It is best for students to spend more time in the classroom and engaged in learning. This is why MPS has added nine school days and increased the length of the school day over the past several years. When combined with other key strategies developed at school, research shows that additional time for students and teachers can help improve academic performance.
The Association of Metropolitan School Districts reports that:
[In 2010] researchers Dave Marcotte and Benjamin Hansen estimated that an additional 10 days of instruction resulted in an increase in student performance on state math assessments of just under 0.2 standard deviations. The Marcotte and Hansen study showed that additional instructional days have the most significant impact on student achievement when compared with other variables such as grade retention, teacher effectiveness and class size. The Marcotte and Hansen study also looked specifically at Minnesota’s experience in moving state assessments to later in the year over the time period between 2002 and 2005. During that time period, Minnesota’s third-graders exhibited substantial improvements on their math assessments. Overall, scale scores increased by 0.4 standard deviations from 2001-02 to 2004-05. The study showed that a large portion of the increased test scores was attributable to the expansion of instructional time prior to the test date.