The National Center for Time and Learning released a exploratory study this week on the possible link to increased achievement. While the study found 6th, 7th, 8th, and 10th graders in expanded-time schools outscored other students by 3 to 8 percentage points, the same pattern did not hold true among students in grades 3, 4, and 5.
The study’s data is neither complete or representative enough to support a conclusion that more school time yields better student achievement. Studies like these focus on the quantity of teaching and increased achievement, but not the quality of the actual teaching.
No one questions that excellent instruction is the key to student learning. The question we ask at the Center for Educational Leadership (CEL) is: What skills will enable school leaders to improve the quality of teaching and learning for all students? It is for this reason that CEL’s research-based 5 Dimensions of Teaching and Learning (5D) is comprised of the core elements of what constitutes good teaching.
To learn about CEL’s 5 Dimensions of Teaching and Learning (5D) framework, click HERE.