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ERIC Number: ED561077
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 30
Abstractor: ERIC
Reference Count: N/A
Elementary and Secondary Education Act Flexibility Waivers: Are States Using Flexibility to Expand Learning Time in Schools?
Miller, Tiffany D.
Center for American Progress
The Center for American Progress previously examined the extent to which states applying for first-round Elementary and Secondary Education Act (ESEA) flexibility waivers in 2012 planned to expand in-school learning time to turn around low-performing schools. This report provides an up-to-date review of states' ESEA flexibility plans and assesses the extent, if any, to which states have strategically thought about how expanded learning time can support school turnaround efforts. In doing so, reviewers examined the "Principle 2: State-Developed Differentiated Recognition, Accountability, and Support" section of all state plans for submission windows one through three. Specifically, the analysis focused on the extent to which each state plan outlined its intent to either use more time as part of its strategy to turn around its lowest-performing schools, or redesign the school day to reach student-achievement goals. Among states that requested flexible use of 21st Century Community Learning Centers (CCLC) funds, reviewers looked for details about its planned use. State plans were grouped in part based on the level of detail provided in three research-based building blocks for the effective use of increased learning time for core academics, enrichment opportunities, and teacher collaboration. States that provided the most detailed information were considered "standouts." Only four state plans met these criteria: Connecticut, Colorado, New York, and Massachusetts. Six out of 42 states demonstrated a commitment to increased learning time but did not provide enough detail. The majority of states--32 out of 42--did not think strategically about how increased learning time could complement school turnaround plans and increase academic achievement. As a result of the analysis, the following recommendations are included: (1) States develop guidelines promoting high-quality expanded learning time; (2) States develop a guide for school districts and principals that want to implement expanded learning time; (3) States encourage schools that choose to expand learning time to add 300 additional hours to the standard school-year schedule, allowing more time for the three key areas: academics, enrichment programming, and teacher collaboration; (4) States outline how they will use their 21st CCLC funding to increase learning time; (5) Districts and schools implement additional time strategically through an intentional, one-year planning period if possible; (6) Districts and schools use data analyses to strategically implement more time; and (7) Districts monitor schedule redesign.
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Eli and Edythe Broad Foundation
Authoring Institution: Center for American Progress
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act