Instructional Time Shifts to the 3Rs
Key Findings on instructional time since the No Child Left Behind Act in 2002 include:
- The shifts in instructional time toward English language arts (ELA) and mathematics and away from other subjects were relatively large in a majority of school districts that made these types of increases and decreases. Districts that increased instructional time for ELA and/or math did so by 43%, on average. Districts that also reduced instructional time in other subjects reported total reductions of 32%, on average.
- Eight out of ten districts that reported increasing time for ELA did so by at least 75 minutes per week, and more than half (54%) did so by 150 minutes or more per week. Among districts that reported adding time for math, 63% added at least 75 minutes per week, and 19% added 150 minutes or more per week.
- Most districts that increased time for ELA or math also reported substantial cuts in time for other subjects or periods, including social studies, science, art and music, physical education, recess, or lunch.
- Among the districts that reported both increasing time for ELA or math and reducing time in other subjects, 72%indicated that they reduced time by a total of at least 75 minutes per week for one or more of these other subjects. For example, more than half (53%) of these districts cut instructional time by at least 75 minutes per week in social studies, and the same percentage (53%) cut time by at least 75 minutes per week in science.
The report takes a closer look at the shifts in instructional time first reported by the Center on Education Policy in July 2007, Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era. The most recent report is based on data from 2006-07.
Source: Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects
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