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ERIC Number: EJ812289
Record Type: Journal
Publication Date: 2008
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1063-2913
Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects
Arts Education Policy Review, v109 n6 p23-27 Jul-Aug 2008
As part of an ongoing study of the impact of the No Child Left Behind Act (NCLB), the Center on Education Policy (CEP) conducted a deeper analysis of 2006-07 survey data first reported in July 2007 on the amount of instructional time devoted to specific subjects. This follow-up report takes a closer look at the shifts in instructional time for various elementary school subjects. Like the 2007 report, it is based on CEP's nationally representative survey of 349 responding school districts conducted between November 2006 and February 2007. This report also takes a closer look at the magnitude of the increases in time for elementary English language arts (ELA) and math instruction and the decreases for other subjects. The report shows that since NCLB took effect in 2002, relatively large shifts in the amount of instructional time allotted for various subjects in a large number of districts. Forty-four percent of all districts nationwide have added time for English language arts and/or math, at the expense of social studies, science, art and music, physical education, recess, or lunch. (Contains 7 tables and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001