States and school districts nationwide are moving to lengthen the day at struggling schools, spurred by grim test results suggesting that more than 10,000 schools are likely to be declared failing under federal law next year.
In Massachusetts, in the forefront of the movement, Gov. Deval L. Patrick is allocating $6.5 million this year for longer days and can barely keep pace with demand: 84 schools have expressed interest.
Gov. Eliot Spitzer of New York has proposed an extended day as one of five options for his state’s troubled schools, part of a $7 billion increase in spending on education over the next four years — apart from the 37 minutes of extra tutoring that children in some city schools already receive four times a week.
“In 15 years, I’d be very surprised if the old school calendar still dominates in urban settings,” said Mark Roosevelt, superintendent of schools in Pittsburgh, which has added 45 minutes a day at eight of its lowest-performing schools and 10 more days to their academic year.
But the movement, which has expanded the day in some schools by as little as 30 minutes or as much as two hours, has many critics: among administrators, who worry about the cost; among teachers, whose unions say they work hard enough as it is, and have sought more pay and renegotiation of contracts; and among parents, who say their children spend enough time in school already.
Still others question the equity of moving toward a system where students at low-performing, often urban, schools get more teaching than students at other schools.
And of all the steps school districts take to try to improve student achievement, lengthening the day is generally the costliest — an extra $1,300 a student annually here in Massachusetts — and difficult to sustain.
The idea of a longer day was first promoted in charter schools — public schools that are tax-supported but independently run.
Pressed by the demands of the law, school officials who support longer days say that much of the regular day must concentrate on test preparation. With extra hours, they say, they can devote more time to test readiness, if needed, and teach subjects that have increasingly been dropped from the curriculum, like history, art, drama.
“As people are starting to really sweat, they’ve increasingly started to think really hard about ‘are we giving them enough time?’ ”
Still, some educators question whether keeping children in school longer will improve their performance. A recent report by the Education Sector, a centrist nonprofit research group, found that unless the time students are engaged in active learning — mastering academic subjects — is increased, adding hours alone may not do much.
Money also has proved a big obstacle.
Given that expense, New Mexico is acting surgically. The state is spending $2.3 million to extend the day for about 2,100 children in four districts who failed state achievement tests. The money, $1,000 a student, goes for an extra hour of school a day for those children, time they spend on tutorials tailored to their weaknesses in math or reading.
Many parents in Fall River said they were pleased by the commitment a longer schedule signaled, reasoning that more hours meant more chances for their children to succeed.
Some parents in this working-class community, like John Chaves, father of a seventh-grader, Mindy, said they supported more time at school simply because so few are home earlier to welcome their children. “We’re never home at the time that they’re home, so at least we know where our kids are,” Mr. Chaves said.
In Massachusetts, in the forefront of the movement, Gov. Deval L. Patrick is allocating $6.5 million this year for longer days and can barely keep pace with demand: 84 schools have expressed interest.
Gov. Eliot Spitzer of New York has proposed an extended day as one of five options for his state’s troubled schools, part of a $7 billion increase in spending on education over the next four years — apart from the 37 minutes of extra tutoring that children in some city schools already receive four times a week.
“In 15 years, I’d be very surprised if the old school calendar still dominates in urban settings,” said Mark Roosevelt, superintendent of schools in Pittsburgh, which has added 45 minutes a day at eight of its lowest-performing schools and 10 more days to their academic year.
But the movement, which has expanded the day in some schools by as little as 30 minutes or as much as two hours, has many critics: among administrators, who worry about the cost; among teachers, whose unions say they work hard enough as it is, and have sought more pay and renegotiation of contracts; and among parents, who say their children spend enough time in school already.
Still others question the equity of moving toward a system where students at low-performing, often urban, schools get more teaching than students at other schools.
And of all the steps school districts take to try to improve student achievement, lengthening the day is generally the costliest — an extra $1,300 a student annually here in Massachusetts — and difficult to sustain.
The idea of a longer day was first promoted in charter schools — public schools that are tax-supported but independently run.
Pressed by the demands of the law, school officials who support longer days say that much of the regular day must concentrate on test preparation. With extra hours, they say, they can devote more time to test readiness, if needed, and teach subjects that have increasingly been dropped from the curriculum, like history, art, drama.
“As people are starting to really sweat, they’ve increasingly started to think really hard about ‘are we giving them enough time?’ ”
Still, some educators question whether keeping children in school longer will improve their performance. A recent report by the Education Sector, a centrist nonprofit research group, found that unless the time students are engaged in active learning — mastering academic subjects — is increased, adding hours alone may not do much.
Money also has proved a big obstacle.
Given that expense, New Mexico is acting surgically. The state is spending $2.3 million to extend the day for about 2,100 children in four districts who failed state achievement tests. The money, $1,000 a student, goes for an extra hour of school a day for those children, time they spend on tutorials tailored to their weaknesses in math or reading.
Many parents in Fall River said they were pleased by the commitment a longer schedule signaled, reasoning that more hours meant more chances for their children to succeed.
Some parents in this working-class community, like John Chaves, father of a seventh-grader, Mindy, said they supported more time at school simply because so few are home earlier to welcome their children. “We’re never home at the time that they’re home, so at least we know where our kids are,” Mr. Chaves said.
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