Does Time Equal Results for All? Effects of School Turnaround Using Expanded Learning Time

• In Event: Approaches to Turnaround and Engagement in Learning

Abstract

Expanded learning time (ELT) has gained traction nationwide as a school turnaround practice. However, there is limited rigorous research evidence demonstrating the effects of ELT on student outcomes, especially for at-risk students. This paper reports findings from a mixed methods study employing a comparative interrupted time series design to examine ELT in two low-performing schools in a large urban U.S. school district. Findings from student outcome measures in reading and math, school climate surveys, and extant records indicate overall significant positive effects for student reading, math, school engagement, and attendance outcomes by the second year of the program. However, findings for special populations were mixed, possibly due to a lack of systematic services during the expanded day.

Authors

• Erin F Haynes, American Institutes for Research

• Martyna Citkowicz, American Institutes for Research

• Alexandra Kistner, American Institutes for Research

• Susan Bowles Therriault, American Institutes for Research

• Diana Wogan, Education Development Center