Education and Urban Society May 2015 vol. 47 no. 3; published article by Dr. Su Jin Jez and Dr. Robert W Wassmer

The title of the article ” The Impact of Learning Time on Academic Achievement “

Abstract: As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California’s elementary school sites, we find a statistically significant and positive relationship between the number of instructional minutes in an academic year and school-site standardized test scores. Fifteen more minutes of school a day at a school site (or about an additional week of classes over an academic year) relates to an increase in average overall academic achievement of about 1%, and about a 1.5% increase in average achievement for disadvantaged students. This same increase in learning time yields the much larger 37% gain in the average growth of socioeconomically disadvantage achievement from the previous academic year. Placing this impact in the context of other influences found important to academic achievement, similar increases in achievement only occur with an increase of fully credentialed teachers by nearly 7 percentage points. These findings offer guidance regarding the use of extended learning time to increase academic performance. Moreover, they suggest caution in reducing instructional time as the default approach to managing fiscal challenges.

One thought on “Education and Urban Society May 2015 vol. 47 no. 3; published article by Dr. Su Jin Jez and Dr. Robert W Wassmer”

  1. This is a very interesting post. I definitely believe that more time on task leads to greater academic achievement. Its been proven. The question then becomes how do we get those who make funding decisions in our Title I schools to see this and to understand the impact of cutting time to make budget.


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