Initiative Results
About Massachusetts 2020 (State Affiliate of National Center on Time & Learning)
After four years, Massachusetts ELT schools are demonstrating the impact more time can have. An independent evaluation showed in 2010 that, compared to other high-poverty schools and to a set of matched comparison schools, ELT schools are more likely to be high-growth schools. (High-growth schools are those where students’ academic growth ranks in the top 20 percent of schools.) There is a fair degree of variation in both implementation and outcomes among the 19 schools, but there are some standout performers, especially for those that have been in the program the longest.23 Fourth-year schools significantly outperform their matched comparison schools in fifth-grade science, the tested subject where ELT schools provide significantly more time than the matched schools.
Fourth-year schools significantly outperform their matched comparison schools in fifth-grade science, the tested subject where ELT schools provide significantly more time than the matched schools. As for outcomes not related to test results, a statistically significant higher proportion of teachers in ELT schools reported that they are satisfied with the amount of time available for instruction in English language arts, math, and especially science and social studies than those in the matched comparison. Students in ELT schools also reported that they were able to choose activities not previously available.
Matthew Kuss Middle School |
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Since 2006, Massachusetts 2020 has provided technical assistance to support the planning, implementation, and continuous improvement of the Expanded Learning Time Initiative at participating schools across the state. This assistance includes: • Developing and leading bi-monthly convenings where ELT school and district leadership teams receive indepth, targeted assistance on topics related to effective ELT implementation; • Providing monthly school-level coaching and assistance to a subset of ELT schools, aimed at improving student outcomes and teacher collaboration; • Coordinating periodic school visits for ELT schools to see effective expanded-time practices in action; • Facilitating networking and cross-school sharing opportunities for current ELT schools and those interested in learning more about expanded time models; • Advocating at the state and national levels for funding and to build support for ELT; • Providing research and analytical support, particularly around identifying effective practices and emerging models; and • Facilitating and supporting ELT schools in creating partnerships with external organizations to enhance teaching and learning in multiple ways, including providing enrichment programming, teacher professional development, or in-depth academic content. In 2008, Massachusetts 2020 created the ELT School-Community Grant Program to provide additional support to exemplary school-community partnerships.