Summary: Currently, there are no U.S. states that have extended the school calendar to 200 days. Much of the evidence supporting the expansion of the school calendar comes from research related to nontraditional schools, such as those that operate year-round. Research related to extending the learning day supports the expansion of learning opportunities such as tutoring, health/wellness programs, community service, etc.
Education Commission of the States comprehensive resource - Scheduling/School Calendar
Number of Instructional Days/Hours in the School Year This StateNote examines the number of instructional days required in each state. While state requirements vary on the number of instructional days and hours in the year, the majority of states set the school year at 180 days (30 states). Eleven states set the minimum number of instructional days between 160 and 179 days, two states set the minimum above 180 days (Kansas and Ohio) and eight states currently do not set a minimum number of instructional days. (Zaleski and Colasanti, Education Commission of the States, June 2008)
Cost Per-Day for Extended School Year - Extending the school year has become a topic of interest to many state and federal policymakers. Prior to deciding to extend the school year it is important for policymakers to understand the associated costs. This ECS StateNote gives a rough estimate of the total cost and the instructional cost of school operation in each state. (Michael Griffith, Education Commission of the States, February 2008)
Time for a Change: The Promise of Extended-Time Schools for Promoting Student Achievement - This report details the work of a handful of "extended-time schools," and describes and analyzes their effective practices. This research was conducted to understand how these particular schools, which have already demonstrated themselves to be effective, capitalize on the additional time, and what benefits the schools' educators perceive the additional time delivers. The eight extended-time schools that Massachusetts 2020 examined for this project demonstrate that extending the time students spend in school is possible in a variety of settings, including district public schools, pilot schools, and charter schools, and through a range of funding and staffing innovations. (Massachusetts 2020, 2005)
Recent State Policies/Activities: Scheduling/School Calendar--Year - Collection from the ECS state policy database
Scheduling: Year-Round School - Year-round schooling is an alternative method of providing education, often implemented in schools or school districts that are experiencing rapid increases in student population. Whatever the reasons for switching to a year-round schedule, it is important that policymakers, administrators, teachers, parents and students understand the concept and effects of year-round schooling, specifically with regards to levels of student achievement. (Todd Ziebarth, Education Commission of the States, June 1997)
Recent State Policies/Activities: Scheduling/School Calendar--Year Round - Collection from the ECS state policy database
School Calendar Choices in Tennessee: A Look at Year Round/Nontraditional Schools - The number of Tennessee schools operating on a year-round/non-traditional calendar increased dramatically over the past decade. The author found that year-round/non-traditional schools in Tennessee have documented limited academic improvements; however they show significant improvement in areas such as attendance and discipline referrals, and most of these schools report positive experiences with the calendar. (John G. Morgan, Office of Education Accountability, State of Tennessee, April 2003)
Center for Social Organization of Schools - An educational research and development center at Johns Hopkins University that is a leading source of information on summer learning loss, summer school and year-round learning.
National Association for Year-Round Education - A nonprofit organization that promotes the concept of year-round education and serves as a clearinghouse for information on the issue
Minimum Number of Minutes/Hours in a High School Day - This ECS StateNote provides a 50-state review of required instructional time in a typical high school day. (Michael Colasanti, Education Commission of the States, November 2007).
Recent State Policies/Activities: Scheduling/School Calendar--Day/Class Length - Collection from the ECS state policy database
ECS Comprehensive Resource Extended-Day Programs
ECS recent state activities re: extended day, http://ecs.org/ecs/ecscat.nsf/WebTopicView?OpenView&count=300&RestrictToCategory=Extended+Day+Programs
Examples (ECS Programs & Practices) http://ecs.org/html/IssueSection.asp?issueid=43&s=Programs+%26+Practices
NGA's Extra Learning Opportunities Database - The National Governors Association's Center for Best Practice has created the first comprehensive database of after-school programs and other extra learning opportunities. The searchable database contains profiles of 167 state-level programs in 44 states. It provides governors and other state leaders the information they need to share effective practices and expand extra learning opportunities for all children.
Using NCLB Funds to Support Extended Learning Time - This strategy brief describes several funding streams included in No Child Left Behind (NCLB) that can support extended-learning opportunities, including Title I, Safe and Drug-Free Schools and Communities, Comprehensive School Reform and Innovative Programs. The brief: (1) discuses NCLB to help after-school program leaders understand the context and tenets of the law and its funding streams, (2) describes each funding stream and discusses how each could be used to support extended learning in after-school programs, and (3) includes considerations and examples to help program leaders interested in pursuing education dollars to support extended-learning programs. (Ayeola Fortune and Heather Clapp Padgette, The Finance Project and The Council of Chief State School Officers, August 2005)
Supporting Student Success: A Governor's Guide to Extra Learning Opportunities (ELOs) - This paper argues that ELOs - before- and after-school programs - have the potential to enhance student academic achievement and support state initiatives in education, youth development, prevention, justice, health and economic development. The paper addresses the promise and potential of ELOs, what successful ELOs look like, the next phase of ELO research and what governors can do to enhance ELOs in states. Strategies governors can employ to enhance ELOs in their states include: (1) making explicit connections between ELOs and related policy priorities, (2) building a state policy infrastructure to support collaboration and coordination, (3) coordinating funding and leveraging new resources for ELOs; (4) engaging new partners to support ELOs, and (5) building an accountability system for improved ELO quality. (Elizabeth Wright, National Governors Association Center for Best Practices, September 2005)
What Cannot Count Toward Official Instructional Time? - State policymakers typically set the minimum number of instructional days or hours (pupil-teacher contact days). However, fewer states explicitly address whether certain non-teaching activities that fall within the school day count toward that minimum number. This ECS StateNote presents a scan of state laws in search of such provisions. (Kathy Christie and Michael Colasanti, Education Commission of the States, October 2007)
When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program - The 21st Century Community Learning Centers program has supported after-school programs since 1998, although research on its effects have been inconclusive. Using data colleted over three years, this study finds that elementary students randomly assigned to the 21st Century Community Learning Centers after-school program were: (1) more likely to feel safe after school, (2) no more likely to have higher academic achievement, (3) no less likely to be in self-care, (4) more likely to engage in some negative behaviors and (5) more likely to experience mixed effects on developmental outcomes relative to students not randomly assigned to attend the centers. (Susanne James-Burdumy, Mark Dynarski, Mary Moore, John Deke, Wendy Mansfield, Carol Pistorino and Elizabeth Walker, U.S. Department of Education, April 2005
After-School Programs in Public Elementary Schools: First Look - This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. (National Center for Education Statistics, February 2009)
New Day for Schools-More Time to Learn: Enabling Higher Achievement and a Well-Rounded Education - Among the recommendations from 1983's "Nation at Risk" was to increase learning time by extending the school day and year. A quarter century later, that recommendation is being embraced by the Commonwealth of Massachusetts to take students beyond the basics of reading and mathematics, help youngsters bridge the achievement gap, and support teachers to improve instruction. After one year the Expanded Learning Time Initiative resulted in a substantial rise in proficiency in three tested subjects, marked increase in the number of expanded learning time schools demonstrating adequate yearly progress and a high satisfaction level among parents and teachers. (National Center on Time and Learning, July 2008)
Out-of-School Time Programs for At-risk Students - This paper is intended to bring a research-based perspective to those seeking to enhance their understanding of out-of-school-time (OST) programming for at-risk students. The paper contains a brief history of the evolution of OST programs, relevant research, examples of effective OST programs in reading and mathematics, and information on developing and administering OST programs. (Kirsten Miller and David Snow, Noteworthy Perspectives, Mid-continent Research for Education and Learning, 2004)
The Afterschool Hours: A New Focus for America's Cities - The FBI reports that the lack of structured and supervised afterschool programs in American communities contributes to a higher incidence of drug and alcohol use, and delinquent or criminal behaviors. Afterschool programs provide an ideal time to reinforce learning gains, provide enrichment opportunities and supplement the academic curriculum offered at school - and over 90% of Americans see value in afterschool programs. This report - meant to assist municipal leaders - examines the efforts of eight cities that participated in a 30-month effort to improve quality and increase the availability of afterschool programs. The report discusses their accomplishments, lessons they learned and recommendations for other municipal officials embarking on this work. (Mark Ouellette, Audrey M. Hutchinson and Nina Frant, National League of Cities, 2005)
Making Out-of-School-Time Matter - This report presents the findings of a literature review in the out of school time (OST) field, investigating five major issues: the level of demand for OST services, the effectiveness of offerings, what constitutes quality in OST programs, how to encourage participation, and how to build further community capacity. A summary of the report also is available online. (Susan Bodilly and Megan K. Beckett, Rand, 2005)
CCDF and 21CCLC: State Efforts to Facilitate Coordination for Afterschool Programs - To date, few afterschool programs have successfully integrated funding from the Child Care and Development Fund and 21st Century Community Learning Centers. This brief describes the rationale for increased coordination, the challenges involved, and emerging strategies for states to consider that can make it easier for programs to utilize both funding sources. (Afterschool Investments, U.S. Department of Health and Human Services, 2005)
Estimating Supply and Demand for Afterschool Programs: A Tool for State and Local Policymakers - This report provides a process for evaluating local or state afterschool program supply and demand, as well as examples of how states and cities have fared in implementing recommended steps. The appendix offers a sample provider survey instrument comprised of questions from several supply and demand surveys. (National Child Care Information Center, U.S. Department of Health and Human Services, October 004)
Estimating Supply and Demand for Afterschool Programs: A Tool for State and Local Policy Makers - This tool provides a framework for estimating supply and demand-from basic steps to an in-depth review-by summarizing and highlighting experiences in a number of states. The tool describes the ways states and communities have made estimates and included lessons learned from pioneers in the field. (Afterschool Investments, U.S. Department of Health and Human Services, 2005)
Making Smart Investments in Afterschool: A Policy Primer for State and Local Leaders and Local Leaders - This brief offers ideas for state and local policymakers to develop interagency collaboration, expand access to affordable afterschool programs and advance general program quality. Examples of promising practices from across the country are included to show leaders concrete ways of promoting the sustainability of afterschool programs. (National Child Care Information Center, August 2006)
Afterschool Investments - This project provides technical assistance to Child Care and Development Fund grantees and other state and local leaders supporting afterschool efforts. This Web site contains state afterschool profiles, comparisons, reports and information on technical assistance activities.
Initial List of Tutoring Services & After-School Program Providers That Could Provide Supplemental Services Under Title I (DRAFT) - The Council of Chief State School Officers (CCSSO) has compiled this list of tutoring and after-school program providers of supplemental services. CCSSO will continue to develop the list of potential providers. This document also includes links to state education agencies' RFPs and other information pertaining to supplemental service providers. (CCSSO, August 2002)
A Decade of Results: The Impact of the LA's BEST After-School Enrichment Program on Subsequent Student Achievement and Performance - In operation for more than 12 years, LA's BEST is a comprehensive intervention developed in the Los Angeles area by a community-based initiative. This report addresses the impact of the program over a number of years, and analyzes differences in outcomes attained by LA's BEST students compared to schoolmates who were not included in the program. (Denise Huang, Barry Gribbons, Kyung Sung Kim, Charlotte Lee, Eva L. Baker, LA's BEST and the UCLA Center for the Study of Evaluation, June 2000)
Boston's After School for All Partnership - Boston has become a leader in the effort to increase and strengthen opportunities for children after school. Through partnerships with the Boston Public Schools, community-based agencies and private- and public-sector organizations, the city seeks to ensure children have access to high-quality, affordable, safe and engaging after-school opportunities that enhance their learning and overall development. Boston currently provides over $11.5 million a year for out-of-school-time programming, and the mayor has committed an additional $5 million over the next five years.
The Progress of Education Reform 2005: After-School Programs - Well-structured and comprehensive after-school programming is increasingly viewed as a unique and essential component of efforts to promote learning and social development for children of all backgrounds. This issue of The Progress of Education Reform summarizes three recent reports that provide useful insights into what is known - and what isn't - about the role, value and impact of after-school programs.(Education Commission of the States, November 2005)
A New Day for Learning - Using examples from programs already in place around the nation, and knowledge about student learning, the Time, Learning, and Afterschool Task Force analyzes the way students are spending their days, and the importance of afterschool programs. It makes suggestions to states and policymakers regarding the importance of real world experience and building and retaining student interest in academics. (The Time, Learning, and Afterschool Task Force, January 2007)
After-School Programs and Activities: 2005 - This report presents data on participation in after-school activities and programs in the United States. After-school programs and activities addressed include information about student participation in care arrangements in private homes with relatives and with care providers not related to them, participation in school-based or center-based after-school programs, participation in after-school activities that were not part of a school- or center-based program and self-care. (Priscilla R. Carver, Iheoma U. Iruka and Chris Chapman, National Center for Education Statistics, May 2006)
Selected Tables from the: 2003-04 Schools and Staffing Survey (SASS) - Access SASS table detailing the percentage of schools that offered extended-day programs or services at the school for students - regardless of funding source - by school type and selected school characteristics: 2003-04. Full report available here. (Gregory A. Strizek, Jayme L. Pittsonberger, Kate E. Riordan, Deanna M. Lyter, Greg F. Orlofsky and Kerry Gruber, National Center for Education Statistics, March 2006)
ECS Comprehensive Resource - Summer School
Recent State Policies/Activities: Summer School - Collection from the ECS state policy database.
Summer Remediation Policies - For years various states have chosen the summer months as an ideal opportunity to offer remediation to their students. Currently, 35 states and the District of Columbia have summer remediation policies. This ECS StateNote summarizes and provides statutory references for these policies. (Kyle Zinth, Education Commission of the States, August 2005)
Recent State Policies/Activities: Scheduling/School Calendar--Summer Institutions - Collection from the ECS state policy database
Center for Summer Learning - Based at Johns Hopkins University, the Center develops, evaluates, and disseminates model summer learning programs, encourages research and builds public support to combat summer learning loss. This Web site links to research, programs, activities and other resources on summer learning.
Illinois Bridges for Learning: Designing and Delivering a Summer Learning Program - This extended-learning program is designed to improve the reading, writing and mathematical skills of students exiting from pre-kindergarten through grade 6 in districts where a significant number of students do not meet state learning standards. The program offers extended-learning opportunities (summer, before and after school) for participating students to become strategic readers and skilled mathematical problem solvers; provides curriculum and instruction that engage and motivate students to read for purpose; promotes literacy-rich classrooms where words and print are displayed and collections of reading materials are extensive; and provides opportunities for children to expand and enhance their educational, emotional, physical, social and cultural skills, and status. (Illinois State Board of Education, January 2001)...
Summer School: Unfulfilled Promise - Summer school is critical to state efforts to end social promotion and reduce retention rates, but states have provided few standards, regulations or funds for summer programs, according to this report by the Southern Regional Education Board (SREB). The report includes seven recommended state policy actions for improving the quality of such programs. (SREB, 2002)