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Extended Learning Time and Student Accountability: Assessing Outcomes and Options for Elementary and Middle Grades

Department of Educational Administration at Michigan State University

Melissa Roderick

School of Social Sciences Administration, University of Chicago

Sophie C. Degener

Harvard University Graduate School of Education

This article considers the relative impacts of student accountability policies and extended learning programs on the achievement gains of elementary and middle grade students. It shares qualitative and quantitative analyses of an extended learning time initiative implemented in conjunction with a high-stakes testing and retention policy. The influences of the extended learning initiative on students, teachers, and school organizations are described, and the achievement effects associated with the initiative are compared to those associated with the retention policy. Findings are interpreted in light of demands made by the No Child Left Behind Act and the concerns of policy makers and administrators as to how best to employ incentives, sanctions, and/or supplemental supports to promote student and school achievement. In closing, researchers are invited to pursue work that uncovers the specific effects of these strategies among particular students and learning contexts.

Key Words: extended learning • retention • policy

Educational Administration Quarterly, Vol. 41, No. 2, 195-236 (2005)
DOI: 10.1177/0013161X04269864


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