The US Institute of Education Sciences has released a new report that examines the effects of increased learning time on pupils’ academic and non-academic outcomes. A meta-analysis was conducted on the topic in which over 7,000 studies were screened, but only 30 met the research team’s standards for rigorous research (including meeting evidence standards established by the What Works Clearinghouse). A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of teaching tailored to the needs of specific types of pupils were found to improve their circumstances. Specific findings included:
Increased learning time promoted pupil achievement in maths and literacy when it was led by a certified teacher using a traditional teaching style (ie, the teacher is responsible for the progression of activities and pupils follow directions to complete tasks).
Increased learning time improved literacy outcomes for pupils performing below standards.
Increased learning time improved the social-emotional skills of pupils with attention deficit/hyperactivity disorder.
Source: The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review (2014), Institute of Education Sciences.