Redesigning and Expanding School Time to Support Common Core Implementation

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Redesigning and Expanding SchoolTime to Support Common Core

Implementation

By David A. Farbman, David J. Goldberg, and Tiffany D. Miller January 2014


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Redesigning andExpanding School Timeto Support Common CoreImplementation

By David A. Farbman, David J. Goldberg, and Tiffany D. Miller January 2014


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1 Introduction and summary

5 Disrupting the status quo: Transition to the Common Co

will require significant teacher training time

6 Preparing teachers for the transition to the Common Core takes time

9 Ongoing implementation of Common Core will require m

time for teachers and students

9 Outside the classroom: More time for ongoing training, collaboration, and

analysis 12 Inside the classroom: More time for teaching and learning

15 Reaching the higher expectations for literacy and math

take more time

19 Expanded learning time schools are leading the way

20 Closing the achievement and enrichment gaps for at-risk students

27 Conclusion and recommendations

32 About the authors

33 Acknowledgements

34 Endnotes

Contents


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Introduction and summary | www.americanprogress.org www.timeandlearnin

Introduction and summary

Wih he widespread adopion o he Common Core Sae Sandards, public

educaion in he Unied Saes is poised o ake a major sep orward in readying

he nex generaion o Americans or success in higher educaion and he work-

orce. Implemenaion o he sandards, as currenly planned in 45 saes and he

Disric o Columbia, also means ha he vas majoriy o sudens will soon be

held o he highes se o English language ars and mah lieracy expecaions in

U.S. hisory.1 Many educaion reorms have had he poenial o help propel su-

dens oward uure success, bu adopion o he Common Core Sae Sandardsis poised o be he mos significan educaion reorm in decades, because i is

he naions firs atemp o provide a comprehensive roadmap or educaors

o help hem bring all children o college and career readiness. Tereore, i is

undamenally imporan ha is implemenaion is houghul and precise.

Educaors and sudens will need o implemen a variey o sraegies o mee

he sharp rise in expecaions or eaching and learning. Redesigning schools

wih significanly more ime or boh suden learning and eacher proessional

developmen and collaboraion is one significan way o make cerain ha

Common Core implemenaion is successul.

Gaining a realisic undersanding o sudens perormance levels, meeing su-

dens where hey currenly are, and raising hem o new heighs are he asks a

hand and will require more inensive and ime-consuming eaching and learning

han schools commonly provide now. Disadvanaged sudensofen low-

income sudens, sudens o color, English language learners, and sudens wih

disabiliieswere requenly held o a lower se o sandards in he pas and will

need he greaes ocus. Tey are also he sudens who benefi he mos rom

well-designed schools ha use significanly more and beter learning ime or

boh sudens and eachers. Americans willingness o break ou o he box o he180-day, 6.5 hours-per-day school schedule can help wih he ransiion o he

Common Core Sae Sandards, especially when argeing schools serving high

concenraions o disadvanaged sudens.


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2 Center for American Progress National Center on Time & Learning | Redesigning and Expanding School Time to Support Common Core Implementation

Forunaely, ederal and sae policies ha suppor effors o increase he amoun

o ime sudens spend in school are resuling in new resourcesand reeing

up ormerly resriced resourceso und he creaion o more expanded-ime

schools. For insance, wo major ederal programs, School Improvemen Grans,

or SIG, and Race o he op, boh include increased learning ime as inegral o

school urnaround effors. Te Obama adminisraion also creaed more flexibiliyor high-qualiy, expanded learning ime schools in he Elemenary and Secondary

Educaion Ac, or ESEA, flexibiliy waivers iniiaive as par o boh ile I

and Supplemenal Educaional Services, or SES, reorm and he 21s Cenury

Communiy Learning Ceners program, which had previously been resriced

o only ou-o-school ime programming. A he sae level, laws in New York,

Florida, Illinois, and Arizona have dedicaed unding o increase school ime. In

addiion, laws ocused on urning around low-perorming schools in Connecicu,

Colorado, ennessee, Massachusets, Washingon sae, and several oher saes

gran disrics and schools new auhoriy o redesign heir daily and yearly sched-

ules around expanded school ime and o shif budges o suppor he operaionaland saffing changes such an effor involves.

Tese policies, he flexibiliy and auonomy o repurpose exising unding sreams,

and new sources o revenue have spurred a rapidly growing movemen or

expanded learning ime schools a a momen when hey can play a leading role in

he successul implemenaion o he Common Core. Hundreds o schoolsboh

radiional disric and public charer schools, mos o which serve significan pop-

ulaions o low-income childrenhave proven ha by expanding learning ime,

hey can broaden and deepen academic conen, inegrae innovaive insrucional

mehods ino classrooms, individualize suden suppors, and urnish eachers

wih dedicaed sessions or collaboraion and insrucional improvemen. As

schools now adap heir eaching and learning o he Common Core ramework,

hese expanded-ime schools are well-posiioned o enable heir sudens, espe-

cially hose rom disadvanaged backgrounds, o achieve a even higher levels.

Te Cener or American Progress and he Naional Cener on ime & Learning

believe ha expanded learning ime provides boh eachers and sudens wih one

o he criical ools ha hey need o mee he demands o he Common Core

Sae Sandards. O course, he addiional learning ime mus be well planned andinenional. High-perorming expanded-ime schools give eachers more ime or

ongoing proessional developmen and collaboraion, and offer sudens more


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Introduction and summary | www.americanprogress.org www.timeandlearnin

ime o reach he higher expecaions or English language ars and mah. We

srongly encourage saes, disrics, and schools o consider he benefis o expand-

ing he school day or year o suppor eachers and sudens. As such, we offer he

ollowing recommendaions:

Naional, sae, and local educaion policymakers, educaors, and philanhropicleaders should recognize and include he imporan issue o learning ime as

hey plan sraegies or successul Common Core implemenaion.

Saes and disrics should pass legislaion and enac policies ha are school-

redesign riendly, empowering schools o lenghen and redesign he school day

and year or ransiion o he Common Core.

Saes, disrics, and schools should use exising ederal and sae resources o

und high-qualiy expanded learning ime school models.

Disrics and schools should increase he amoun o ime eachers have or col-

laboraion and proessional developmen during he school day and year and

beyond as he Common Core ransiion akes place.

Saes and disrics should arge expanded learning ime o schools serving high


Schools should be inenional wih schedule redesign plans o make cerain ha

more ime in school is used effecively o avoid simply doing more o he same.

Naional eacher and educaion reorm organizaion should collec and share

bes pracices and innovaive models o eachers union collecive bargaining

agreemens ha enable expanded ime in school.

As saes ransiion o he Common Core, i is imperaive ha he implemenaion

o hese new sandards include policies and suppors ha increase he amoun

o ime eachers have or collaboraion and proessional developmen and he

amoun o ime sudens spend in school learning he new sandards. Meeing he

demands associaed wih he Common Core will be a challenge, bu high-qualiyexpanded learning ime is one o he mos ar-reaching implemenaion sraegies

and can enable sudens o successully mee hese higher expecaions.


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Disrupting the status quo | www.americanprogress.org www.timeandlearnin

Disrupting the status quo: Transition

to the Common Core will require

significant teacher training time

Te swich o he Common Core wil l be a much-needed bu abrup change o

boh he conen and he mehods o classroom insrucion, and wih i, has

major implicaions or eacher ime. o be ready or he new sandards, cur-

ricula, and eaching mehods, educaors a all levels will need exensive raining

and suppor. eachers know his and sill overwhelmingly suppor he Common

Core. According o a survey conduced by Scholasic, a publisher o educaionalmaerials, and he Bill & Melinda Gaes Foundaion, 73 percen o eachers

are enhusiasic abou he implemenaion o he new sandards; has even

knowing he changes in sore, as 74 percen believe ha he new sandards will

require changes o eaching pracice.2

Educaors undersand ha hey will need significanly more ime during he

school day or iniial and ongoing proessional developmen; more ime o

maser new eaching echniques; more ime o learn he conen o he new san-

dards; more ime o develop and adap o new curricula; and more ime or daa

analysis, collaboraion, and coaching.

isha Edwards, inerim CEO o he Balimore Public School Disric, is well aware

o he need o provide more proessional developmen ime o rain her each-

ers while ransiioning o he new sandards. All across he counry, eachers are

sruggling wih how o implemen he Common Core. Teyre saying, we need

more ime, noes Edwards.3

Well-designed expanded learning ime schools are already providing eachers

wih he srucured proessional developmen, planning, and collaboraion imeha will be necessary o rain and prepare hem or he implemenaion o he

Common Core. (see Orchard Gardens Pilo School ex box on page 7)


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Preparing teachers for the transition to the Common Core takes time

Te insrucional shifs ushered in by he Common Core, including an emphasis

on close reading, suden-cenered inormaion gahering, and more complex

mah skills and problem-solving echniques, will necessiae a reraining o

he eaching corpsan enormous underaking. Te Inernaional Cener or

Leadership in Educaion, whose mission is o provide rigorous and relevan

learning or all sudens, noes, Te implicaions o hese changes [in educaional

expecaions] are nohing shor o a reooling o American educaion. Te new

demands on sudens ranslae ino new demands on eachers.5

As he ime or widespread implemenaion o he new sandards nears, saes are

rapidly developing maerials and resources or eachers and principals o beginhe ransiion o he Common Core.6Te peneraion o hese resources, how-

ever, needs o reach more deeply ino schools. Te Cener on Educaion Policy,

or example, surveyed saes ocusing on heir proessional developmen effors

High-quality expanded learning time schools, or ELT schools, can use

many different schedules, but they have key features in common.

Expanded learning time schools:

Add significantly more learning time for students, ideally reaching

300 hours more per school year than the typical 1,170-hour annual

school schedule (180, 6.5-hour school days)4

Use the additional learning time for both core academics and a

well-rounded education, which includes engaging enrichment op-

portunities

Provide significant additional time for teachers to plan, collaborate,and participate in professional development

Use data to regularly assess student performance and create

blocks of time with small teacher-student ratios to support in

vidual students needs and strengths

ELT schools can add in this additional time by lengthening the

day or school year, or any combination of the two. Furthermore

ELT schools add to their scheduling flexibility and ability to pul

ers out of classrooms for planning, collaboration, and training t

by partnering with local universities, community organizations

businesses that can provide qualified staff to lead enrichment c

apprenticeships, or hands-on science labs.

For more detail on what high-performing ELT schools look like,Time Well Spent: Eight Powerful Practices of Successful, Expan

Time Schools, published by the National Center on Time & Lea

High-quality expanded learning time schools


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Disrupting the status quo | www.americanprogress.org www.timeandlearnin

o inegrae he Common Core and ound ha he majoriy o saes, 28 ou o 40

responding saes, are using a combinaion o sae-level raining, regional service

agencies, and rain-he-rainers programs or principals.7

Expanded learning ime schools can ensure ha hese sae-level resources

make i ino he classroom. Teir addiional ime devoed o proessionaldevelopmen, planning, and collaboraion allows hem o careully rain or and

implemen he Common Core.8For insance, in a sudy o 30 high-achieving,

high-povery schools wih longer school days and years, more han a hird

repored scheduling 15 or more proessional developmen and planning days,

whereas he local schools in surrounding disrics rarely exceeded five or six

proessional developmen and planning days.9As described in he ex box

below, many expanded-ime schools are already using weekly saff meeings, or

example, o ocus on he implemenaion o Common Core.

From its founding in 2003, the Orchard Gardens K-8 Pilot School, or OGPS, in Boston,

Massachusetts, suffered from low student achievement and high staff turnover. In

2010, OGPSwhere more than 7 in 10 students are low incomewas declared

chronically underperforming by the district and as a result received a federal School

Improvement Grant, or SIG. That same year, the superintendent of the Boston

schools appointed a new principal to OGPS, and by leveraging the SIG funding to

expand the school day, the school began a remarkable turnaround, featuring growth

rates that are among the highest in the state.

One of the most significant changes the school undertook was the inclusion of week-

ly, highly structured teacher collaboration meetings. The 100-minute sessionsa

time when teachers plan lessons and share best practiceshave become the central

driver of improved instruction, and the forum in which the schools educators shifted

their classrooms to incorporate Common Core standards during the 2012-13 school

year. OGPS teachers readily acknowledge that the transition to the new standards

has been challenging, but through collaboration and planning, the challenge is

being met. As Andrew Bott, the schools principal, points out, [the transition] wouldnot have been possible without the extra time for teachers.

Orchard Gardens K-8 Pilot School uses extra teachertime to align classroom instruction


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Inside the classroom, more teaching time is also critical, enabling the multilayered

student learning that the Common Core is designed to foster. The schools double-

block math classes, for example, have allowed teachers to better engage students

with the content in greater depth using techniques such as solving multistep

problems and finding alternate means to solve the same math problem, all while

reinforcing basic skills. This multilayered approach to learning math makes real whatthe standards refer to as a balanced curriculum.

The extra time allotted for this new way of instruction has already shown results,

including particularly strong gains in the upper grades. OGPS seventh-graders for

the first two years of the expanded schedule2010-11 and 2011-12gained faster

in math achievement than all but four schools serving the seventh grade in the state.

With the transition to Common Core, this accelerating student achievement has

continued into the eighth grade, with growth rates at OGPS in the top 5 percent in

the state for eighth-graders in 2013.

Source: Roy Chan, Transforming Schools through Expanded Learning Time: Orchard Gardens K8 Pilot School, Update 2013(Boston: National Center on Time & Learning, 2013).


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Ongoing implementation of Common Core will require more time for teachers and students | www.americanprogress.org www.timeandlearnin

Ongoing implementation of

Common Core will require more

time for teachers and students

Te purpose o he Common Core is o ensure permanen changes or suden

learning and eaching. Ye perhaps he mos complex par o he Common Core is

is implemenaion. Afer he shif o he new sandards has been made, eachers

will have new and ongoing responsibiliies boh inside he classroom wih heir

sudens and ouside he classroom wih heir peers o ensure ha heir sudens

have real opporuniies o mee he higher sandards. All o hese responsibiliieswill require he invesmen o more ime. Sudens, oo, will be expeced o maser

significanly higher-level maerial and learn in new and more in-deph ways ha

will also require more ime han hey ypically have now.

Outside the classroom: More time for ongoing training,

collaboration, and data analysis

Te scope o he change in curricula and expecaions brough on by Common

Core means eachers mus coninually be engaged in honing heir craf. Gene

Carer, execuive direcor o he nonprofi Associaion or Supervision and

Curriculum Developmen, or ASCD, one o he leading voices in preparing each-

ers o inegrae he sandards, noes:

Tis proessional developmen canno be a single meeing ha inroduces each-

ers o he sandards and explains how hey differ fom previous sae sandards,

nor can i be one or wo workshops ha walk eachers hrough curriculum

resources ha will help hem align heir classroom pracice wih he common

core. Insead, he proessional developmen mus be susained, job-embedded,and involve eedback and ollow-up observaions.10


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For proessional developmen aciviies o be producive, hey have o be priori-

ized and given consisen and uninerruped blocks o ime ha are proeced and

separae rom regular classroom insrucional aciviies.

One o he mos ofen menioned srucures or effecively using proessional

learning ime is someimes reerred o as a proessional learning communiy, orPLC. Frequenly organized o include eachers wihin a subjec or grade, a PLC

can be used o sraegically ocus on seleced aspecs o eaching and learning ha

will allow eachers o improve heir pracice and increase suden learning. Some

o he ime spen in PLC meeings, or example, may be reserved or review-

ing daausually rom ormaive assessmens and oher suden workso ha

eachers can beter undersand where sudens are srong and where hey need

addiional suppor. eachers also use PLCs o develop curriculum or lesson plans,

learning rom each oher and sharing bes pracices o ensure ha he new learning

sandards are incorporaed ino lessons in ways ha more ully engage sudens.

Finally, hese sessions are a ime or eachers o receive eedback romand pro-vide i opeers o urher improve insrucional echniques.

Given he broad array o eacher collaboraion aciviies and he need or sus-

ained work among groups o eachers o effecively change eaching pracice and

suden learning, he way ha ime is srucured and bounded is essenial o he

success o PLCs making sure ha hey ake hold and become srong collaboraive

opporuniies. Indeed, i is no surprising ha researchers have ound ha PLC

sessions have proven o be a cornersone o effecive eaching and, in underper-

orming schools, a caalys or improvemen.11A recen sudy rom he Universiy

o Norh Carolina, Charlote, deermined ha in schools wih srong PLCs,

sudens perormed beter in mah han hose in schools wihou acive PLCs.12In

he conex o Common Core implemenaion, PLCs are all he more imporan.

Te PLC, however, is jus one srucure or insrucional improvemen and

eacher collaboraion. eachers migh mee in pairs, or wih an insrucional

coach, o consider suden work and how o reool heir approaches o inro-

ducing exs or revising mah lessons. Te need is paricularly acue in he early

grades in mah. New research rom he Cener or he Sudy o Curriculum and

he Educaion Policy Cener a Michigan Sae Universiy idenified he relaivelypoor raining in mahemaics or elemenary and middle school eachers in he

Unied Saes compared o inernaional peers. Sudy auhors called he siuaion

especially disconcering, considering ha eachers would now be expeced o


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Ongoing implementation of Common Core will require more time for teachers and students | www.americanprogress.org www.timeandlearning

each o he more demanding Common Core sandards.13Paricipaing in col-

laboraive aciviies, including PLCs, o address hese issues will require a sub-

sanial amoun o eachers ime. In a recenEducaion Weeksurvey o eachers,

71 percen indicaed ha hey would need more collaboraive planning ime o

be adequaely prepared o shif o he Common Core sandards.14Ye he ypical

amoun o ime ha eachers have in he school day and across he school year oprepare or classes and srenghen heir insrucion is no enough o ge he job

done. Scholasic ound ha eachers, on average, spend only abou 15 minues per

day collaboraing wih colleagues.15

In schools wih subsanially longer days and/or years, however, much more

ime or collaboraion and proessional developmen ends o be buil ino he

school day. Te Naional Cener on ime & Learning repor ime Well Spen, a

descripive analysis o 30 high-perorming, high-povery, expanded-ime schools,

repored ha hese schools included an average o 85 minues during he school

day or collaboraion and individual planning.16Addiionally, 23 o he 30 schoolsdevoe hree addiional hours per week when sudens are no in school o a com-

binaion o collaboraion sessions and proessional developmen.17

In Massachusets, he Expanded Learning ime iniiaive schoolsa group o

high-povery disric schools ha have convered o a school year o a leas 300

addiional hours more han he sandard 1,170-hour school yearalso have sig-

nificanly more ime or eacher collaboraion and planning han heir radiional

disric counerpars. eachers in he Expanded Learning ime iniiaive schools

repor significanly higher raes o saisacion wih heir collaboraive planning

ime as compared o similar schools ha had no expanded ime.18

eachers a one o he schools, Mathew J. Kuss Middle School in Fall River, have

hree 45-minue collaboraion meeings each weekwo meeings wih heir

peers who each he same sudens and one meeing wih peers who each he

same conen area. Tese sessions are used primarily or analyzing assessmen daa

o ideniy individual suden needs, o examine suden work, and o implemen

common insrucional sraegies ha suppor he schoolwide ocus on improving

wriing across subjecs.19I is no wonder ha Kuss Middle School has progressed

rom a school deemed chronically underperorming and one ulimaely akenover by he sae in 2005, o a Level 1 schoolMassachusetss op perormance

caegoryby 2013 afer implemening high-qualiy expanded learning ime as is

ramework or delivering a range o effecive reorm pracices.20


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Tese examples o how high-perorming expanded-ime schools are using collab-

oraive planning ime o improve insrucion are already helping schools prepare

or he Common Core. In a survey o more han 700 eachers in our saes ha

added 300 hours as par o a comprehensive redesign o heir school schedules in

2013, 74 percen prediced ha having more ime would significanly improve he

abiliy o eachers o successully address he Common Core and sudens abiliyo achieve he sandards.21

Inside the classroom: More time for teaching and learning

Te impac o he Common Core on classroomsor boh eachers and su-

denswill be significan in many ways, no leas o which is how ime is used and

he quaniy o ime needed o allow learning o flourish. How eachers inroduce

conen, how sudens inerac wih ha conen, and he expecaions or suden

masery o ha conen will be, respecively, more varied, more ineracive, andhigher level han wha akes place now in mos public schools. Replacing lecures

wih ineracive learning beween eachers and sudens, especially learning o a

richer and higher level, will require more classroom ime, as eachers will have

o personalize heir atenion o individual and small groups o sudens. As one

eacher in Chicago said, i requires everyone o change he way hey hink abou

eaching and learning. I requires he eacher o be more o a aciliaor in he

classroom as opposed o being a he ron [eaching] one lesson he same way o

all he sudens. Te sandards can be reached ha way.22

High-qualiy expanded-ime schools are already using he opporuniies inheren

in longer classes o build in individualized insrucion, criical hinking, and prob-

lem solving, showing how he insrucional condiions required by he Common

Core are already in place. Tese expanded-ime schools also use heir exra col-

laboraion and daa-analysis ime o ideniy sudens or smaller groups based on

heir needs, ineress, and abiliies, and pair hem wih he eachers bes able o

address heir weaknesses and expand on heir srenghs.


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Ongoing implementation of Common Core will require more time for teachers and students | www.americanprogress.org www.timeandlearning

Wih significanly more learning ime, personalized curricula, and individualized

insrucion, high-qualiy expanded learning ime schools are having heir mos sig-

nifican impac on disadvanaged sudens, oo many o whom sar school several

years behind heir more affluen peers and are never given a real opporuniy o

cach up.23Te advanage inheren o expanded learning ime will be paricularly

imporan when he Common Core is implemened and here is a likely signifi-can drop in proficiency raes across he board. (see Te impac o he Common

Core on proficiency raes ex box on page 22)


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Reaching the higher expectations for literacy and math will take more time | www.americanprogress.org www.timeandlearning

Reaching the higher expectations for

literacy and math will take more time

In a guide writen or school leaders, he policy group Achieve, considering he

Common Cores English language ars sandards, concluded: eachers will likely

need more insrucional ime in order o each more rigorous, higher-level conen

in more deph and o inegrae lieracy skills ino heir lessons.24A key reason why

Achieve reached his conclusion is ha he realignmen o insrucion involves he

inroducionespecially in earlier gradeso more challenging exs, along wih

more inormaional (non-ficion) readings. Unlike mos saes curren sandards

ha sress merely idenificaion o key ideas, under he Common Core sandards,sudens will be expeced o consisenly demonsrae heir comprehension o ex

by ciing evidence and offering analysis.25

Developing sudens abiliy o scruinize ex will, among oher hings, enail he

implemenaion o a eaching echnique known as close reading, a ime-con-

suming process ha he Parnership or Assessmen o Readiness or College and

Careers, or PARCCone o he wo consoria ha are developing assessmens

aligned o he Common Coredescribes as ollows:

engaging wih a ex o sufficien complexiy direcly and examining mean-

ing horoughly and mehodically, encouraging sudens o read and reread

deliberaely. Direcing suden atenion on he ex isel empowers sudens o

undersand he cenral ideas and key supporing deails. I also enables sudens

o reflec on he meanings o individual words and senences; he order in which

senences unold; and he developmen o ideas over he course o he ex, which

ulimaely leads sudens o arrive a an undersanding o he ex as a whole.26

In addiion o deeper reading, Common Core lieracy sandards demand more

o sudens in he area o wriing, adding a layer o criical hinking o sudenswriing asks. As one insrucional exper rom Illinois explains, currenly in mos

saes, sudens are usually asked o wrie abou prety much he knowledge in

heir head. ell us abou some experience you have had or your avorie place.

[In Common Core asks], hey acually have o summarize rom somehing hey


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have read and pull i all ogeher. Indeed, he previous, somewha arificial separa-

ion o reading and wriing insrucion will disappear. Sudens will no longer

be handed inormaion rom heir eachers, bu will need o invesigae and read

sources on heir own and be expeced o do heir own analysis and draw heir own

conclusions in boh heir writen and oral presenaion o knowledge. Tis is a

mehod ha canno be rushed.27

In mahemaics, Common Core will bring a shif in ocus rom briefly and super-

ficially covering many opics o sudying ewer opics in much greaer deph. Te

resul is, as described by an Educaional esing Service review: sudens will

sill learn he compuaional skills a he hear o pas insrucion, bu hey will be

required o demonsrae deeper levels o masery o he underlying mahemaics

and o solve applicaion problems.28Tis approach leads o wha is called a bal-

anced curriculum ha equally emphasizes he developmen o fluency, deep con-

cepual undersanding, and applied problem solving. Curriculum designers began

by using he curren norms o pracice and alloting 60 minues per day or mah,bu praciioners are finding ha his amoun o ime is simply no sufficien. As

Nell McAnelly, Common Cores projec direcor or he developmen o Eureka

Mah, par o he New York Sae Deparmen o Educaions EngageNY projec,

and he co-direcor o he Gordon A. Cain Cener or SEM Lieracy a Louisiana

Sae Universiy, explains:

Our curriculum is designed or classes where sudens and eachers are already

well-versed in he underlying mahemaics ha inorms each lesson. Bu when i

is used in classrooms ha have no been inroduced o he Common Core Sae

Sandards, he hill is much seeper o climb. Were hearing fom eachers all

across he counry ha hey need more ime in class o have sudens achieve o

he new expecaions.

Some opics, such as racions, will be inroduced o sudens a much earlier ages,

and as hey grow older, hey will be expeced o draw upon heir accumulaed

knowledge o solve increasingly complex problems.29Having sudens srech

beyond heir curren scope o experise will ofen enail a rial-and-error approach o

solving equaions and developing muliple ways o arrive a an answer. Allowing su-

dens o boh ry and ail and requiring hem o find more han one roue o successwill mean providing hem wih more ime o explore and learn on heir own han is

he norm in odays classrooms. Sudens will hen be asked o explain heir reason-

ing, a process ha consumes more ime bu osers sill deeper learning.

Were hearing

from teachers all

across the countrythat they need

more time in class

to have students

achieve to the new

expectations.


23/44

Reaching the higher expectations for literacy and math will take more time | www.americanprogress.org www.timeandlearning

The biggest

problem were

having is theresnot enough tim

in the day.

Mah classes as well as English language ars will emphasize inra-suden commu-

nicaion and collaboraion, so ha sudens are beter prepared or wha hey will

encouner in a higher educaion seting and in he workorce. One exper explains,

Wha were learning rom higher educaion insiuions is ha he abiliies o

collaborae, o presen ones hinking, and o subsaniae ones reasoning are

undamenal skills ha hey don see.30

Having regular opporuniies or sudencollaboraion necessiaes many group projecs and he coninuous inegraion

o a echnique known as urn and alk, where sudens discuss he opic a hand

wih each oher and seek o gain insighs rom heir peers. Tis mehod is signifi-

canly more ime inensive bu develops crucial 21s-cenury skills ha canno be

replicaed in he quicker bu ar more passive eacher-lecure mehod.

Nancy Gannon, execuive direcor o he Office or Academic Qualiy or he New

York Ciy Deparmen o Educaion, when discussing implemenaion o he new

Common Core-aligned curriculum in he classroom, agrees. Te bigges problem

were having is heres no enough ime in he day.31

In 2012, Rochester, New Yorks public schools, with new district leadership and an ur-

gent need to improve their schools, embarked on an ambitious dual agendaimple-

menting the Common Core State Standards and expanding learning time in a targeted

group of schools. The Rochester City School District, or RCSDwhich has 32,000

students, 88 percent of whom qualify for free or reduced-price lunchhas become the

first district in New York to participate in the TIME Collaborative, an initiative of the Na-

tional Center on Time & Learning with initial funding from the Ford Foundation, The Eli

and Edythe Broad Foundation, and the Carnegie Corporation of New York.32The TIME

Collaborative is focused on helping traditional district schools add substantial time

to the school day and year, while redesigning their educational program to improve

student achievement and offer students an engaging, well-rounded education.

The need for more learning time became apparent as a district team developed

a large number of Common Core-aligned curriculum modules, which would be

sequential and call upon teachers to implement new instructional methods. In the

Rochester Public Schools sets two goals: CommonCore implementation and expanding learning time


24/44


course of developing these modules, the team calculated how long each module

should take to teach and then plotted out how they would take place across the

entire school year, referring to these time and content designations as instructional

diets. (These diets required, among other things, that all schools serving grades K8

provide at least 80 minutes of mathematics instruction each day, an increase of 20

minutes from the prior norm.) District leaders soon understood that installing Com-mon Core-aligned curricula in the schools meant that there may not be sufficient

time to enable all students to achieve mastery of the new standards and for teachers

to adequately prepare for instruction.

Rochesters five TIME Collaborative schools will be provided more time because, as

Anita Murphy, the deputy superintendent for administration, states, When children

come to school already starting behind, it takes time to catch up and only then can

we expect them to get ahead.33The TIME Collaborative schools realize that vision

by building in daily academic support periods to provide students individualized

instruction in both ELA and mathtwo days of each per week. These dedicated peri-

odsusually one hour each for math and literacyallow teachers to be methodical

in how they target their interventions, responding to the specific learning needs of

each student. In turn, having standalone support periods then allows teachers to

maintain the integrity of the curriculum within core academic classes120 minutes

for ELA and 80 minutes for math each dayensuring that more advanced students

and struggling students all have the opportunity to learn in the larger group set-

ting.34Finally, teachers in the Rochester expanded-time schools have 80 minutes

every day for collaboration, when they can share lesson plans, analyze outcomes

data, and consider together how to address student learning needs.

Recognizing the complexity of educating a school full of at-risk students, THaniPantoja, principal of one of the K8 schools that added 300 hours, notes:

I dont know how wed do what we are without more time. We urgently need the

longer school day so that we can learn new curriculum emphasizing the Com-

mon Core Standards and provide additional opportunities to address students

individual learning needs during our intervention block. The longer school day

has also provided critical time for our teachers to collaborate around student

data and to work strategically to align practices and lessons with the expecta-

tions of the Common Core Standards.35


25/44

Expanded learning time schools are leading the way | www.americanprogress.org www.timeandlearning

Expanded learning time schools

are leading the way

Expanded learning ime schools are delivering he insrucional ime ha each-

ers and sudens need or his new, deeper, and more varied learning. A survey

o eachers in he 19 Massachusets Expanded Learning ime iniiaive schools

revealed ha 85 percen believe ha hey have sufficien opporuniies wih heir

sudens o reach learning goals.36Specifically, hese EL eachers repor he ol-

lowing advanages o having more ime o each:

Covering more maerial and examining opics in greaer deph Compleing, reinorcing, and exending lessons Connecing conceps occurring in differen classes Seting conex and repeaing conen, i necessary Answering sudens quesions Discussing and reflecing on lessons37

High-qualiy expanded-ime schools are already using opporuniies inheren in

longer classes o build in individualized insrucion, criical hinking, and prob-

lem solving, showing how he insrucional condiions required by he Common

Core are already in place. Tese schools also use heir exra collaboraion and

daa-analysis ime o ideniy sudens or addiional suppor and more inensive

individualized insrucion.

In addiion o having longer classes, which allow eachers o incorporae many

o he more ime-inensive eaching mehods ha he Common Core will

require, many expanded-ime schools also urher personalize curricula by crea-

ing argeed classes based on sudens needs and ineress. A Edwards Middle

School in Boson, suden daa are used o creae wha are ermed Academic

Leagues, where small groups o sudens are paired wih he eachers bessuied o mee heir specific needs. eachers closely monior sudens progress

hrough requen assessmens and provide individualized atenion o sudens

in areas where hey need he mos help. As sudens show academic progress,


26/44


heir Academic League placemen is adjused accordingly.38Tis same sysem

has now been implemened a oher Boson schools ha have he benefi o a

longer day. School leaders noe ha hese exra classes would be missing rom

he program wihou an expanded school day.

Closing the achievement and enrichment gaps for at-risk students

For sudens mos a risk o sruggling academicallyofen sudens rom low-

income amilies, sudens o color, English language learners, and sudens wih

disabiliieshaving more ime in producive learning environmens is essenial.

In paricular, analysis rom he Cener or American Progress ound ha expanded

learning ime was a paricularly successul sraegy or effecively serving English

language learners and low-income sudens.39

Te enrichmen gaphe gap beween low- and high-income sudens regard-ing access o high-qualiy enrichmen aciviiescan also be narrowed hrough

enrollmen in expanded-ime schools. Wih more ime in school, sudens have

access o academic enrichmen, hands-on projecs, music lessons, ar, communiy

service, and spors. For example, a recen repor rom he Naional Cener on

ime & Learning, Advancing Ars Educaion hrough an Expanded School Day:

Lessons From Five Schools, highlighed lessons rom schools ha did no have

o make he choice beween using ime or esed academic subjecs or he ars.40

Tese schools lenghened he school day and held firm ha ar classes were a core

componen o heir comprehensive educaional program. o close he access o

enrichmen gap, some schools choose o parner wih communiy organizaions

o provide sudens wih an array o opions or meaningul aciviies. Indeed, he

role o communiy parners in EL schools can be inegral o heir success.41

High-qualiy expanded-ime schools can also be a powerul anidoe o persisen

achievemen gaps beween sudens. Charer schools in Boson offer a compelling

example. As a group, hese schools, whose combined suden body is 74 percen

low income, 90 percen sudens o color, and roughly 10 percen special educa-

ion, have been recognized by he Cener or Research on Educaion Oucomes a

Sanord Universiy, or CREDO, as among he mos successul in he counry aadvancing suden learning. Te advanage in learning in Boson charer schools

equaes o more han welve monhs o addiional learning in reading and hireen

monhs more progress in mahper school year, CREDO analyss wroe.42


27/44


A separae sudy, conduced by he American Insiues or Research, sheds more

ligh on how hose gains were achieved. Highlighing he significanly longer

school schedule a he Boson charer schools, he auhors sugges ha more ime

has major implicaions or how schools are able o build in sufficien opporuni-

ies or core insrucion, academic suppor periods, and eacher developmen and

collaboraion, all o which are key or improving suden oucomes.43

In ac, onaverage, Boson charer sudens atend he equivalen o an exra 62 radiional-

schedule days per year more han heir peers in radiional disric schools.44

From an equiy perspecive, one o he srenghs o Common Core is ha each

and every suden will now be held o he same high expecaions or learning and

proficiency. One elemenary eacher was candid abou he change, explaining ha

beore Common Core, she was inclined o push only her advanced sudens o

pracice criical hinking, bu now, we have everyone hinking a a higher level. I

demands everyone do i, rom our lowes o he highes (sudens).45

Sudens will be held o he same sandards, bu hey will no be saring rom

he same place. Te gaps beween sudens rom disadvanaged backgrounds and

sudens rom advanaged amilies are real and sark. o underscore he poin:

Fourh-grade scores on he 2013 Naional Assessmen o Educaional Progress,

or NAEP, ofen reerred o as he naions repor card, showed gaps beween he

proporion o low-income children who reached he level o proficien relaive o

heir peers. Te proficiency raes or ourh-grade sudens eligible or ree and

reduced-price lunch railed sudens no eligible by 31 percenage poins in read-

ing and 34 percenage poins in mah. In eighh grade, low-income sudens lagged

by 28 percenage poins in reading and 29 percenage poins in mah.

As he Common Core becomes he sandard o which all sudens are held, gaps

beween a-risk and non-a-risk sudens, o course, will sill be presen. Te dan-

ger is ha wihou argeed atenion and resources, he Common Cores higher

and more rigorous sandards a every grade level will be unatainable or sudens

who sar ou behind heir peers, only serving o accelerae he achievemen gap.

A repor rom he Regional Equiy Assisance Ceners, an organizaion unded by

he Deparmen o Educaion, argues:


28/44


Imporan as i is o provide a more rigorous educaion, greaer rigor alone

does nohing o address he underlying causes o our long sanding achievemen

gaps. In ac, because he new sandards demand more o sudens and eachers

alike, i he Common Core are implemened wihou adequae suppors or all

sudens, and or hose serving hem, he inequiies long inheren in American

educaion will persis and deepen, wih greaer numbers o our mos vulnerablesudens pushed ino ailure.46

if the

Common Core

are implementedwithout adequate

supports for all

students, and for

those serving them,

the inequities

long inherent

in American

education will

persist and deepen,

with greater

numbers of our

most vulnerable

students pushed

into failure.

There is little doubt that achieving within the Common Core framework will be an

enormous challenge for students. Sue Gendron, senior fellow at the International

Center for Leadership in Education, puts the matter concretely: The standards are,

in many cases, one to two years higher than what is currently expected at gradelevels.47

Evidence of the Common Cores higher expectations and the gap between low-

income and more affluent students can be found in the early adopting states.

New York, for example, experienced an abrupt change in proficiency rates when it

introduced its new assessments in 2013, with a drop from 55 percent to 31 percent

in reading and 65 percent to 31 percent in math. The percentages deemed proficient

were even lower for economically disadvantaged students, with only about one

in five low-income students able to meet the higher standard in math or English

language arts, compared to almost half of non-poor students meeting the higher

standards.48Kentucky experienced similar fall-off with proficiency rates droppingby one-third in both reading and math when the Common Core-aligned tests were

introduced in the spring of 2012, with especially sharp declines in elementary

grades.49Where the proportion of students deemed proficient in 2011 ranged from

65 percent to 75 percent, depending on the subject and grade, the proficiency rates

in 2012 were 45 percent to 47 percent in reading and around 40 percent in math. As

was the case in New York, economically disadvantaged students fared even worse

with only about one in three scoring proficient, depending on the subject and grade,

compared to about 60 percent of non-poor students scoring proficienta gap of

roughly 30 percentage points.50

New York and Kentucky represent the leading edge, but it is clear that they will not

be alone. Almost all states already have some experience administering tests that

are more rigorous than their current state proficiency assessments because they take

The impact of the Common Core on proficiency rates


29/44


part in the NAEP assessment. Proficiency on the NAEP test is considered to be similar

to the level of difficulty of Common Core-aligned assessments. Tables 1 and 2 detail

the differential between state proficiency rates and proficiency on NAEP in 2013, giv-

ing a very clear indication that almost all states will experience some version of the

same proficiency shock that Kentucky and New York have experienced.

Massachusetts, however, provides an example of how to buck this trend. As reflected

in Tables 1 and 2, its current state standards are exceptionally high, widely consid-

ered to be the most rigorous in the nation. The state is also home to 132 schools that

use expanded-time schedules. Being measured on state standards that are fairly

close to NAEPour best proxy so far for the Common Core standardsthe states

district and charter expanded-time schools are delivering far higher student achieve-

ment and growth rates than their peers with traditional schedules. Specifically, in

2013, students who attend a majority low-income expanded-time school in Mas-

sachusetts were twice as likely to be in a school that was deemed high-growth in

math and even more than twice as likely to be in a school that was high-growth in

English language arts than if they were attending a traditional majority low-income

school in the state.51

More ime in school is a vial means o build in he suppors ha narrow

achievemen gaps. A mea-analysis o he effecs o expanded ime on suden

oucomes concluded ha adding ime was, more ofen han no, associaed

wih improved suden oucomes. Te analysis noed even sronger effecs or

schools serving large populaions o a-risk sudens.52As some scholars have

argued, schools have he poenial o equalize achievemen among sudens

rom differen socioeconomic classes, provided hey have enough ime wih

disadvanaged sudens o do so.53


30/44



31/44

Conclusion and recommendations | www.americanprogress.org www.timeandlearning

Conclusion and recommendations:

Turning to a proven solution of

more time for more learning

Tis counry is embarking on he mos subsanial overhaul o educaion san-

dards in is hisory. Fory-five saes and he Disric o Columbia have adoped

he Common Core sandards in boh mah and English language ars, wih an

addiional sae, Minnesoa, adoping only he English sandards, and mos are

expeced o implemen he sandards on schedule by he 2014-15 school year.

Te Common Core will require significan changes o he way eachers each andwill demand more o our sudens o prepare hem or college and careers. Te

need or pracical, proven soluions o smoohly and successully implemen he

Common Core is immediae, and i is paricularly acue in schools serving high


By providing more ime or eacher collaboraion and more ime or sudens o

grasp difficul conen, high-qualiy expanded learning ime schools are already

succeeding in he early sages o implemening he Common Core. Tese schools

are using he exra ime o prepare eachers or he ransiion o he new sandards

and curricula and are devoing heir addiional class ime o richer insrucion and

deeper, more personalized learningexacly he kind o learning ha he san-

dards are designed o deliver.

Te poenial wide-ranging effecs o expanded ime on schoolsrom increas-

ing ime on ask or individual sudens, o enabling a much broader and deeper

se o learning aciviies in classrooms, o aciliaing he developmen o effec-

ive proessional learning communiies among eachersmake i clear why a

well-designed EL school is so well-posiioned o successully implemen he

Common Core. As saes, local school disrics, and schools conron CommonCore implemenaion and consider opions or moving orward, we srongly

encourage hem o consider he benefis o expanding he school day or year o

suppor eachers and sudens. As such, we offer he ollowing recommendaions:


32/44


National, state, and local education policymakers, educators, and philan-

thropic leaders should recognize and include the important issue of learning

time as they plan strategies for successful Common Core implementation.Teimplemenaion o he Common Core aligned curriculum and eacher proes-

sional developmen will be grealy enhanced i more ime is available or boh

eachers and sudens o maser he more complex conen.

States and districts should pass legislation and enact policies that are school-

redesign friendly, empowering schools to lengthen and redesign the school

day and year for transition to the Common Core.Increasing he amoun o ime

sudens spend in school on learning aciviies and he amoun o ime eachers

have or proessional developmen and collaboraion is criical as he new san-

dards ake hold. Giving school principals he flexibiliy o se heir own sched-

ule no only encourages school-level decision-making bu can also encourage

innovaive approaches o Common Core implemenaion.

States, districts, and schools should use existing federal and state resources

to fund high-quality expanded learning time school models.In a ime o igh

budges, increasing unding o suppor expanded learning ime is possible, bu

using exising unding will enable more schools o benefi rom he reorm.

School Improvemen Grans have already required increased learning ime and

now hrough he Deparmen o Educaions ESEA flexibiliy-waiver auhoriy,

unding se aside or a small number o sudens o receive uoring hrough he

Supplemenal Educaional Services, or SES, program can be used or whole-

school expanded learning ime, and he 21s Cenury Communiy Learning

Ceners waiver also allows in-school expanded learning ime as an opion wih

hose program unds. Used effecively or well-designed, high-qualiy expanded

learning ime schools, his amouns o an unprecedened opporuniy o lever-

age differen ederal and sae unding sources o expand he learning day.

Districts and schools should increase the amount of time teachers have for col-

laboration and professional development during the school day and year and

beyond as the Common Core transition takes place.As noed in his repor, 71

percen o eachers indicaed ha hey would need more collaboraive planning

ime o be adequaely prepared o implemen he Common Core. I is clear haeachers need more ime or proessional developmen and collaboraion, espe-

cially during his criical Common Core ransiion period. In addiion, ederal


33/44


and sae proessional developmen unding should be flexible enough o allow

expanded-ime schools o use unds or embedded proessional developmen

and collaboraion ime during he school day.

States and districts should target expanded learning time to schools serving

high concentrations of disadvantaged students.Disadvanaged sudensofen low income, sudens o color, English language learners, and sudens

wih disabiliieswill need even more suppor o reach he Common Cores

higher expecaions or proficiency. Well-designed schools ha use signifi-

canly more and beter ime or sudens and eachers wil l have a greaer

capaciy o provide he addiional suppor required. Consequenly, officials

should arge exra ime o schools and disrics wih high concenraions o

hese sudens as a prioriy.

Schools should be intentional with schedule redesign plans to make certain

that more time in school is used effectively to avoid simply doing more of

the same.Research has documened he bes pracices o high-perorming

expanded-ime schools. Tese schools ocus on adding a significan amoun

o ime, individualized suden academic suppors, srucured eacher col-

laboraion ime, and having only a ew schoolwide insrucional prioriies.

Te concep o expanded learning requires he complee redesign o a schools

educaional program in a way ha combines academics wih enrichmen or

a well-rounded suden experience and a he same ime suppors eachers

by giving hem more ime or planning, coaching, and proessional develop-

men. Simply acking on more ime a he end o he day, raher han aking

a comprehensive approach o implemenaion, will yield ew, i any, o he

benefis ha expanded learning ime can deliver o sudens and eachers as

hey ransiion o he Common Core.

National teacher and education reform organizations should collect and share

best practices and innovative models of teachers union collective bargain-

ing agreements that enable expanded time in school.A Cener or AmericanProgress repor on union and disric parnerships o expand learning ime ound

ha he mos common and successul approaches o adaping collecive bargain-

ing agreemens included he ollowing: side leter agreemens; a hird-pary orga-nizaion o help wih negoiaing he erms; and eiher compensaing eachers or

addiional hours or saggering eacher schedules a litle addiional cos.54


34/44


For more recommendaions on effecive expanded learning ime policies and

implemenaion, see he Naional Cener on ime & Learnings repor, Learning

ime in America: rends o Reorm he American School Calendar, Spring 2013

Updae, pages 1113.

Te Unied Saes is making grea srides oward holding all sudens, regardlesso background, o he same high sandards. Wih his significan change, however,

also comes subsanial challengeshe challenges eachers ace learning he new

sandards and changing insrucional pracices, and he challenges sudens will

encouner in masering he conen and skills delineaed in Common Core.

While here are many ools and suppors o help eachers and sudens during

his ransiion, one o he mos basichaving sufficien ime or eaching and

learningis ofen overlooked. For mos sudens and eachers, especially hose

in schools wih high proporions o poor children, he sandard calendar is simply

no enough o mee he goals se ou in he Common Core. In conras, expanded-ime schools are designed o mee hese challenges and have made grea progress

ransiioning o he Common Core.


35/44



36/44

Reading Math

Percent meeting

state proficiency

standard

Percent at or

above NAEP

proficient level

Difference

Percent meeting

state proficiency

standard

Percent at or

above NAEP

proficient level

Difference

Alabama* 88 31 57 86 30 56

Alaska 75 27 48 75 37 38

Arizona 77 28 49 64 40 24

Arkansas* 85 32 53 82 39 43

California 65 27 38 72 33 39

Colorado 68 41 27 72 50 22

Connecticut 78 43 35 84 45 39

Delaware 74 38 36 73 41 32

Florida 60 39 21 61 41 20

Georgia 93 34 59 84 39 45

Hawaii* 73 30 43 65 46 19

Idaho 90 33 57 87 40 47

Illinois 59 34 25 60 39 21

Indiana 84 38 46 75 52 23

Iowa 75 38 37 78 48 30

Kansas* 87 38 49 87 48 39

Kentucky 49 36 13 44 41 3

Louisiana 77 23 54 71 26 45

Maine* 69 37 32 66 47 19

Maryland 88 45 43 89 47 42

Massachusetts 53 47 6 52 58 -6

Michigan 68 31 37 46 37 9

Minnesota 54 41 13 71 59 12

Mississippi 59 21 38 69 26 43

Missouri 54 35 19 51 39 12

Montana 82 35 47 67 45 22

Nebraska 79 37 42 73 45 28

Nevada 71 27 44 74 34 40New Hampshire 78 45 33 77 59 18

New Jersey* 59 42 17 77 49 28

New Mexico* 47 21 26 45 31 14

New York 30 37 -7 36 40 -4

North Carolina 44 35 9 48 45 2

North Dakota 69 34 35 80 48 32

Ohio 88 37 51 78 48 30

Oklahoma* 63 30 33 73 36 37

Oregon 73 33 40 64 40 24

Pennsylvania* 72 40 32 83 44 39

Rhode Island 69 38 31 65 42 23

South Carolina 79 28 51 80 35 45

South Dakota 75 32 43 73 40 33

Tennessee 48 34 14 49 40 9

Texas 72 28 44 68 41 27

Utah 78 37 41 79 44 35

Vermont* 70 42 28 68 52 16

Virginia 70 43 27 74 47 27

Washington 73 40 33 63 48 15

West Virginia 45 27 18 47 35 12

Wisconsin* 80 35 45 79 47 32

Wyoming 78 37 41 81 48 33

National 35 35 42 27

* State test data reported from 2012

TABLE 1

Overall rates of proficiency on state assessments vs. proficiency on NAEP

Grade 4, math and reading (2013)


37/44

Reading Math

Percent meeting

state proficiency

standard

Percent at or

above NAEP

proficient level

Difference

Percent meeting

state proficiency

standard

Percent at or

above NAEP

proficient level

Difference

Alabama* 80 25 55 79 20 59

Alaska 82 31 51 66 33 33

Arizona 72 28 44 58 31 27

Arkansas* 80 30 50 69 28 41

California** 57 29 28 50 28 22

Colorado 67 40 27 51 42 9

Connecticut 86 45 41 86 37 49

Delaware 74 33 41 71 33 38

Florida 56 33 23 51 31 20

Georgia 97 32 65 83 29 54

Hawaii* 73 28 45 61 32 29

Idaho 93 38 55 80 36 44

Illinois 60 36 24 59 36 23

Indiana 70 35 35 81 38 43

Iowa 65 37 28 73 36 37

Kansas* 85 36 49 77 40 37

Kentucky 52 38 14 45 30 15

Louisiana 69 24 45 66 21 45

Maine* 76 38 38 61 40 21

Maryland 81 42 39 67 37 30

Massachusetts 78 48 30 55 55 0

Michigan 66 33 33 35 30 5

Minnesota 54 41 13 57 47 10

Mississippi 55 20 35 73 21 52

Missouri 55 36 19 41 33 8

Montana 83 40 43 63 40 23

Nebraska 78 37 41 66 36 30

Nevada 50 30 20 39 28 11New Hampshire 82 44 38 68 47 21

New Jersey* 82 46 36 72 49 23

New Mexico* 54 22 32 40 23 17

New York 34 35 -1 27 32 -5

North Carolina 41 33 8 34 36 -2

North Dakota 74 34 40 72 41 31

Ohio 86 39 47 77 40 37

Oklahoma* 79 29 50 68 25 43

Oregon 67 37 30 63 34 29

Pennsylvania* 80 42 38 76 42 34

Rhode Island 77 36 41 58 36 22

South Carolina 67 29 38 70 31 39

South Dakota 73 36 37 74 38 36

Tennessee 47 33 14 48 28 20

Texas 91 31 60 89 38 51

Utah 90 39 51 74 36 38

Vermont* 80 45 35 64 47 17

Virginia 71 36 35 61 38 23

Washington 66 42 24 53 42 11

West Virginia 48 25 23 42 24 18

Wisconsin* 83 36 47 79 40 39

Wyoming 76 38 38 68 38 30

National 36 36 36 28

* State test data reported from 2012 ** Math eighth grade: CST Algebra I results, 2013

TABLE 2

Overall rates of proficiency on state assessments vs. proficiency on NAEP

Grade 8, math and reading (2013)


38/44


About the authors

David A. Farbmanis senior researcher a he Naional Cener on ime & Learning.

David works primarily wih NCLs policy and communicaion eams o leverage

research ino sound and robus policies and o develop broader public under-

sanding o he benefis o more ime. In addiion o being he lead auhor oNCLs blog, ime Maters, David has writen exensively abou school and

disric effors o expand ime and o opimize ime use in schools and in he class-

room. He was also he lead developer or NCLs School ime Analysis ool,

which helps schools collec daa abou ime use and hen ranslae he daa ino

srenghening heir educaional programs.

David J. Goldberg,vice presiden or naional policy and parnerships a he

Naional Cener on ime & Learning, has worked on ederal law and policy since

1994. A NCL, David works wih Congress, he Obama adminisraion, and

naional educaion, civil righs, and communiy organizaions o promoe ederaleducaion policies ha are flexible enough o suppor sae and local educaion,

and wih communiy leaders who seek o implemen high-qualiy expanded learn-

ing ime schools.

Tiffany D. Milleris Associae Direcor or School Improvemen a he Cener

or American Progress. Her work ocuses on all aspecs o school improvemen,

including ederal K-12 policy issues such as School Improvemen Grans, Race o

he op, and Invesing in Innovaion, or i3, grans. She also ocuses on educaional

innovaion, including expanded learning ime and high school reorm.


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Acknowledgements | www.americanprogress.org www.timeandlearning

Acknowledgements

We wish o hank Te Eli and Edyhe Broad Foundaion or heir sponsorship

o his publicaion as well as heir ongoing suppor o our educaion programs.

Te houghs and opinions presened in his repor are hose o he Cener or

American Progress and he Naional Cener on ime & Learning alone, and dono necessarily represen he opinions o he oundaion.


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Endnotes

1 Sheila Byrd Carmichael and others, The State ofState Standardsand the Common Corein 2010(Washington: Fordham Institute, 2010). Forty-five stateshave adopted both the math and English language artsstandards, and one state, Minnesota, has adopted onlythe English language arts standard.

2 Primary Sources, Americas Teachers on Teaching inan Era of Chang, A Project of Scholastic and the Bill &Melinda Gates Foundation, http://www.scholastic.com/primarysources/2013preview/PrimarySourcesCCSS.pdf(last accessed October 2013).

3 Tisha Edwards, interview with author, Baltimore, Mary-land, October 24, 2013.

4 Will Dobbie and Roland G. Fryer Jr., Getting Beneaththe Veil of Effective Schools: Evidence from NewYork City. Working Paper 17632 (National Bureau ofEconomic Research, 2011). On the number of hours,Dobbie and Fryer found that high-achieving schoolsprovide at least 300 more annual hours than average,while lower-achieving charter schools do not provideas many instructional hours. Also see Elena Rocha,Expanded Learning Time in Action: Initiatives inHigh-Poverty and High-Minority Schools and Districts

(Washington: Center for American Progress, 2008).

5 Willard R. Daggett, Susan A. Gendron, and Daniel A.Heller, Transitioning to the Common Core State Stan-dards and Next Generation Assessments (Rexford, NY:International Center for Leadership in Education, 2010).

6 For more information on state-level development ac-tivities, see Education Week, available at www.edweek.org(last accessed December 2013); ASCD, available atwww.ascd.org (last accessed December 2013).

7 Nancy Kober, Shelby McIntosh, and Diane Stark, Year3 of Implementing the Common Core State Standards:Professional Development for Teachers and Principals(Washington: Center on Education Policy, 2013).

8 David Farbman, The Case for Improving and Expand-ing Time in School: A Review of Key Research andPractice (Boston: National Center on Time & Learning,2012), p. 3, available at http://www.timeandlearning.org/caseformoretime.

9 Claire Kaplan and Roy Chan, Time Well Spent: EightPowerful Practices of Successful, Expanded-TimeSchools (Boston: National Center on Time & Learning,2011), p. 63.

10 Gene R. Carter, Maximizing the Impact of the Com-mon Core, ASCD, available at http://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspx(last accessedJune 2013).

11 See, for example, Vicki Vescio, Dorene Ross, and AlysonAdams, A Review of Research on the Impact of Profes-sional Learning Communities on Teaching Practice andStudent Learning, Teaching and Teacher Evaluation24(1) (2008): 8091; Melanie S. Morrissey, Professional

Learning Communities: An Ongoing Exploration(Austin, TX: Southwest Educational DevelopmentLaboratory, 2000); Louise Stoll and others, ProfessionalLearning Communities: A Review of the Literature,Journal of Educational Change7 (4) (2006): 221258.

12 Stephanie Moller and others, Collective PedagogicalTeacher Culture and Mathematics Achievement: Dif-ferences by Race, Ethnicity and Socioeconomic Status,Sociology of Education, forthcoming.

13 William Schmidt, Nathan Burroughs, and Leland Cogan,World Class Standards For Preparing Teachers of

Mathematics. Working Paper (Center for the Study ofCurriculum and the Education Policy Center at M ichi-gan State University, 2013), p. 11.

14 Editorial Projects in Education Research Center, Find-ings from a National Su rvey of Teacher Perspectives onthe Common Core (2013), p. 20.

15 Scholastic, Primary Sources: 2012: Americas Teacherson the Teaching Profession (2012), p. 132. Also of note,available data from international studies strongly sug-gest that the ratio of teaching hours to non-teachingtime in school is much higher in the United Statesthan in other high-performing countries like Finlandand Korea, meaning that American teachers have lessopportunity to work with each other to improve. SeeOrganisation for Economic Co-operation and Develop-ment, Education at a Glance 201 1: OECD Indicators(2011), Table D 4.1; Linda Darling Hammond and oth-

ers, Professional Learning in the Learning Profession:A Status Report on Teacher Development in the UnitedStates and Abroad (Dallas: National Staff DevelopmentCouncil, 2009).

16 Claire Kaplan and Roy Chan, Time Well Spent: EightPowerful Practices of Successful, Expanded-TimeSchools (Boston: National Center on Time & Learning,2011).

17 Ibid., p. 81.

18 Amy Checkoway and others, Evaluation of the Expand-ed Learning Time Initiative: Year Five Integrated Report:2010-11(Cambridge, MA: Abt Associates, 2012), p. 103.

19 National Center on Time & Learning, Kuss MiddleSchool: Expanding Time to Accelerate School Improve-ment (2010).

20 For the state accountability report on the Matthew J.Kuss Middle School, see Massachusetts Departmentof Elementary and Secondary Education, 2013 Ac-countability Data - Matthew J Kuss Middle, availableathttp://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&.

21 In a new multistate ELT initiative called the TIME Col-laborative, district schools in Colorado, Connecticut,Massachusetts, New York, and Tennessee will be adding300 hours to their annual schedules as part of compre-hensive whole-school reforms taking advantage of theESEA Flexibility waivers. The teacher survey of TIME Col-laborative schools was conducted online in May 2013.Response rate across the 19 schools surveyed was 93percent.

22 Rebecca Harris, Early Childhood Teachers Adapt

to Common Core, Catalyst Chicago, May 6, 2013,available at http://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-core.
http://www.scholastic.com/primarysources/2013preview/PrimarySourcesCCSS.pdfhttp://www.scholastic.com/primarysources/2013preview/PrimarySourcesCCSS.pdfhttp://www.edweek.org/http://www.edweek.org/http://www.ascd.org/http://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://www.catalyst-chicago.org/news/2013/05/06/21034/early-childhood-teachers-adapt-common-corehttp://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://profiles.doe.mass.edu/accountability/report/school.aspx?linkid=31&orgcode=00950320&orgtypecode=6&http://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://www.ascd.org/news_media/Is_It_Good_for_the_Kids_Editorials/Is_It_Good_for_the_Kids_-_July_2010.aspxhttp://www.ascd.org/http://www.edweek.org/http://www.edweek.org/http://www.scholastic.com/primarysources/2013preview/PrimarySourcesCCSS.pdfhttp://www.scholastic.com/primarysources/2013preview/PrimarySourcesCCSS.pdf


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Endnotes | www.americanprogress.org www.timeandlearning

23 This study showed that students in the bottom quintileof family socioeconomic status scored more than astandard deviation below those in the top quintile onstandardized tests of math and reading when theyenter kindergarten. Those differences do not narrowas students progress through school. S ean F. Reardon,The Widening Academic Achievement Gap Betweenthe Rich and th e Poor: New Evidence and Possible Ex-planations. In Greg J. Duncan and Richard J. Murnane,eds., Whither Opportunity? Rising Inequality, Schools, andChildrens Life Chances(New York: Russell Sage Founda-tion, 2011).

24 Achieve, College Summit, the National Association ofSecondary School Principals, and the National Associa-tion of Elementary S chool Principals, Implementingthe Common Core State Standards: The Role of theElementary School Leader (2013), p. 20.

25 For information on instructional and curricular shiftsin ELA and math, see the Center for K-12 Assessment &Performance Management at E TS, Seeing the Future:How the Common Core Will Affect Mathematics andEnglish Language Arts in Grades 3-12 Across America(2013).

26 Partnership for Assessment of Readiness for College andCareers, PARCC Model Content Frameworks: EnglishLanguage Arts/Literacy, Grades 311 (2011), p. 7.

27 Center for K-12 Assessment & Performance Manage-

ment at ETS, Seeing the Future, pp. 1416.

28 Ibid.,p. 20.

29 Ibid., pp. 2441.

30 Mel Riddile, Whats New About the Common CoreState Standards? (Reston, VA: National Association ofSecondary School Principals, 2012), available at http://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standards.

31 Sorting the Good from Bad: Identifying resourcesaligned to the Common Core, session at OrdinaryPeople, Extraordinary Results: The Education Trust 2013National Conference, Baltimore, Maryland, October 24,2013.

32 For more information about the TIME Collaborative,

please visit the National Center on Time & Learning,The TIME Collaborative, available athttp://www.timeandlearning.org/time-collaborative(last accessedOctober 2013).

33 Anita Murphy, interview with author, July 28, 2013.

34 THani Pantoja, interview with author, September 21,2013.

35 Ibid.

36 Meanwhile, 60 percent of teachers statewide reportthat they have sufficient instructional time to m eet theneeds of all students, according to a 2012 TELL MASSsurvey, available at http://www.tellmass.org/reports/detailed.php?stateID=MA.

37 Amy Checkoway and others, Evaluation of the Expand-

ed Learning Time Initiative: Year Four Integrated Report:2009-10 (Cambridge, MA: Abt Associates, 2011), p. 53.

38 Kaplan and Chan, Time Well Spent, p. 35.

39 Melissa Lazarn and Feliza Ortiz-Licon, Next GenerationCharter Schools: Meeting the Needs of Latinos andEnglish Language Learners (Washington: Center forAmerican Progress, 2010); Rocha, Expanded Learning

Time in Action.

40 David Farbman, Dennie Palmer Wolf, and Diane Sher-lock, Advancing Arts Education through an ExpandedSchool Day: Lessons From Five Schools (Boston:National Center on Time & Learning, 2013).

41 Kathleen Traphagen and Christine Johnson-Staub,Expanded Time, Enriching Experiences: ExpandedLearning Time Schools and Community OrganizationPartnerships (Washington: Center for American Prog-ress, 2010).

42 Center for Research on Education Outcomes, Charter

School Performance in Massachusetts (2013).

43 Samantha Carney and others, Out of the Debate andInto the Schools: Comparing Practices and Strategies in

Traditional, Pilot and Charter Schools in the City of Bos-ton(Boston: American Institutes for Research, 2010).

44 Ibid.

45 Dayna Straehley, Common Core standards to changeway teachers teach, ThePress Enterprise, August 2,2013.

46 The Regional Equity Assistance Centers, How theCommon Core Must Ensure Equity by Fully PreparingEvery Student for Postsecondary Success: Recommen-dations from the Regional Equity Assistance Centers onImplementation of the Common Core State Standards(San Francisco: WestEd, 2013).

47 Riddile, Whats New About the Common CoreStandards? The demonstrably higher standards resultfrom three overlapping factors: (a) expecting s tudentsat younger ages to understand and analyze texts ormathematical operations and problems that, previ-ously, they were not expected to encounter until a latergrade; (b) requiring students to take greater responsi-bility for their own learning and, in particular, to accesstheir own information and answers to questions, ratherthan their teachers providing these; and (c) new assess-ments that will deem students proficient only whenthey demonstrate a higher degree of understandingand aptitude than they currently need to show.

48 Javier C. Hernandez and Robert Gebeloff, Test ScoresSink as New York Adopts Tougher Benchmarks, TheNew York Times, August 7, 2013.

49 Andrew Ujifusa, Scores Drop on Ky.s Common Core-Aligne d Tests,Education Week, November 2, 2012.

50 Ibid.

51 David Farbman, Expanding Learning Time in Schools:Considering the Challenges of Implementation andthe Potential Impact,Journal of Applied Research onChildren3 (2) (2012).

52 Erika A. Patall, Harris Cooper, and Ashley Batts Allen,Extending the School Day or School Year: A SystematicReview of Research (19852009),Review of EducationalResearch80 (3) (2010): 401436.

53 Douglas Downey, Thomas von Hippel, and BeckettBroh, Are Schools the Great Equalizer? CognitiveInequality during the Summer Months and the SchoolYear,American Sociological Review69 (5) (2004):

613635.

54 Melissa Lazarn and Isabel Owen, Union and DistrictPartnerships to Expand Learning Time: Three SchoolsExperiences (Washington: Center for American Prog-ress, 2009).
http://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standardshttp://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standardshttp://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standardshttp://www.timeandlearning.org/time-collaborativehttp://www.timeandlearning.org/time-collaborativehttp://www.tellmass.org/reports/detailed.php?stateID=MAhttp://www.tellmass.org/reports/detailed.php?stateID=MAhttp://www.tellmass.org/reports/detailed.php?stateID=MAhttp://www.tellmass.org/reports/detailed.php?stateID=MAhttp://www.timeandlearning.org/time-collaborativehttp://www.timeandlearning.org/time-collaborativehttp://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standardshttp://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standardshttp://www.nassp.org/Content.aspx?topic=What_s_New_About_the_Common_Core_State_Standards


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The Center for American Progress is a nonpartisan research and educational institutededicated to promoting a strong, just, and free America that ensures opportunity

for all. We believe that Americans are bound together by a common commitment to

these values and we aspire to ensure that our national policies reflect these values.

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international problems and develop policy proposals that foster a government that

is of the people, by the people, and for the people.

The National Center on Time & Learning (NCTL) (www.timeandlearning.org) is dedi-

cated to expanding learning time to improve student achievement and enable a

well-rounded education. Through research, public policy, and technical assistance,

NCTL supports national, state, and local initiatives that add significantly more schoo

time to help children meet the demands of the 21st century.

Documents

Redesigning and Expanding School Time to Support Common Core Implementation