| Title: | School reading performance and the extended school day policy in Florida |
| Description: | Beginning with the 2012/13 school year, Florida law required that the 100 lowest-performing elementary schools in reading extend the school day. This study examined how the lowest performing schools implemented the extended school day policy and the trends in school reading performance among the lowest performing schools and other elementary schools. The lowest-performing schools were located throughout Florida and on average, were smaller but served higher proportions of minorities and higher proportions of students receiving free or reduced-price lunch compared to other elementary schools. The lowest-performing schools reported increasing the number of minutes of reading instruction provided to students, increasing staff, and providing different instruction in the extra hour than during other reading instructional blocks. An increase in reading performance was observed for the lowest-performing schools the year the extended school day was implemented. However, this increase did not exceed what would have been expected in the absence of the required increase in reading instruction. |
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| Cover Date: | June 2016 |
| Web Release: | June 16, 2016 |
| Print Release: | June 16, 2016 |
| Publication #: | REL 2016141 General Ordering Information |
| Center/Program: | REL |
| Associated Centers: | NCEE |
| Authors: | Jessica Sidler Folsom, Yaacov Petscher, La’Tara Osborne-Lampkin, Stephan Cooley, Sarah Herrera, Mark Partridge, and Kevin Smith: Florida State University |
| Type of Product: | Making Connections |
| Keywords: | |
| Questions: |
For questions about the content of this Making Connections, please contact: Amy Johnson. |