%XECUTIVE 3UMMARY
(
OW CAN WE CLOSE THE ACHIEVEMENT AND OPPORTUNITY GAPS THAT PLAGUE OUR NATION´S PUBLIC SCHOOLS 7HAT CONSTELLATION OF STRATEGIES WILL PROVIDE !MERICAN STUDENTS PARTICULARLY THOSE LIVING IN POVERTY WITH THE KNOWLEDGE AND SKILLS THEY NEED TO SUCCEED IN THE ST CENTURY WORLD (OW CAN WE IMPROVE THOUSANDS OF SCHOOLS IN HIGH POVERTY AREAS THAT ARE FAILING TO PREPARE ENOUGH OF THEIR STUDENTS FOR LONG TERM SUCCESS -ORE AND MORE TODAY´S EDUCATION LEADERS AND POLICYMAKERS ARE GRAPPLING WITH THESE COMPELLING CHALLENGES AND LOOKING TOWARD EXPANDED LEARNING TIME FOR SOLUTIONS !CROSS THE COUNTRY MOMENTUM IS GROWING FOR SCHOOLS TO MOVE BEYOND THE TRADITIONAL CALENDAR OF SIX AND A HALF HOUR DAYS )NITIALLY THESE EFFORTS WERE FOUND PRIMARILY WITHIN THE CHARTER SCHOOL MOVEMENT SUCH AS THE +NOWLEDGE IS 0OWER 0ROGRAM +)00 NETWORK WHICH MADE EXPANDED TIME A CORE ELEMENT OF ITS SCHOOL DESIGN MODEL AND AMONG A SMALL NUMBER OF PIONEERING DISTRICT SCHOOLS THAT MANAGED TO EXPAND LEARNING TIME THROUGH THE WORK OF INNOVATIVE LEADERS 4HEN IN THE FEDERAL GUIDELINES FOR THE 3CHOOL )MPROVEMENT 'RANT
4)-% 7%,, 30%.4
3)' PROGRAM WERE REVAMPED TO FOCUS ON FOUR MODELS DESIGNED TO TURN AROUND THE NATION´S LOWEST PERFORMING SCHOOLS 4WO OF THE SCHOOL MODELS°²TRANSFORMATION² AND ±TURNAROUND²° REQUIRE THAT SCHOOLS INCREASE LEARNING TIME FOR THEIR STUDENTS 7ITH AN INITIAL INFUSION OF BILLION AS MANY AS SCHOOLS SERVING STUDENTS HAVE BEGUN IMPLEMENTING THESE NEW MODELS !ND ALTHOUGH LIMITED INFORMATION EXISTS AS YET ABOUT HOW THEY HAVE BEEN IMPLEMENTED THE GUIDELINES WILL CONTINUE TO STIMULATE FURTHER EXPERIMENTATION WITH EXPANDED LEARNING TIME IN SCHOOLS AND DISTRICTS NATIONWIDE 4ODAY THERE ARE AT LEAST SCHOOLS ACROSS THE 5 3 OFFERING AN EXPANDED SCHEDULE ACCORDING TO A SURVEY CONDUCTED BY THE .ATIONAL #ENTER ON 4IME ,EARNING .#4, !S INTEREST IN EXPANDED LEARNING TIME GROWS ACROSS THE COUNTRY SO TOO DOES A CORRESPONDING CONCERN FOR HOW SCHOOLS CAN ENSURE THAT ADDING TIME TRULY TRANSLATES INTO A BETTER EDUCATION FOR EVERY STUDENT #LEARLY MORE TIME IN SCHOOL DOES NOT GUARANTEE IMPROVED LEARNING OUTCOMES FOR EVERY INDIVIDUAL CHILD OR EVEN FOR STUDENTS IN THE AGGREGATE !S WITH ANY INITIATIVE OR CHANGE EFFORT THE QUALITY OF IMPLEMENTATION MATTERS