Implementing the extended school day policy in Florida's 300 lowest performing elementary schools

Title:	Implementing the extended school day policy in Florida's 300 lowest performing elementary schools
Description:	Since 2014, Florida law has required the 300 elementary schools with the lowest reading performance to provide supplemental reading instruction through an extended school day. This study found that in 2014/15, on average, the lowest performing schools were smaller than other elementary schools and served higher proportions of racial/ethnic minority students and students eligible for the federal school lunch program. Schools reported using a variety of strategies to comply with the extended school day policy such as increasing reading instruction time each day, increasing staff, providing professional development for teachers, and providing instruction in the extra hour that differed from instruction during the rest of the day. Increased professional development and curricular and pedagogic changes were identified as indirect benefits of implementation.
Online Availability:	Download, view and print the report as a pdf file. (821KB)
Cover Date:	March 2017
Web Release:	March 28, 2017
Print Release:	March 28, 2017
Publication #:	REL 2017253 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Jessica Sidler Folsom, LaTara Osborne-Lampkin, Stephan Cooley, and Kevin Smith: Florida State University
Type of Product:	Making Connections
Keywords:	Elementary Education Performance Schools • characteristics of States
Questions:	For questions about the content of this Making Connections, please contact: Amy Johnson.