Policy Statement on Extended Learning
Executive Summary of Policy Statement on Extended Learning

High-quality extended learning and development opportunities can positively impact student achievement and other developmental outcomes. This policy statement advances a broad vision of extended learning opportunities (ELOs) that includes diverse strategies designed to extend and expand the time that our nation’s children and youth spend engaged in enriching learning experiences. The statement posits that ELOs are one vital component within a range of supports and services that should be part of a highly effective system of education. Moreover, it advances the notion that high-quality ELOs are a vehicle for rethinking the time and learning continuum; a necessary element in ensuring that all students have sufficient time to develop the 21st century skills and competencies essential for lifelong success.

The policy statement affirms the critical role that state education agencies play in implementing, sustaining, and ensuring student access to high-quality extended learning opportunities and includes a diverse range of policy recommendations that are intended to advance state-level discussions focused on increasing and improving student access to high-quality extended learning opportunities outside of the regular school day.

Using NCLB Funds to Support Extended Learning Time: Opportunities for Afterschool Programs.

This strategy brief describes how six major funding streams included in the No Child Left Behind Act (NCLB) can support extended learning opportunities. The brief provides important context for those seeking to access these funding streams, and includes a discussion of strategies, considerations and tips for accessing each source. This publication is the product of a collaborative effort between the Council of Chief State School Officers and the Finance Project and was made possible through the generous support of the Charles Stewart Mott Foundation.



Summer Learning Opportunities in High-Poverty Schools

This publication describes five summer learning programs, based in high-poverty schools, that have contributed to improved student achievement. The schools profiled include Charles R. Drew Elementary School, Gary Community School Corporation; East Silver Spring Elementary, Montgomery County Public Schools; John B. McFerran Preparatory Academy; Jefferson County Public Schools; Tarrallton Elementary School, Norfolk Public Schools; and Weil Technology Institute, Pittsburgh Public Schools. The profiles examine program goals, structure and content, professional development, funding and sustainability, student outcomes, challenges to implementation, and successes. The report also synthesizes best practices in implementing summer learning opportunities.


Extended Learning Opportunities in Fostering Academic Achievement: Selected School Profiles

The five profiles below developed out of the Council's extensive research on extended learning programs in high-performing, high poverty schools. Individual school information is based on survey data, school performance reports, site visits, and academic achievement data from the Education Trust report, Dispelling the Myth: High Poverty Schools Exceeding Expectations. The profiles examine program origins and goals, linking the extended learning program to the school day, funding and sustainability, challenges to implementation, and successes.

• Albert E. Meyzeek Middle School, Louisville, Kentucky
• Forest Heights Elementary School, Oxon Hill, Maryland
• Hostos Lincoln Academy of Science, Bronx, New York
• Pass Christian Elementary School, Pass Christian, Mississippi
• Public School 150, Queens, New York
  

Survey of Extended Learning & Development Programs (2002)

View the results of  the Council of Chief State School Officers' suvey of 47 high-poverty schools that were either high performing or had shown significant improvement in student academic achievement.  The results of the survey are categorized here according to background information, program goals and results, staff and administration, the role of the community and program evaluation. 


Characteristics of Effective Extended Learning Programs
NSACA Conference, Memphis, TN,  March 7-9, 2002 (PowerPoint Presentation)


Extended Learning Initiatives: Opportunities and Implementation Challenges (2000) Free Publication

This publication describes six state-sponsored extended learning initiatives from California, Illinois, Kentucky, Massachusetts, Minnesota, and Texas. Data were collected and compiled into state profiles using a comprehensive survey instrument. Each profile contains information about major program components and background data, eligibility and application requirements, description of target population and funded extended time projects, student outcomes and program evaluation, and lessons learned. Contact information and Web site data for each state profile also are provided. Limited copies available.

Extended Learning Opportunities: A Statement of the Council of Chief State School Officers (2000) Free Publication

As part of its 1999 priority, Students Continually Learning, CCSSO gave special focus to the provision of extended learning opportunities. This brief statement summarizes some key developments in the states and describes CCSSO's goal of expanding state efforts for extended learning, particularly in low-performing schools.