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Title: Stated Briefly: What Does the Research Say About Increased Learning Time and Student Outcomes?
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. Findings suggest that the impacts of these programs depend on the settings, implementation features, and types of students targeted. This “Stated Briefly” report is a companion piece that summarizes the results of another report entitled The effects of increased learning time on students’ academic and nonacademic outcomes, released on July 9, 2014.
Online Availability:
Cover Date: October 2014
Web Release: October 14, 2014
Print Release:
Publication #: REL 2015061
General Ordering Information
Center/Program: REL
Associated Centers: NCEE
Type of Product: Stated Briefly
Questions: For questions about the content of this Stated Briefly, please contact:
Amy Johnson.