Commentary: Time To Learn.
Time To Act.

Although the latest National Assessment of Educational Progress (NAEP) results in 4th and 8th grade reading and math show progress in some areas, the achievement gap is still a significant problem in every state. African American and Hispanic students continue to lag substantially behind white students, and low-income students are similarly outperformed by more advantaged students.

The disappointing results are not for lack of trying. Over the past decade or more, states have put in place standards, assessments and accountability systems. They have disaggregated achievement data and paid renewed attention to the preparation and quality of teachers. These strategies are necessary, but so far they have not been sufficient.

In many states, the reforms have been designed to bring high-poverty students the same level of instructional resources that are available to their more advantaged peers. But simply leveling the playing field is not enough. Because students from low-income families and communities often start with significant educational disadvantages, giving them the same kinds of classroom experiences their more advantaged peers have will not fully close the achievement gap. They must be given more than their counterparts to enable them to learn at a faster pace and make more than a year's worth of gain per school year.

Last month, Massachusetts took an important but largely unnoticed step in this direction. The state awarded grants to 16 local school districts to help them plan strategies to provide an additional 30 percent of learning time in the lowest-performing schools -- the equivalent of two additional hours per school day. The state Legislature intends to provide $1,300 per student to districts that expand learning time by at least 30 percent.

A provocative study released last month by Massachusetts 2020 (Time for a Change: The Promise of Extended-Time Schools for Promoting Student Achievement) provides evidence that this strategy can work. The study found that high-achieving, high-poverty schools often use 20 percent to 30 percent more time for instruction and enrichment than similar schools that they outperform. These schools -- a mix of charter schools and regular public schools -- use the added time to provide longer periods and more in-depth instruction and tutoring in core academic subjects. They use the expanded school day to provide students with opportunities for art, music, electives and a range of enrichment activities. A number of schools also use the time for concentrated planning and professional development for teachers. Principals and teachers in these schools worked to gain the support of parents, teachers and students for extended hours, despite its effect on individual and family routines. Overall, the schools provided 15 to 45 percent more time, at an additional cost of 7 to 12 percent more per pupil.

Time alone is no panacea. The Massachusetts study is clear on this point. But the Bay State's effort to couple higher academic standards with increased learning time holds real promise and warrants attention from policymakers in other states. Some will no doubt balk at the cost, but states that have thus far failed to close persistent achievement gaps can ill afford to continue with the strategies already in place without considering bold moves that hold the promise of a sizeable impact.

Related Resources

For more information about the Massachusetts grants, read an article from the The Boston Globe or visit the Massachusetts Department of Education Web site.