The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: A Meta-Analytic Review

• In Event: 49.070 - Focus on Outcomes: Evaluating Out-of-School Time Settings

Abstract

Districts are adopting increased learning time (ILT) strategies to improve school performance, help struggling students, improve student behavior, and enrich students’ interests in learning. This meta-analytic review examined the impact of several ILT approaches: out-of-school programs, summer school programs, expanded learning time programs, and year-round schools. The authors identified more than 7,000 studies focused on ILT-related empirical reports published since 1998 but only 30 were relevant and met What Works Clearinghouse standards. Findings suggest that ILT increases students’ literacy and math performance when instruction was led by a certified teacher or the instructor used direct instruction. Findings also suggest that ILT improved literacy outcomes for students performing below standards and improved social-emotional skill development of students with attention deficit/hyperactivity disorder.

Authors

• Yael Kidron, American Institutes for Research

• James J. Lindsay, American Institutes for Research