Extending the school day: An evaluation study of a seven-period class schedule

Does Lengthening the School Day Reduce the Likelihood of Early School Dropout and Grade Repetition: Evidence from Colombia

“…Only a handful of studies have examined the effect of changes in the length of school day on non-academic outcomes. Some studies have found that increasing the length of the day decreases the number of disciplinary problems (Bishop, Worner, & Weber, 1988;Ross, McDonald, Alberg, & McSparrin-Gallagher, 2007 five hours to four. The practice was so widespread that by 1940, three-quarters of all-black elementary school students in the city attended school on double-shifts, with some on triple shifts (Homel, 1982, cited in Neckerman, 2007.…”

Extending the School Day or School Year

“…That is, among the six experimental and quasiexperimental studies with matched control groups, four studies found consistent evidence for a positive effect of extending school time (Farbman & Kaplan, 2005;Frazier & Morrison, 1998;Robin, 2005;Ross et al, 2007), one study found that the effect was positive for some grades and nonexistent for others (McDonald et al, 2008), and one study found no effect (M. Brown, 1998). In contrast, among the cohort and quasiexperimental studies without a matched control group, just one found consistent evidence for a positive effect of extending school time (New York City Board of Education, 2000), four studies found an effect of extended school time only for certain subgroups or certain years of assessment (Bishop et al, 1988;Green, 1998;Meier, 2009;van der Graaf, 2008), and one cohort study found no effect (Pittman et al, 1986). Although the studies may point to some very tentative conclusions about the relative effects of extended school time, more confident conclusions must await multiple evaluations using strong research designs.…”

“…The relationship between the length of the school week and writing scores was stronger for students at low-SES schools compared to students at high-SES schools. Bishop, Worner, and Weber (1988) examined the effectiveness of extending the school day to a seven-period schedule in one rural high school in Virginia during the 1985-1986 school year. Student and teacher outcomes were compared for the 1984-1985 (before) and 1985-1986 (after) school years.…”

Does Lengthening the School Day Reduce the Likelihood of Early School Dropout and Grade Repetition: Evidence from Colombia

“…Only a handful of studies have examined the effect of changes in the length of school day on non-academic outcomes. Some studies have found that increasing the length of the day decreases the number of disciplinary problems (Bishop, Worner, & Weber, 1988;Ross, McDonald, Alberg, & McSparrin-Gallagher, 2007). However, there are a number of dimensions of school performance that remain unexamined with respect to their relationship with instructional time.…”