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Topic: [ncsm-members] Student Math Scores Rise With Longer Day
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Jerry P. Becker

Posts: 13,291
Registered: 12/3/04
[ncsm-members] Student Math Scores Rise With Longer Day
Posted: Apr 17, 2013 1:24 PM
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From Education Week [American Educations's Newspaper of Record],
Wednesday, April 17, 2013. See
http://blogs.edweek.org/edweek/beyond_schools/2013/04/_student_math_scores_rise_with_longer_day.html
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Student Math Scores Rise With Longer Day

By Nora Fleming

A longer school day may help students' math performance, according to
an evaluation of the expanded learning time schools in New York City,
New Orleans, and Baltimore after one year of operation. [See
http://www.expandedschools.org/blog/students-progress-expanded-schools
-- click on More and Better Learning in right-side box.]

The 11 total elementary and middle schools evaluated were part of the
ExpandED pilot project of The After-School Corporation (TASC), which
redesigned the school day with three additional hours of time. TASC,
based in New York City, received funding for the pilot from the
Wallace Foundation, the Open Society Foundation, and the Ford
Foundation. (Wallace also underwrites coverage of expanded learning
in Education Week.)

Community partners, such as AmeriCorps members, coaches, and artists,
filled additional time at some of the schools, as did targeted, extra
time for academics aimed at improving student performance in weaker
subject areas.

The evaluation found students' math scores, attendance, and general
attitudes improved in comparison to their peers at local nonexpanded
learning schools. But not all ExpandED schools fared equally.
According to the report, some schools did a much better job of
communicating and engaging with parents and organizing staffing
models than others. The report also recommends all the ExpandED
schools could do a better job of sharing student academic data with
education partners.

However, the authors conclude, many best-practice decisions need to
be made at the school level, not "prescribed externally," and
transformation does not happen overnight.

"Even with intensive advanced planning by principals, teachers,
community partners, and families, changing the roles and
responsibilities of faculty as well as the expectations and schedules
of students and parents is an iterative process," they write. "Shared
leadership and accountability requires partners to intentionally and
continuously plan together, share student data and results, and
engage in a constant feedback loop."

A five year evaluation of the ExpandED schools is currently being
performed by Policy Studies Associates. [See
http://www.policystudies.com/ ]

*******************************************
--
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244
E-mail: jbecker@siu.edu



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