Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration. EdWorkingPaper No. 22-653

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      Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: [email protected]; Web site: http://www.annenberginstitute.org
    • Peer Reviewed:
      N
    • Source:
      71
    • Subject Terms:
      Learning Processes; Time Factors (Learning); Academic Achievement; Outcomes of Education; School Schedules; Public Schools; Equal Education; Urban Schools; School Districts; Extended School Day; School Law; State Policy; Educational Policy
    • Abstract:
      In this paper, we examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting allocated time into learning time. We then synthesize the causal research and document a clear positive effect of time on student achievement of small to medium magnitude, but also with likely diminishing marginal returns. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase learning time within existing constraints.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED639072