School reading performance and the extended school day policy in Florida

Title:	School reading performance and the extended school day policy in Florida
Description:	Beginning with the 2012/13 school year, Florida law required that the 100 lowest-performing elementary schools in reading extend the school day. This study examined how the lowest performing schools implemented the extended school day policy and the trends in school reading performance among the lowest performing schools and other elementary schools. The lowest-performing schools were located throughout Florida and on average, were smaller but served higher proportions of minorities and higher proportions of students receiving free or reduced-price lunch compared to other elementary schools. The lowest-performing schools reported increasing the number of minutes of reading instruction provided to students, increasing staff, and providing different instruction in the extra hour than during other reading instructional blocks. An increase in reading performance was observed for the lowest-performing schools the year the extended school day was implemented. However, this increase did not exceed what would have been expected in the absence of the required increase in reading instruction.
Online Availability:	Download, view and print the report as a pdf file. (891KB)
Cover Date:	June 2016
Web Release:	June 16, 2016
Print Release:	June 16, 2016
Publication #:	REL 2016141 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Jessica Sidler Folsom, Yaacov Petscher, La’Tara Osborne-Lampkin, Stephan Cooley, Sarah Herrera, Mark Partridge, and Kevin Smith: Florida State University
Type of Product:	Making Connections
Keywords:	Elementary Education Performance Reading Students • at-risk
Questions:	For questions about the content of this Making Connections, please contact: Amy Johnson.