The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review

Title:	The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review
Description:	REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Specific findings include: Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks). Increased learning time improved literacy outcomes for students performing below standards. Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder.
Online Availability:	Download, view and print the report as a pdf file. (981KB)
Cover Date:	July 2014
Web Release:	July 9, 2014
Print Release:	July 9, 2014
Publication #:	REL 2014015 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Yael Kidron and Jim Lindsay: American Institutes for Research
Type of Product:	What's Known
Keywords:	Achievement (Student) Student Outcomes Time in Instruction
Questions:	For questions about the content of this What's Known, please contact: Amy Johnson.