ERIC EJ1046179: Expanding Equity through More and Better Learning Time

2013·0.1 MB·English

by  ERIC

Expanding Equity through More and
Better Learning Time
Jaime L. Del Razo and Michelle Renée
College readiness calls for tapping the resources of the whole community – higher
education, community organizations, businesses, funders, and civic organizations –
to support and align learning inside and outside of schools.
At the start of the New Year and rich learning experiences. Middle-class
the second Obama administra- families use their own resources to fill
tion, a national dialogue about their children’s afternoons, summers,
extending and improving the school and vacations with private tutoring for
year for all students – especially those academic enrichment, music and art
students who face limited resources lessons, science camp, and sports activi-
within and outside their schools – ties. Parents know and research proves
should be a national priority. Students that these activities are not “extra” –
from affluent families already make up they are essential to rounding out their
for the short school day and year by children’s education and giving them
counting on their parents to fill these the skills and experiences that prepare
crucial, and sometimes dangerous, them for college and successful careers.
afterschool hours with a cornucopia of
Jaime L. Del Razo is a postdoctoral research associate and Michelle Renée is a principal associate and
clinical assistant professor at the Annenberg Institute for School Reform.
VUE Winter/Spring 2013 27
Expanding learning time is as much what happens inside schools.1 Without
about improving the quality of the that alignment, the new national goal
actual amount of time a child learns as of transforming schools for college
it is about expanding the quality and readiness will be impossible.
diversity of a child’s learning. Many
Yet, the expansion of the school day is
parents cannot provide such activities
no simple matter of just adding min-
for their children. They may not have
utes to the existing school structure.
the money to pay for extra classes
To increase the equity of the school
and care, and they are often the same
system, time needs to be thought of
parents who work longer hours –
as a strategic tool – a tool that can
including those crucial afterschool and
give teachers more time to collaborate
school vacation hours. Similarly, due
and plan, students more opportuni-
to the systemic inequities of America’s
ties to access meaningful new learning
public school system, these families’
environments, and school systems
children attend schools that have fewer
the opportunity to benefit from new
educational resources: less-qualified
community resources. Meaningful
teachers; fewer educational materi-
expansion of learning time also means
als; fewer science, arts, and sports
that existing out-of-school programs,
opportunities on campus; and unsafe
community and business partners,
schools and neighborhoods. This is
teachers, principals, and district leaders
why creating quality schools, with
need to collaborate across their exist-
more resources and better teaching and
ing divides to restructure resources and
learning, becomes just as important
align opportunities.
as extending the actual time. Without
addressing the growing divide between AISR believes that expanded learning
these two groups of students in cit- must be rigorous and engaging, and
ies across the nation, we continue to it should not simply provide longer
impede opportunities for many of our time for ineffective practices. We are
students based on conditions beyond currently working with the Ford Foun-
their control. dation on documenting evidence of
such expanded learning reforms that are
being developed with support from the
EFFECTivE TiME – NOT JUST
Foundation in cities across the nation.
MORE TiME
We are working with other national
It’s widely recognized that high school partners, including the National Center
graduation is no longer sufficient – all for Time and Learning (NCTL) and
students must now be prepared to suc- UCLA’s Institute for Democracy, Educa-
ceed in college or workforce pursuits tion, and Access (IDEA), to systemically
and empowered to engage their world. gather evidence of these new and
But our current system – a six-hour creative reforms using measures that
school day and 180-day school year, extend beyond standardized testing.
based primarily on a nineteenth-
century agrarian calendar and using
WHAT THE RESEARCH SAYS
a business model of education – is
inadequate to achieve that goal. Ensur- Expanded learning time (ELT) can
ing college readiness extends beyond involve increasing the time for learning
the reach of schools and districts. It
calls for tapping into the resources of 1 AISR calls such a system of cross-sector
the community – higher education, partnerships a “smart education system”:
see the section Ecosystem-Level Indicators
community organizations, businesses,
in this article. For more on AISR’s work on
funders, recreation programs, and civic
college readiness, see Foley, Mishook, and
organizations – to support learning Lee’s article in this issue of VUE.
outside of schools and align it with
28 Annenberg Institute for School Reform
at schools by adding days to the school For some examples emerging around
year, hours to the school day, or both – the nation of using time to create
but must ensure that all time provides equitable changes in schools, see the
for valuable teaching and learning. sidebar on pages 30 – 31.
Schools using evidence-based ELT
practices and supporting programs
FORD FOUNDATiON’S MORE
have improved student achievement
across several student subgroups AND BETTER LEARNiNg TiME
(Bodilly & Beckett 2005; Duffett et al. iNiTiATivE: NEW W AYS TO
2004; AYP Forum 2006). MEASURE EFFECTivENESS
It may be obvious that spending more AISR is proud to be a partner in the
time in school can produce better Ford Foundation’s More and Bet-
academic results. But what may not ter Learning Time (MBLT) initiative,
be as obvious is that not all students which aims to make effective expanded
have equal access to more and better learning time (ELT) practices the “new
learning time. This is especially true normal” across American schools,
when addressing the loss in learning especially in underserved communities.
that occurs over the summer vacation. The Foundation’s multilayered ap-
Summer learning is important for all proach includes deep investments in six
students, especially for low-income large cities – Rochester (NY), Newark,
families, since they and their schools Chicago, Detroit, Denver, and Los An-
tend to have the fewest resources avail- geles, as well as state-level and national
able to them (Alexander, Entwisle & ELT efforts.
Olson 2007; McCombs, Rand Educa-
Like AISR’s “smart education sys-
tion Institute & Wallace Foundation
tem” theory,2 the Ford Foundation’s
2011). Yet despite the importance that
theory of change includes the idea
summer learning has for low-income
that transforming education systems
students, they are less likely to partici-
requires multiple stakeholders. Grant-
pate in out-of-school-time programs
ees are involved in developing ideas
than high-income students (Wimer
and evidence compellingly commu-
et al. 2006). This serves to widen the
nicated to shape public and policy
growing academic gap between those
discussions; scalable school designs
who can afford extra learning and
that are effective and operating in the
those who cannot. So as a national
“regular” public school system; sup-
discussion continues to develop, we
port and advocacy from grass-tops and
see that “extending learning time
grassroots – including those in affected
has gained traction as a strategy for
communities – creating the public
improving equity and narrowing
support and political will to adopt
achievement gap” (McAlister 2013).
MBLT reforms; and policy changes and
More time in school also lessens idle increased capacity to bring systemwide
time for students. For those students changes needed to implement sustain-
who live in underserved communities, able MBLT at scale.
this idle time can transform itself into
Ford has charged AISR, UCLA IDEA,
dangerous choices that often result in
and NCTL with developing a system
further limiting future opportunities
of indicators that will bring a deeper
already hindered by social inequal-
understanding of how expanded
ity. Hence, providing more time for
students to learn in a welcoming
2 For more in the concept of smart education
environment across a range of subjects
systems, see Warren Simmons’s article in this
with a diverse set of caring adults can
issue of VUE and http://annenberginstitute.
provide students with an opportunity org/about/smart-education-systems.
for greater equality and social mobility.
Jaime L. Del Razo and Michelle Renée VUE Winter/Spring 2013 29
learning is changing the lives of stu- research, will produce a reliable and
dents, the quality and rigor of schools, useful indicator system for the field.
and the strength of the district systems
and community supports that sur-
round schools. ECOSYSTEM-LEvEL
iNDiCATORS
The goal of creating a multilevel
indicator system is to document the The idea of the reform ecosystem be-
current work on MBLT in Ford grantee gins with the assumption that schools
sites and use that knowledge to create do not operate in a vacuum but rather
a national system of indicators that can exist and coexist within the local, state,
both measure and inform the MBLT and national policies that impact how
initiative going forward and the ELT their students learn and grow. As one
field in general. Grounding develop- example, it has been documented that
ment of the indicators in the real out-of-school programs can posi-
work of MBLT grantees, as well as the tively affect students, especially low
iN THE
FiELD USiNg ExPANDED TiME TO iNCREASE EqUiTY

Generation Schools
The Generation Schools model has been successfully implemented in Brooklyn and Denver. The first
school was launched in 2004 using practices tested by more than a decade of pilot program–driven
research and evaluation. Generation Schools expand learning time by up to 30 percent for all students
without increasing teachers’ time in the classroom. In fact, by staggering teacher schedules and lever-
aging cutting-edge instructional technology, Generation Schools provides its teachers with increased
professional development and daily common planning time. Students are in school for 200 days per
year, but teachers work the same number of days as they would in a school following a traditional
calendar. This additional time is high quality; students enjoy personalized instruction in studio classes,
where they have the chance to engage in arts, music, foreign language, and counseling, among other
options. Furthermore, students engage in month-long intensive classes twice a year, where college
guidance intersects with reading and math instruction and students have the chance to explore col-
leges, boardrooms, community organizations, and public service opportunities around the city.
The Generation Schools model has garnered national praise because it offers expanded learning time
and highly effective instruction without significantly increasing schools’ per-pupil expenditures. A
report from the University of Pennsylvania showed significant growth by Generation Schools students,
noting that the program is relatively new, but that “early performance indicators are promising” (Bar-
rett et al. 2011, p. 56). While only 20 percent of the Brooklyn school’s students were on grade level
when they matriculated, they passed the 2010 New York State exams at nearly four times that rate.
For more on Generation Schools, see www.generationschools.org.
Citizen Schools
citizen Schools Massachusetts has developed an expanded learning time model that has inspired New
York city and chicago, among other cities, to expand the school day. Their schedule for sixth-graders
includes an expanded day that lasts for an additional three hours on Monday to Thursday afternoons.
Students participate in apprenticeships in fields such as architecture and journalism, academic support
30 Annenberg Institute for School Reform
socio-economic students (Alexander, Ideally, in a reform like MBLT, partners
Entwisle & Olson 2007; AYP Forum will work to form what AISR calls a
2006; Wallace Foundation 2008; smart education system (SES) – that is,
Wimer, et al. 2006). Yet, in an ail- a system of cross-sector partnerships
ing economy, funding for schools and collaborating to increase opportunities
out-of-school programs is often cut. and outcomes for low-income students
To ensure that all students are being and students of color, including English
given equal opportunities to access language learners. AISR developed
out-of-school programs, especially low an SES framework based on years of
socio-economic status students, outside work in the practice of school reform
resources are necessary. Understanding combined with education research
who makes up an ecosystem and how (Simmons 2007). An SES addresses
they must work together to increase persistent achievement gaps and devel-
equity is a key part of understanding a oping sustainable education reforms
reform strategy like MBLT. through the combined commitment,
sessions that emphasize enrichment and quality homework, college-to-career connections focusing on
college exposure and study habits, and culture of achievement sessions.
Results show that students enrolled in citizen Schools or who participate in the programs they run are
more engaged and successful than their peers, even years later. An external study conducted by Policy
Studies Associates found that the program impacted chronic absenteeism, as citizen Schools alumni
attended high school for seven more weeks on average than their peers (Arcaira, Vile & Reisner 2010).
Furthermore, citizen Schools students passed state exams at a higher rate and showed greater enthu-
siasm for school. citizen Schools convened an expanded learning time summit in July 2012 for school
leaders who were planning to implement a longer school day.
For more on Citizen Schools, see www.citizenschools.org/about/results.
Linked Learning
Linked Learning is a system that integrates a rigorous academic program with exposure to profes-
sional experiences. It offers students a significant amount of choice in their expanded school day, and
students who participate graduate at a higher rate than their peers. Its design features an academic
program with rigorous instruction in the core subjects, a technical component where students take
three or more classes in a field, work-based learning opportunities that start with mentoring and
shadowing and turn into apprenticeships or internships, and support services such as counseling and
supplemental academic instruction. Los Angeles’s Linked Learning sites are partnering with organiza-
tions such as connectEd, the Alliance for a Better community, UcLA center X, UNITE-LA, and the LA
Small Schools center (LAScc) to make these opportunities available for its students.
For more on Linked Learning, see www.linkedlearning.org.
REFERENcE
Arcaira, E., J. D. Vile, and E. R. Reisner. 2010. Citizen Schools: Achieving High School Graduation:
Citizen Schools’ Youth Outcomes in Boston. Washington, Dc: Policy Studies Associates.
Jaime L. Del Razo and Michelle Renée VUE Winter/Spring 2013 31
efforts, and investment of an entire dialogue around this issue is important.
community (National Commission on But even more important is the action
Civic Investment in Public Education needed to create an educational system
2011; Warren 2005). that recognizes its limitations in solving
all social inequalities, but does not shy
SES reforms assume that technical
away from what is possible within our
solutions alone will not improve the
school classrooms and walls.
conditions and outcomes of school-
ing. Effective solutions should involve By bringing together AISR, UCLA
building social, cultural, and politi- IDEA, and NCTL, the Ford Founda-
cal capital of impacted communities tion’s MBLT initiative is taking the
(Hubbard & Stein 2006; Oakes et al. next step in a national strategy of
1998; Welner 2001). Working with making More and Better Learning
the community is just as important as Time the new normal. This partner-
working for the community. Ensur- ship of educational researchers seeks
ing that the system leads to learning to document the existing work on the
and development on a broad set of ground, policies in place and those
positive outcomes, including but not being drafted, and a new pedagogi-
limited to academic achievement, and cal approach to public education that
developing indicators and measures leaves behind class time limitations
that foster shared accountability across of the past and propels us into a new
partner organizations and groups are twenty-first century education for all.
important to an SES (Foley et al. 2008;
There are many organizations, school
Mishook 2012). Thus, all stakeholders
districts, union leaders, educators, and
in the education system must deal can-
community leaders joining the effort to
didly with cultural, racial, and political
expand the amount and improve the
factors and build the trust they need
quality of learning time. The new na-
to develop productive and equitable
tional Time to Succeed coalition is one
partnerships.
example of the growing momentum.3
We recognize that there is no one solu- Other evidence that this idea is taking
tion. Rather, a multitude of solutions hold is that the United States Depart-
must be levied onto schools, espe- ment of Education requires expanded
cially those located in areas of poverty, learning to be a component of reforms
aimed at reducing the opportunity funded with federal School Improve-
gap between affluent and non-affluent ment Grants, and it created a process
families. Therefore, ecosystems that allowing states applying for ESEA
successfully provide school resources waivers new opportunities to spend
to reduce this gap must be documented federal money on expanded time. But
and possibly replicated in other areas. as with any large policy, the devil is in
It is an ecosystem that supports learn- the details – how expanded learning
ing and development, with insiders and time will be developed and imple-
outsiders working together to influence mented is being decided in schools and
education reform. districts around the nation.
THE viSiON gOiNg FORWARD
The More and Better Learning Time
initiative moves toward education eq-
uity by recognizing that though we all 3 See www.timetosucceed.com and
http://annenberginstitute.org/
value extended and improved learning
commentary/2012/06/time-succeed-
time, not all students have the resourc-
coalition-making-expanded-learning-time-
es to make it possible. The national priority.
32 Annenberg Institute for School Reform
As an institute working to advance and parents should help shape, im-
educational equity, we believe that plement, and monitor various details
there are some core principles that of the reform along with traditional
must be in place to ensure that the eq- school, afterschool, community,
uity intent of expanded learning time business, and government leaders
is met and sustained. engaged in creating the reform at the
local, state, and national levels.
• E quity must remain at the center
of how expanded learning time is • T he reform must be comprehensive
developed, transformed into policy, and integrated into the school to
implemented, and sustained. The reach equity: this means all students
promise of expanded learning time is attending a school must be included
to bring needed educational resources in the high quality.
to children in low-income communi-
• S uccess must be defined and mea-
ties and communities of color.
sured on multiple dimensions
• T eachers and high-quality teaching – increasing test scores is not the
must be at the heart of this reform sole goal of the education system,
– staggered schedules, collabora- nor should it be the sole goal of an
tive work time, and data-informed expanded learning time reform.
instruction are all examples.
• T he goal of an expanded learning
• T he additional time must be signifi- time reform should be creating rich,
cant in amount and must be used to high-quality personalized education-
restructure the entire school day. This al journeys for all students, especially
reform cannot be limited to tacking in low-income communities of color.
on a few minutes of more of the same We will know the reforms are suc-
for some students – it means using ceeding when students in the nation’s
time to shift the content and style of lowest-performing schools are grow-
teaching, create new kinds of learn- ing academically, physically, and
ing opportunities, and increase access psychologically and meet ambitious
to and quality of learning. educational and career goals.
• E xpanded learning time reforms
need to engage the entire community
within and outside of the school.
Teachers, administrators, students,
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logical Review 72:167–180. for High-Impact Philanthropy. Available for
download at www.impact.upenn.edu/us-
American Youth Policy Forum. 2006. Help-
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ing Youth Succeed Through Out-of-School
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biak, J. Supovitz, and M. K. Rhude-Faust.
Barrett, K., K. Hovde, Z. L. Hahn, and K. 2008. Beyond Test Scores: Leading Indica-
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to Improve Teaching Quality: Focus on University, Annenberg Institute for School
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annenberginstitute.org/publication/beyond- Grow and Learn: A Citywide Approach
test-scores-leading-indicators-education. to Building and Sustaining Out-of-School
Time Learning Opportunities. New York:
Hubbard, L., H. Mehan, M. K. Stein. 2006.
Wallace Foundation.
Reform as Learning: When School Reform
Collides with School Culture and Commu- Warren, M. 2005. “Communities and
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McAlister, S. 2013. Extended Learning
no. 2:133.
Time. New York: A+ NYC. Available for
download at http://aplusnyc.org/extended- Welner, K. G. 2001. Legal Rights, Local
learning-time. Wrongs: When Community Control Col-
lides with Educational Equity. Albany, NY:
Mishook, J. 2012. “College Readiness
State University of New York Press.
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34 Annenberg Institute for School Reform