Project Activities
The research team is using a mixed methods quasi-experimental design, including a comparative interrupted time series analysis to examine the impact of the Expanded Learning Time initiative on student achievement. Participating schools agree to expand their days and/or school year by 25%–30% more time than their previous schedules.
Structured Abstract
Setting
: The participating schools are located in at least 14 school districts throughout Massachusetts.
Sample
The intervention is being implemented school-wide, from prekindergarten through 12th grade, at 54 schools in Massachusetts serving diverse populations.
Intervention
Participating schools agree to expand their days and/or school year by 25%-30% more time than their previous schedules. Three specific objectives were set out for use of the additional time: (a) provide more instructional opportunities in math, literacy, science, and other core subjects to support student achievement; (b) integrate enrichment opportunities into student learning; and (c) provide educators with increased opportunities to plan and to participate in professional development.
Research design and methods
This project is designed as a mixed methods study of planning, implementation, and impacts. The planning, implementation components seek to describe the characteristics of the districts and schools that implement ELT, to understand the process districts use to plan for expanded learning time, to identify how components have been translated into practice, to determine if key program objectives have been met, and identify challenges to successful implementation. Qualitative planning and implementation data will be collected from the first three cohorts of ELT schools. Using a matched comparison group design, the research team also will compare student, teacher, and school-level intermediate outcomes for the first three cohorts of ELT schools (treatment) and a set of matched comparison schools. Student standardized test scores and other outcome data will be collected on third- through tenth- grade students, and student self-report data will be collected in grades 5, 8, and 10. Teacher data will also be collected through self-report surveys. For its impact analysis, researchers will be conducting a comparative interrupted time series (CITS) analysis. This analysis will utilize student data from the statewide Massachusetts Comprehensive Assessment System (MCAS) to determine the impact of ELT on student achievement. Researchers will also use a two-level hierarchical linear model to model student- or teacher-level outcomes as a function of school-level planning and implementation variables.
Control condition
Matched comparison schools will continue with their regular schedules (a "business as usual" control).
Key measures
Key outcome measures include student MCAS scores, as well as measures of attendance, student self-reported data, and a variety of teacher and school-level self-reported and extant data. For ELT schools, data also includes benchmark assessment data in target academic subject.
Data analytic strategy
The impact on student academic outcomes will be addressed through CITS analysis. Hierarchical linear modeling will be used to explore the relationship between ELT planning and implementation and student- and teacher-level outcomes. Qualitative analyses will document the ELT planning process and the nature and fidelity ELT implementation.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include published reports of the impact of the ELT initiative on student academic outcomes.
Project website:
Supplemental information
** This project was submitted to and funded under Education Policy, Finance, and Systems in FY 2008.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
