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--- | --- |\n\nAbout the George W. Bush Institute:  \nHoused within the George W. Bush Presidential Center, the George W. Bush Institute is an action-oriented, nonpartisan, policy organization with the mission of developing leaders, advancing policy, and taking action to solve today’s most pressing challenges. Through three Impact Centers—Domestic Excellence, Global Leadership, and an Engagement Agenda—the Bush Institute delivers measurable results that save and improve lives.  \nTo learn more, [visit www.BushCenter.org](visit www.BushCenter.org).  \nCover: [https://deeperlearning4all.org/wp-content/uploads/2020/11/AMERICANED_MIDDLETOWN_107-1200x800.jpg](https://deeperlearning4all.org/wp-content/uploads/2020/11/AMERICANED_MIDDLETOWN_107-1200x800.jpg)  \nRE IMAGINING SCHOOL : RETHINK THE SCHOOL DAY AND YEAR TO BETTER SERVE STUDENTS AND FAMILIES  \nHolly Ku z mich  \nExecutive Director of the George W. Bush Institute  \nDespite warnings that the school schedule that has been around for more than 100 years is not optimal for serving students’ needs, little has changed. The needs of kids and families look very different today than they did 50 years ago. One-size-fits-all prescriptions do not meet the needs of a diverse student population. Rethinking the school schedule could address these issues. This can be accomplished by proactively surveying parents to understand who schools are serving and what their specific needs are, examining state laws and regulations that sometimes make more flexible scheduling impossible, reimagining how time is used within the hours that kids are in school, and using existing funding streams, such as Title I, to support innovative school schedules.  \nOur recommendations:  \n• THE EDUCATION COMMUNITY NEEDS TO BETTER UNDERSTAND THE NEEDS OF FAMILIES  \n• STATES SHOULD MAKE MORE FLEXIBLE SCHEDULING POSSIBLE  \n• SCHOOLS SHOULD RETHINK THEIR ROLES IN COMMUNITIES  \n• FUNDING STREAMS CAN BE USED TO SUPPORT INNOVATIVE SCHOOL SCHEDULES  \nCOVID-19 is laying bare two realities in education: Schools are not making the most of the time they have with students, and the school calendar is not friendly to working families. We have been warned about these issues for several decades, but the pandemic has brought them to the forefront in a way that we would not have seen in an otherwise regular school year. This is the moment to imagine and move toward a new vision of school that rethinks how schools use time.  \nSchool calendars across the country average out to approximately 180 days per year and between six and a half and seven hours of school per day. Most school schedules provide long summer breaks, to the point that it has become a cultural norm. The tourism and summer camp industries flex their muscles to keep it that way as well.  \nIn 1983, when A Nation at Risk: The Imperative for Educational Reform was released, researchers questioned instructional time in American schools compared with other countries. The report recommended districts look at modifying their traditional school schedules to increase student achievement. Thirty-eight years later, there is little to show for it.  \nMeanwhile, our students are lagging academically. According to the Nation’s Report Card, only 35% of fourth graders were proficient in reading and only 41% were proficient  in math on the 2019 assessment, and achievement gaps remain. Kids not on grade level often need more instructional time. And kids often lose ground academically over the summer—often referred to as the “summer slide” —which is an even more significant issue right now because of the pandemic’s effect on school schedules.  \nLow-income families bear the brunt of this challenge. When students are behind, higherincome families fill the gaps with tutors and additional classes after school and during the summer. They can also provide other extracurricular activities that support their kids","cbCairsZVDvtwiVE","https://ap.wps.com/l/cbCairsZVDvtwiVE","pdf",263688,"English","# Executive Director and Context\n## Mission and Overview\n# Why the Current Schedule Fails\n## Misalignment with Student Needs\n## Academic Lag and Summer Slide\n# Equity and Family Burden\n## Low-Income Families and Enrichment Gaps\n## Childcare Constraints During COVID-19\n# Working Parents and Calendar Mismatch\n## Employment Trends\n## Practical Challenges After School Ends\n# Recommendations\n## Understanding Family Needs\n## State Flexibility and School Roles\n## Funding for Innovation","[{\"question\":\"What problem does the report identify with the traditional school schedule?\",\"answer\":\"It argues that a schedule unchanged for more than 100 years is not optimal for serving students’ needs and does not reflect how kids and families differ today.\"},{\"question\":\"How does the report describe the “summer slide” and its impact?\",\"answer\":\"It states that students often lose ground academically over the summer, and that this issue is intensified by the effects of the pandemic on school schedules.\"},{\"question\":\"What recommendations does the report make to support more effective scheduling?\",\"answer\":\"It recommends surveying parents to understand needs, making state laws and regulations more flexible, reimagining how school time is used, and using existing funding streams such as Title I to support innovative schedules.\"}]","Reimagining School - Rethink the School Day and Year to Better Serve Students and Families | PDF",1792051704,15]