Using Expanded Learning Time to Turn Around A School

The Clarence R. Edwards Middle School in Boston offers a compelling example of how district-union collaboration around expanded learning time has improved student achievement. Using more learning time as a catalyst, Edwards teachers and students reduced the achievement gap with the state by 80 percent in ELA, by two-thirds in science, and 8th graders now exceed state proficiency rate by eight points in math. Low-income, special education, limited English proficiency, African American, and Latino students made extraordinary gains at the Edwards. Each subgroup now exceeds the state proficiency rate for that subgroup in math, and four of the five subgroups outperform that averages in ELA. In addition, students now benefit from a wide variety of enrichment activities, including instrumental music, dance, theater and much more. 

Presenters:

Ted Chambers, co-chair, professional issues committee, BTU
Ondrea Johnston, seventh-grade math teacher, Edwards Middle School
Ben Lummis, vice president, National Center on Time & Learning

Materials:

Clarence Edwards Middle School: A Case Study

Presentation

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Academic Leagues Video

Acceleration Academies Profile
Acceleration Academies Video