)N GENERAL AMONG THIS SET OF HIGH PERFORMING EXPANDED TIME SCHOOLS LEARNING TIME IS NOT LIMITED TO THE SCHOOL DAY ALONE OF THE SCHOOLS OFFER AND SOMETIMES MANDATE AFTER SCHOOL ACADEMIC PROGRAMMING FOR SOME STUDENTS AND OF THE OFFER AND SOMETIMES MANDATE SUCH PROGRAMMING FOR STUDENTS ON 3ATURDAYS 4HIRTEEN OF THE SCHOOLS ALSO OFFER ACADEMIC PROGRAMMING FOR STUDENTS DURING THE SUMMER MONTHS )N ALL AS MANY AS OF THE SCHOOLS OFFER SOME SORT OF ACADEMIC SUPPORT OUTSIDE REGULAR SCHOOL HOURS FOR THEIR STUDENTS OUT OF ELEMENTARY SCHOOLS OUT OF MIDDLE SCHOOLS OUT OF HIGH SCHOOLS 4IME FOR (OMEWORK 4HROUGH OUR INTERVIEWS WITH SCHOOL STAFF WE ALSO GATHERED INFORMATION ABOUT TIME STUDENTS SPEND ON HOMEWORK AT THE SCHOOLS PRO½LED IN THIS STUDY 7HILE HOMEWORK POLICIES VARY CONSIDERABLY FROM SCHOOL TO SCHOOL AND BY GRADE LEVEL ON AVERAGE STUDENTS AT ELEMENTARY SCHOOLS SPENT ONE HOUR ON HOMEWORK PER NIGHT AND MIDDLE AND HIGH SCHOOL STUDENTS SPENT TWO HOURS ON HOMEWORK PER NIGHT 4IME FOR %LECTIVES AND %XTRACURRICULAR !CTIVITIES 7HILE NOT UNIVERSAL ACROSS THIS COHORT MANY OF THE HIGH PERFORMING SCHOOLS ALSO OFFER AN ARRAY OF ELECTIVES AND ENRICHMENT PROGRAMMING MEANT TO BROADEN EDUCATIONAL OPPORTUNITIES FOR THEIR STUDENTS &IFTEEN OF THE SCHOOLS PRO½LED OFFER ELECTIVE PROGRAMS FOR THEIR STUDENTS 4HESE ACTIVITIES ARE OFFERED OVER AND ABOVE THE MORE TYPICAL ±SPECIALS² SUCH AS ART MUSIC AND PHYSICAL EDUCATION THAT DO NOT INVOLVE STUDENT CHOICE )N ADDITION TO SUCH PROGRAMS OFFERED DURING THE SCHOOL DAY MANY SCHOOLS ALSO OFFER STUDENTS OPPORTUNITIES TO PARTICIPATE IN SUCH PROGRAMMING AFTER SCHOOL !T LEAST OF THE PRO½LED SCHOOLS HAVE EXTENSIVE EXTRACURRICULAR ACTIVITIES WHICH SERVE SUBSTANTIAL PROPORTIONS OF THEIR STUDENTS TAKING PLACE AFTER SCHOOL
4)-% 7%,, 30%.4
4IME FOR #ULTURE "UILDING -ANY OF THE PRO½LED SCHOOLS ALSO DEVOTE TIME TO PROGRAMS FOCUSED ON CHARACTER EDUCATION SOCIAL EMOTIONAL SUPPORTS OR SCHOOL CULTURE BUILDING 4HIRTEEN OF THE PRO½LED SCHOOLS HAVE ACTIVE ADVISORY OR HOMEROOM PROGRAMS WITH AN EXPLICIT CURRICULUM FOCUSED EITHER ON REINFORCING SCHOOL VALUES OR ON OFFERING STUDENTS SOCIAL AND EMOTIONAL SUPPORTS &IFTEEN OF THE SCHOOLS SCHEDULE REGULAR COMMUNITY MEETINGS FOR THE ENTIRE SCHOOL OR FOR ENTIRE GRADE LEVELS EACH WEEK WHICH OFTEN ARE USED AS FORUMS FOR FURTHER HIGHLIGHTING SCHOOL VALUES AND BUILDING A POSITIVE LEARNING ENVIRONMENT 4EN OF THE SCHOOLS CONDUCT SPECIAL ORIENTATION PROGRAMS FOR INCOMING OR NEW STUDENTS DURING THE SUMMER WHICH TEACH AND REINFORCE HIGH EXPECTATIONS FOR STUDENT BEHAVIOR AND ACHIEVEMENT 4IME FOR 4EACHERS $ATA ON STUDENT TIME IS FAR EASIER TO COMPILE THAN DATA ON TEACHER TIME BECAUSE TEACHERS OFTEN HAVE MORE DISCRETION ON HOW CERTAIN NON TEACHING PERIODS ARE USED OFTEN DEVOTE TIME BEYOND WHAT IS ACTUALLY SCHEDULED AND FREQUENTLY SPEND THEIR TIME QUITE DIFFERENTLY DEPENDING ON THE SUBJECTS AND GRADES THEY TEACH /UR REVIEWS OF TEACHER SCHEDULES AND INTERVIEWS WITH SCHOOL LEADERS REVEALED THAT TEACHERS AT THESE HIGH PERFORMING EXPANDED TIME SCHOOLS HAVE A SCHEDULED SCHOOL DAY THAT IS AN AVERAGE OF HOURS LONG /N A TYPICAL DAY TEACHERS AT THESE PRO½LED SCHOOLS HAVE AN AVERAGE OF MINUTES OF TIME DEDICATED TO EITHER INDIVIDUAL PREPARATION OR COMMON PLANNING !T OF THESE SCHOOLS TEACHERS ACTUALLY HAVE MINUTES OR MORE OF THEIR DAY RESERVED FOR THIS TYPE OF NON TEACHING WORK /VER AND ABOVE THIS DAILY TIME OF THE SCHOOLS PRO½LED SCHEDULE AN EARLY RELEASE DAY WEEKLY OR BI WEEKLY TO PROVIDE ADDITIONAL STRUCTURED OPPORTUNITIES FOR COLLABORATION AND PROFESSIONAL DEVELOPMENT 4EN OF THE SCHOOLS IN THIS STUDY ALSO SCHEDULE ENTIRE ±$ATA $AYS² FOR TEACHERS°DAYS DURING THE SCHOOL YEAR DEVOTED TO ANALYZING BENCHMARK ASSESSMENT DATA AND PLANNING BASED ON RESULTS -ANY OF THE PRO½LED SCHOOLS ALSO SCHEDULE EXTENSIVE TEACHER DEVELOPMENT DAYS EITHER DURING THE SUMMER OR DURING THE SCHOOL YEAR FOR TEACHERS TO WORK TOGETHER TO IMPROVE THEIR TEACHING /VERALL ONE THIRD OF THE SCHOOLS IN THE STUDY SCHEDULE OR MORE PROFESSIONAL DEVELOPMENT DAYS WHEN TEACHERS ARE IN SESSION WITHOUT STUDENTS
4)-% 7%,, 30%.4