Literaturnachweis - Detailanzeige
| Autor/inn/en | Kraft, Matthew A.; Novicoff, Sarah |
|---|---|
| Institution | Annenberg Institute for School Reform at Brown University |
| Titel | Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost Hours. EdWorkingPaper No. 22-653 |
| Quelle | (2022), (51 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Public Schools; Time Factors (Learning); School Schedules; Academic Achievement; Achievement Gains; Elementary Secondary Education; School Closing; Pandemics; COVID-19; Influences; Rhode Island (Providence) |
| Abstract | Policymakers have renewed calls for expanding instructional time in the wake of the COVID-19 pandemic. We establish a set of empirical facts about time in school, synthesize the literature on the causal effects of instructional time, and conduct a case study of time use in an urban district. On average, instructional time in U.S. public schools is comparable to most high-income countries, with longer days but shorter years. However, instructional time varies widely across U.S. public schools with a 90th-10th percentile difference of 190 total hours. Empirical literature confirms that additional time can increase student achievement, but how this time is structured matters. Our case study suggests schools might also recover substantial lost learning time within the existing school day. [The Providence Public School District provided support for this study.] (As Provided). |
| Anmerkungen | 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: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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