The effects of increased learning time on student academic and nonacademic outcomes : Findings from a meta‑analytic review

Abstract

This report summarizes a review of rigorous research studies on increased learning time. Findings across studies have been combined using meta-analysis techniques. The key finding are: increased learning time programs improved literacy and math achievement when instruction was led by certified teachers, though the effects were small; the effects varied by type of instruction. Programs that used a traditional instruction style improved literacy and math achievement. Programs that used an experiential learning instruction style improved student social-emotional skills. In both cases the effects were small; increased learning time improved the literacy achievement of students performing below standards and the social-emotional skills of students with attention deficit/ hyperactivity disorder.