ELT is often a core element of school improvement or turnaround efforts, such that other practices like teacher collaboration, data-driven instruction, and integrated enrichment can be more effectively implemented.
ELT differs from associated efforts like after-school programs or expanded learning opportunities (ELOs) because ELT requires all students in a given school to attend the longer day and/or year, and the additional time becomes a dependent component of the school's educational practices and objectives.
Before the American Civil War, publicly funded education existed; however, there was no requirement for children to attend school.
On the other hand, the urban calendar was much longer, in some cases almost year-round, to correspond with the round-the-clock approach of the industrial sector[3] During the decades between the American Civil War and World War I, compulsory education became more widespread, as the economic incentive for developing an educated workforce grew.
[3] The argument for expanded learning time has been advanced on a national stage since the convention of compulsory education began to take hold.
Bell created the National Commission on Excellence in response to the "public perception that something is seriously remiss in our educational system".
In 1983, the Committee released its report A Nation at Risk which added to the growing consensus that the American school system was failing.
In response to the report, states launched task forces, committees, and study groups to focus on the issue of the education system.
In the report, the Commission highlighted how the constraints on learning time present a hurdle to achieve the targets laid out in the Goals 2000 Act.
[12] In 1993, the landmark Massachusetts Education Reform Act (MERA) created the framework for unprecedented improvements in students' learning, teachers' professionalism, school management, and equity of funding.
"[14] The legislature then charged the Board of Education to form the Massachusetts Commission on Time and Learning with a mandate to develop "a plan to extend the time during which students attend school to reflect prevailing norms in advanced industrial countries and to address the educational needs of children in the Commonwealth."
[19] A similar bill was reintroduced in 2009 by Senator Kennedy and then again in April 2011 by Senators Tom Harkin (D-IA), Jeff Bingaman (D-NM), Sherrod Brown(D-OH), Al Franken (D-MN), Michael Bennet (D-CO), and Kirsten Gillibrand (D-NY) with a House Bill introduced by Representatives Mike Honda (D-CA) and Steve Chabot (R-OH).
Both President Barack Obama and U.S. Secretary of Education Arne Duncan support redesigning the school calendar to increase learning time.
[20] As President Obama noted in an address in March 2009: We can no longer afford an academic calendar designed for when America was a nation of farmers who needed their children at home plowing the land at the end of each day.
That's why I'm calling for us ... to rethink the school day to incorporate more time -– whether during the summer or through expanded-day programs for children who need it.
On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA)[22] Included in the Act was $3.5 billion for the School Improvement Fund, a program within the United States Department of Education that aims to "turn around" chronically low-performing schools.
As he transitioned into the mayor's office after his election, Emanuel began to plan for how to increase the amount of time students are in school.
[28] Both research and practice indicate that adding time to the school schedule can have a meaningfully positive impact on student achievement.
[32] Later, a series of experiments by one researcher determined a direct correlation between students' time spent studying a passage and their proficiency on a fact-based assessment, finding that the more time students spent studying the passage, the greater their performance in both the near term and after one week.
[34] Among studies that have analyzed factors that contribute to differentials in student performance at the school level, learning time also emerges as one of the main correlates.
One of the most pointed studies on this correlation is from a study of charter schools in New York City, which determined that quantity of instructional time (along with high-dosage tutoring, frequent feedback to teachers, and a culture of high expectations) account for up to 50 percent of the variation in outcomes among schools.
[35] A second study of charter schools in New York City found that a longer year was one of the strongest associations with higher student achievement.
[37] A study of schools in Israel found that an increase in instructional time from one year to the next—the result of a re-financing plan that provided schools more resources—"positively impacts" test scores in English, science, and math tests, with some variation by subject and student socioeconomic status.
[41] Through Grad Nation, America's Promise supports communities as they raise graduation rates, including through expanding learning time and opportunities.
[42] The Ford Foundation is an independent, global philanthropic institution, committed to developing innovative leaders of social change.
The organization's programs blend these real-world learning projects with rigorous academic and leadership development activities, preparing students in the middle grades for success in high school, college, the workforce, and civic life.
Through research, public policy and technical assistance, NCTL supports national, state and local initiatives that add significantly more school time for academic and enrichment opportunities to help children meet the demands of the 21st century.
[48] Time to Succeed Coalition (TSC), launched in May 2012 by the National Center on Time & Learning and the Ford Foundation, is a diverse coalition, bringing educators, parents, community leaders and civic officials together with CEOs, policymakers, and leading thought leaders to inspire and motivate communities across the country to add more learning time as part of a redesigned school day and year, enabling children to get the education they need to succeed.
Developing respect for each other, responsibility, economic sustainability, cultural diversity, equality, and happiness are just a few of the many goals Americans have for their children in schools.
Larry Cuban, a professor emeritus of education at Stanford University argues that, "policy makers and reform-minded civic and business elites have not only defined economic problems as educational ones that can be fixed by more time spent in schools but also neglected the powerful hold socialization goals have on parents' and taxpayers' expectations.