31, · Jennifer Davis says students lose the gains they made in school during summer vacation and do much better with a longer school year. A major disadvantage of extending the school year is the increased cost to the school district. According to the California Department of Education’s Year-Round Education Program Guide, both transition costs and operational costs can inhibit schools from implementing year-round calendars.
Lengthening the school year will lead to kids eventually learning more overtime because they will be in school more which will lead to them absorbing more knowledge. August 6, , “while schools around the country have added school days, some Georgia students are returning to shorter schools years, a consequence of budget cuts.