Can Increased Class Time Close the Achievement Gap?

Assistant Professor of Sociology Daniel Long responded with skepticism to a new pilot program in Connecticut and four other states that will increase the amount of time children spend in school. In an op-ed in The Hartford Courant, Long writes that past experiments with increased learning time have shown mixed results and are an expensive, unproven way to improve student learning and narrow the achievement gap. At a time when Connecticut school districts face increasingly tight budgets, the state should focus on reform efforts backed by research.

Long also participated in a discussion on the impact of increased class time on learning outcomes on WNPR’s “Where We Live.”