REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Specific findings include: (1) Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks); (2) Increased learning time improved literacy outcomes for students performing below standards; and (3) Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder. Four appendices present: (1) Research methodology; (2) Program descriptions of the 30 reviewed studies; (3) Program implementation in the reviewed studies; and (4) Narrative summaries of the increased learning time programs evaluated in the studies reviewed. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Appalachia administered by CNA.]
Authors
- Authorizing Institution
- Regional Educational Laboratory Appalachia (ED)
- Education Level
- Elementary Secondary Education
- Peer Reviewed
- T
- Publication Type
- Information Analyses
- Published in
- United States of America
Table of Contents
- Summary 3
- Why this study? 6
- What the study considered 8
- Findings of the research review 10
- Out-of-school programs had a positive effect on students’ academic motivation but not on literacy or math achievement 10
- Certified teachers and traditional instruction each had a positive effect on students’ academic outcomes; experiential instruction had a positive effect on social-emotional skill development 11
- Increased learning time had a positive effect on students performing below standards 15
- Increased learning time can be effective in urban, suburban, and mixed locales 17
- Increased learning time programs had a positive effect on the academic achievement of elementary school students but a negative effect on the literacy achievement of middle school students 18
- Implications of the study 21
- In sum, districts and schools should choose increased learning time programs based on a program’s features as well as the student outcome targeted for improvement 21
- Further research is needed on increased learning time 22
- Study limitations 23
- Appendix A. Research methodology 24
- Appendix B. Program descriptions of the 30 reviewed studies 36
- Appendix C. Program implementation in the reviewed studies 40
- Appendix D. Narrative summaries of the increased learning time programs evaluated in the studies reviewed 47
- Notes 60
- References 61
