Over the years, NCTL has written a number of reports from the field on the how expanded time opens up opportunities for educators to be much more effective in teaching sciencethe arts, and even creative problem solving (deeper learning).  Now, we’ve produced another in this series of case studies on the effective practices of expanded-time schools, but this one is different for a fundamental reason: it focuses less on what is being taught—though getting kids to proficiency is paramount—and more about who is being taught. And the “who” is English Language Learners, one of the fastest growing populations in American schools.

Yesterday, President Obama signed into law the long-awaited reauthorization of the Elementary and Secondary Education Act.  The new law, known as the Every Student Succeeds Act, or ESSA, makes broad changes to the nation's most important education law.  Among its many improvements over NCLB,   it marks a momentous step forward to support and replicate high-quality expanded learning time schools that better meet the needs of our children living in poverty.  Jennifer Davis, President and co-Founder of the National Center on Time & Learning said:

It is no secret that, when it comes to education, Massachusetts is a place of firsts. The Commonwealth is home to the first public school in the country, the first system of public education (as designed by Horace Mann), and the state has also ranked first in students’ performance on NAEP (the so-called “nation’s report card”) in fourth and eighth grade reading and math for the last several years

We are proud to join with more than 40 other education organizations to form the Teach Strong campaign.  Teach Strong, which will have its kickoff event on November 10th, is focused on making modernizing and elevating the teaching profession the top education policy priority of our day.

On October 19, we gathered in Boston to celebrate Massachusetts educators who are breaking through traditional barriers that can stand in the way of creating great schools. 

What does it mean to “be innovative” – and what is the connection between innovative approaches to education and more time? For starters (and perhaps it goes without saying), innovation cannot actually be mandated...

Yesterday, a letter was delivered to Capitol Hill to urge Congress to support the 21st Century Community Learning Center (21st CCLC) program. Among other important initiatives, CCLC supports expanded learning time (ELT). Our organization is proud to be a signatory.

I must begin this post with a confession: I love the summer and everything about it. I love simmering days lolling on the beach, long evenings on the porch sipping tangy lemonade, early mornings playing tennis as the heat of the day starts to build and cooling off later at an outdoor pool. Most of all, I relish that invigorating feeling of relaxation and rejuvenation that floats effortlessly through the tepid air.

Every so often in the field of education research a study comes along that challenges some basic assumptions about the way that schools and school systems operate. Such is the case of a new report released by TNTP entitled The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. In setting out to answer a core question in education—do we know how to help teachers improve?—this new piece of research ends up raising serious doubts about how we typically endeavor to improve instruction and raise achievement.

As the foremost organization committed to ensuring that all students have sufficient learning time to achieve at high levels, NCTL takes seriously our responsibility to track the current national conditions of school time. This tracking takes place on a number of fronts. Periodically, we publish a report on both policy and practice trends around expanding school time, known as Learning Time in America