The Impact of Learning Time on Academic Achievement

Autor/inn/en	Jez, Su Jin; Wassmer, Robert W.
Titel	The Impact of Learning Time on Academic Achievement
Quelle	In: Education and Urban Society, 47 (2015) 3, S.284-306 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124513495275
Schlagwörter	Time Factors (Learning); Academic Achievement; Time on Task; Elementary School Students; Regression (Statistics); Standardized Tests; Scores; Disadvantaged; Socioeconomic Status; After School Programs; Elementary Schools; Public Schools; California + Suchen Sie Ihr Suchwort? Schulleistung; Zeitaufwand; Regression; Regressionsanalyse; Standadised tests; Standardisierter Test; Socio-economic status; Sozioökonomischer Status; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Kalifornien
Abstract	As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive relationship between the number of instructional minutes in an academic year and school-site standardized test scores. Fifteen more minutes of school a day at a school site (or about an additional week of classes over an academic year) relates to an increase in average overall academic achievement of about 1%, and about a 1.5% increase in average achievement for disadvantaged students. This same increase in learning time yields the much larger 37% gain in the average growth of socioeconomically disadvantage achievement from the previous academic year. Placing this impact in the context of other influences found important to academic achievement, similar increases in achievement only occur with an increase of fully credentialed teachers by nearly 7 percentage points. These findings offer guidance regarding the use of extended learning time to increase academic performance. Moreover, they suggest caution in reducing instructional time as the default approach to managing fiscal challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01