HD69 - Study of the Feasibility and Appropriateness of Lengthening the Public School Term

  • Published: 1993
  • Author: Department of Education
  • Enabling Authority: House Joint Resolution 66 (Regular Session, 1992)

Executive Summary:
Education systems within the United States receive considerable criticism from education reformers. One criticism centers on the length of the school term or year, traditionally 180 days. Other countries offer up to 240 days of school. Reformers say that the current school year does not allow sufficient time for students to master basic skills. In addition, they contend that time is not available to address the ever-increasing expectations placed upon students. Some see increasing the length of the school year as a solution to improving the outcomes and achievement of students in the United States.

Responding to the charge that American public education is not providing an adequate amount of instruction to be competitive in the global marketplace, Delegate Judy Connally (Arlington) introduced House Joint Resolution 66 in the 1992 Virginia General Assembly. This resolution called for a study of the feasibility and appropriateness of lengthening the public school term.

The Department of Education formed an interdisciplinary team to conduct the study required by the resolution. The team reviewed recent research on time and learning, analyzed the impact on personnel, transportation, and facilities, and gathered data on the impact on family schedules and lifestyles. The team integrated information on educational opportunities, curriculum, and student learning with recent developments related to Virginia's World Class Education initiative and the Virginia Common Core of Learning.

Research on time and learning yields mixed findings. Although time is required to master skills, time is but one factor influencing learning. Little evidence exists to indicate that a specific amount of time is necessary for students to learn. Student learning is most productive when the time allocated for instruction and the quality of instruction meet student needs. Thus, different students require different amounts of time to meet expected outcomes. However, students who are at risk of educational failure demonstrate the greatest potential for gains in learning as a result of increases in the school term. There is no evidence of research devoted to the cumulative, long-term effects of increasing instructional time through lengthening the school year alone.

Extending the school year requires additional resources. Personnel costs present the most significant fiscal impact. In 1990-91, public school divisions in Virginia spent approximately $2.241 billion in salary costs for 69,700 teachers statewide. Fringe benefits accounted for an additional estimated $472 million. Each day added to the current school calendar would cost an estimated $13.6 million in state and local funds for the instructional staff. Substitutes accounted for an additional $35 million in 1990-91, with an average daily cost of $194,350.

Costs associated with housing and transporting students would also increase. Current energy costs are estimated at $127,000 per day statewide. The total cost of transportation for school activity statewide is $1.48 million per day. Many schools would require air conditioning if the school year is lengthened. Currently, 44 percent, or 804 school buildings lack air conditioning. The estimated costs for installing air conditioning in a typical school with 600 pupils is $600,000.

School administrators predict that extending the length of the school year could adversely affect their ability to complete building-level tasks normally completed during the summer months (e.g., maintenance, planning, and personnel recruitment). Therefore, more resources may be required if days are added to the school year.

A 1991 Commonwealth Poll found that most Virginians oppose extending the length of the school year by 20 days. This report found that families have distinctly different lifestyles in the summer than during the school year that may be affected by a longer school year (e.g., family focused activities; time for religious activities; summer employment and summer leisure). A 1992 Commonwealth Poll of families with school-aged children revealed that 79 percent of parents of children enrolled in public schools in Virginia said that a 200 day school year would cause no disruption or slight disruption in their summer activities. There was variance in the degree of perceived disruption among specific subgroups.

Local educators are currently considering a variety of reform efforts to improve student achievement, including increasing the time allocated for instruction. Proposals and initiatives include: optional additional instructional days for enrichment and remediation, a longer school day, and increased availability of instructional resources for students and families.

Virginia's World Class Education initiative concentrates on the knowledge, skills and abilities students must have to be productive citizens in the 21st century. This education philosophy shifts from one of mandating certain inputs or resources to one of measuring student outcomes. The Common Core of Learning serves as the foundation for allocating and organizing resources. Time is but one resource involved as educators strive to 1) enable all students to meet the goals and objectives of World Class Education and 2) ensure Virginia's educational system is equal to any in the world.

The Department of Education concludes that a decision to extend the length of the school year should be delayed until:

• Common Core of Learning outcomes are further delineated and time requirements for instruction and student mastery are identified;

• data from pilot schools that are implementing models for increasing instructional time are evaluated; and,

• sufficient funds to cover the additional costs for implementation can be identified at state and local levels.

Within the resources available, the state should support localities that wish to implement and evaluate models for extending instructional time, including a longer school year. School divisions should be responsive to the attitudes and values of the individual community and tailor instructional schedules accordingly.

Increasing instructional time is one strategy that may allow some students to achieve desired outcomes of education. School divisions should consider offering increased instructional time for those students who are educationally at risk. Summer school programs offer an especially viable option for meeting the needs of these students. Programs targeting increased instructional time should be developed and, at the same time, attention should be given to curriculum choice, instructional methods and student learning styles. Rigorous evaluation should be provided, for selected efforts throughout the state, by the department as a component for ongoing research efforts.