Members of the Boston Teachers Union voted by about 4-to-1 favor of a plan to add 40 minutes a day to 60 of the district's elementary and middle schools in order to improve student achievement.
Teachers in Boston vote this week on a tentative agreement, reached after on-again, off-again negotiations, to add 40 minutes a day to elementary and middle schools.
Expanded learning time means something different to every school and district, and a new study from the Center on Education Policy finds that, given the flexibility to implement ELT based on local needs, priorities, and resources, school officials are more inclined to develop innovative ways of improving student achievement and teaching instruction.
The YMCA is seeking to expand an after-school pilot program designed to help close the achievement gap for low-income children after early research found that students are showing significant gains in the social-emotional skills they need to do well in school.
For every tax dollar the state invests in quality after-school and summer-learning programs, it gets back $2.18 in benefits, according to a report and financial analysis from the state's PreK-16 Council.
The United States wastes $21 billion dollars a year making up for summer learning loss, according to an analysis of scores of studies by ReadyNation, a nonprofit working to strengthen the workforce by pushing policymakers to fund expanded learning programs.
Children with disabilities who are enrolled in Trenton, N.J., public schools will have their own after-school program beginning in early January, after the school board and a local advocacy group reached an agreement last week to collaborate on the program.
The federal education budget for fiscal year 2015 contains small signs of hope for extended-learning programs, with a slight increase in funding for the 21st Century Community Learning Center program, which is the largest federal source of funding for after-school programs.
The Annenberg Institute for School Reform releases a blueprint for high-quality extended-learning programs, based on a study of model programs in low-income schools in six large cities.
Students attending a full-day, free, summer program run by their district showed significant gains in mathematics but not in reading, according to the first report from the first longitudinal study of five large, urban school districts.