The Institute of Education Sciences has released a report that examines the effects of increased learning time on student academic and nonacademic outcomes. A meta-analysis was conducted on the topic in which over 7,000 studies were screened, but only 30 met the research team’s standards for rigorous research (including meeting evidence standards established by the What Works Clearinghouse). A review of those 30 studies found that increased learning time can be positive under some conditions. Some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Specific findings included:
- Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks).
- Increased learning time improved literacy outcomes for students performing below standards.
- Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder.
Source (Open Access): Kidron, Y., and Lindsay, J. (2014). The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta-analytic review (REL 2014–015). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation.