| Title: | Implementing the extended school day policy in Florida's 300 lowest performing elementary schools |
| Description: | Since 2014, Florida law has required the 300 elementary schools with the lowest reading performance to provide supplemental reading instruction through an extended school day. This study found that in 2014/15, on average, the lowest performing schools were smaller than other elementary schools and served higher proportions of racial/ethnic minority students and students eligible for the federal school lunch program. Schools reported using a variety of strategies to comply with the extended school day policy such as increasing reading instruction time each day, increasing staff, providing professional development for teachers, and providing instruction in the extra hour that differed from instruction during the rest of the day. Increased professional development and curricular and pedagogic changes were identified as indirect benefits of implementation. |
| Online Availability: |
 Need Help Viewing PDF files? |
| Cover Date: | March 2017 |
| Web Release: | March 28, 2017 |
| Print Release: | March 28, 2017 |
| Publication #: | REL 2017253 General Ordering Information |
| Center/Program: | REL |
| Associated Centers: | NCEE |
| Authors: | Jessica Sidler Folsom, LaTara Osborne-Lampkin, Stephan Cooley, 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. |