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The article presents the discussion on ongoing challenges breastfeeding teachers face in finding time and space to pump during the school day, despite recent federal legislation aimed at supporting such needs. Topics include difficulties teachers encounter in accessing pumping accommodations, the recent expansions in federal protections for breastfeeding workers; and the lack of compliance with these regulations in some schools.

The article reports that several millions of students who struggle to read at grade level as every school day bring feelings of anxiety, frustration, and shame. Topics include considered that to support students' social emotional needs alongside their reading instruction especially in later years and after 3rd grade, students are expected to switch from learning to read to reading to learn.

The article discusses the implementation of extended learning or additional days or longer days by many school districts in the U..S. as a part of the COVID-19 pandemic recovery strategies. Topics include Atlanta's extension of elementary students' school day by 30 minutes, Parents' unwillingness to favor the move due to logistical challenges of rearranging operations like bus routes, and the advantages of extended learning with innovative approaches for staff members.

The article reports on a research paper released by the American Educational Research Association in October 2022, which shows that beginning the school day earlier had no effects on elementary students and reveals a link between earlier times and a less increase in absences.

The article discusses the effects of extending school days and school years, with a particular focus on the authors' experiences in the Rochester, New York school system. The authors emphasize the importance of creating an alliance in support of changes to school schedules and creating contracts with the community organizations providing additional facilities and learning time. It is also suggested that schools should be able to apply for longer school days on a voluntary basis.

The article offers suggestions for designing high-impact tutoring. Topics include tutoring should take place at least three times per week for at least 30 minutes at a time for the full school year, tutoring should occur during the school day as a formal part of the schedule, and content should be curriculum-based, on grade level.

The article profiles the education system of Florida in 2014, focusing on the results of a reform initiative from 2012 requiring an extra hour of school instruction focused on reading and literacy instruction. Details are given outlining the history of the policy led by state senator David Simmons. The progress shown from the decision within the first year is described. Comments by educators and administrators are included on the impact of the policy in 2014.

The article discusses a debate between the Knowledge Is Power Program (KIPP) and the Baltimore, Maryland Teachers Union about teacher pay for extra hours. It reports that leaders of the KIPP charter schools organization expects to reach an agreement with the union about KIPP's aim to pay teachers less than the union's hourly rate for extended school days.

The article discusses the Brooklyn Generation School, a small public school in Brooklyn, New York, which makes innovative use of teaching schedules to allow teachers time to meet together, small class sizes, and significant professional development and vacation time for teachers. It notes that the schedule costs no more to operate than a traditional one. The plan was devised by Furman Brown, a former volunteer with the Teach for America organization, who runs the Generation Schools Network with a partner.

The article reports that the federal Head Start office is delaying a requirement for its grantees to offer a longer day and year for 4-year-olds. It states that In 2016, Head Start passed new performance standards toward operating hours that will require many of the federal preschool programs to offer a longer day and year to children within five years. The concern about funding and the costs of expanding Head Start operating hours is discussed.

The article discusses a plan for Durham, North Carolina high schools to have later start times in response to research on the impact of sleep on teenagers's bodies. Topics include the relation of sleep patterns to academic achievement, changes to adolescent sleep cycles in relation to student engagement and concentration, and the costs of changing start times. The impact of changes on family schedules is addressed.

The article looks at expanded school days and school years, with a particular focus on the benefits that expanded schedules provide to teachers. These include increased time for collaboration and professional development. The article references research by the author's nonprofit organization the National Center on Time & Learning. Topics include collective lesson-planning, curriculum standards, and professional learning communities (PLCs).

The article reports on a proposal to expand hours and program duration at center-based Head Starts early education programs. Particular focus is given to concerns about the proposal, which some providers say would necessitate cutting children from the program due to a lack of facilities and teachers. Details on federal funding for Head Start and on the benefits of full-day early education programs are presented. Proposed changes to the program's rules on parental engagement also discussed.

The article discusses proposed changes to the rules governing the U.S. early-childhood education and family services program known as Head Start. Particular focus is given to concerns over whether the program will be granted a budget that can support the proposed increases in hours per day and days per year. Details on a revision of the program's learning outcomes guidelines and on changes to requirements regarding parent involvement are presented.

The article presents a profile of Superintendent Mark D. Benigni of Meriden Public Schools of Meriden, Connecticut, highlighting his work as an example of successful educational leadership. Topics addressed include discussion of his expertise in promoting extended learning time, the importance of administration-teacher collaboration, and a list of several recommended leadership principles taken from his experience.

The article argues for steps that need to be taken to ensure Native Indian students are successful in education and beyond, such as education reforms that address failed U.S. federal policies and the creation of programs for parents of students. Unsuccessful efforts by tribes to supplement budget cuts in early-education programs, the shorting of school days in districts that serve Native students, and the U.S. federal government's trust responsibility to Native peoples are discussed.

The author compares historical U.S. education methods to those used in modern education by researching educational topics as presented in magazines. He addresses differences in respect for students and their choices, the ongoing debate over the length of the school day, and issues regarding society's respect for teachers.

The article discusses education reform in New York proposed by Governor Andrew Cuomo in his 2013 State of the State address, proposals based on the research findings of the New York Education Reform Commission. Topics include Cuomo's support for longer school days to increase learning time, the support of teachers' unions to his proposals according to Richard Iannuzzi of the New York State United Teachers organization, as well as reforms made to teacher evaluation systems.

The article reflects on the impact of summer vacation on students' learning and praises efforts by 11 school districts in the U.S. to increase the school day to expand learning time. Topics include schools' use of community-based educational programs to improve academic achievement, the lack of summer educational services for low-income students, as well as the ways in which summertime can reorient students' attitudes toward learning and school.

The author argues in favor of implementing expanded learning time (ELT) in U.S. education as a way of meeting expanded academic goals. They address the ability of ELT to engage students outside of a traditional school day or classroom environment. They explore concepts including changing the role of teachers, expanding collaboration between schools and the community, and reallocating resources to promote educational innovations.

The article discusses the reconstruction of school buildings in Joplin, Missouri after the destruction caused by the tornado on May 22, 2011. Assistant Superintendent Angie Besendorfer reports on changes to the school district, such as featuring architectural innovations, career sampling through program opportunities, and re-structuring the school day. Chad Greer, head architect at the firm Corner, Greer, and Associates, is in charge of the reconstruction, expected to be completed in 2014.

The article discusses expanded learning time (ELT) in U.S. education and profiles several schools that have implemented such initiatives in their schools in order to increase student academic achievement. Particular focus is paid to the STEM education-focused extended learning program at Roger Williams Middle School in Providence, Rhode Island. Topics including educational reform in the U.S., funding for ELT programs, and tutoring in schools are also discussed.

The article reports on efforts by officials in Chicago, Illinois, including Mayor Rahm Emanuel and schools CEO (Chief Executive Officer) Jean-Claude Brizard, to negotiate with the Chicago Teachers Union to lengthen the elementary school day by offering financial incentives to teachers.

The article covers a study which looked at how differences in sleep cycles between boys and girls inform the gender performance gap and found a connection between later school start times and improved academic performance.

In this article the author discusses aspects of whether or not lengthening the school day and year would help America's academic achievement. He is critical of U.S. Education Secretary Arne Duncan's complaint that summer vacation is a relic of an agrarian economy. Also investigated is what can be done to improve academic achievement such as addressing truancy, reducing the time teachers spend on classroom management, and reducing the time schools divert to social services.

The article presents the proposals of candidates for governor in U.S. states for improving public education. Among the issues discussed are: teacher pay and performance; teacher training and professional development; school district funding; changes to the length of the school day; and all-day kindergarten classes.

This article reports that ten public schools in Massachusetts are testing whether more learning time can boost academic performance and close the achievement gap between low-income students and their more affluent peers. Five cities--Boston, Cambridge, Malden, Fall River, and Worcester--launched a new schedule that extends the school day by as much as three hours. Adding time is especially critical in light of progress required by the federal No Child Left Behind Act.

The article discusses the changes in school timings in the U.S. high schools. The West Des Moines school board has adopted later school starting times for the Iowa district's high schools. A study conducted by researchers at Northwestern University has concluded that high school students perform better later in the day than early in the morning, and that most high school schedules contribute to sleep deprivation among students. A growing number of school districts have altered their starting times or plan to do so at the beginning of next school year. Administrators struggling with tight budgets say the altered schedules can lead to cost savings by forcing more efficient use of buses.

Rhode Island's top education official wants to extend the school day as a way to help close the achievement gap between students in low-income communities and their more affluent peers, as of January 28, 2004. The proposal by Commissioner of Education Peter McWalters to raise the statewide minimum school day for students to seven hours in primary and secondary schools was slated for debate at a series of public hearings starting this week. In upper-income Barring-ton, for example, hours each day, while in Providence, the state's biggest and poorest district the elementary school day. The plan has prompted skepticism among teachers' groups and district leaders.

Looks at how school superintendents use 'coach speak' to reassure the public that everything is well within the school system. The assertion that, unlike coaches, superintendents have to act as if the reassurance is all that is needed; The view that, within school systems, it is difficult to address organizational shortcomings and to deal with personnel problems; What issues arose when superintendents were asked to speak in no-attribution discussion groups; How these superintendents felt about this issue of doing different things for disadvantaged students than for middle-class students; Thoughts about reading, longer school days and at-risk kids.

The article looks at a U.S. Centers for Disease Control (CDC) report offering information on high-school start times in the U.S., calling for high schools to start later in order to facilitate teenagers getting enough sleep, and outlining problems which inadequate sleep contributes to.

The article discusses the guide "Supporting Student Success Through Time and Technology," which studied the impact of blended learning and longer school days in the U.S. Topics discussed include the completion of the report by the U.S. National Center on Time & Learning (NCTL) and its director of effective practices Roy Chan, the use of technology in the classroom, and the impact of blended learning and longer school days on student discipline.

The article provides educational forecasting in response to the January 2014 approval of longer school days in Boston, Massachusetts. The article suggests that other school districts in the region are likely to follow Boston's example. Information is then given describing the challenges of negotiating teacher pay in relation to the extended hours of work. Conclusions are also provided asserting the receptive attitudes of teachers to extended hours for the students' benefit.

The article covers "Expanded Learning Time: A Summary of Findings From Case Studies in Four States," a study which examined the effects of extending the school day on academic achievement.

The article reports that the Boston Teachers Union has voted in favor of a proposal to increase the length of the school day by 40 minutes for elementary and middle school students in the city of Boston, Massachusetts in an effort to improve academic achievement.

The article reports that a plan from the Fairfax County, Virginia school district to delay the start time of high school and middle school classes by as much as a half hour beginning in 2015-2016 will cost approximately $5 million.

The article reports that 18 students from seven low-performing schools in California, represented by the law firm Public Counsel and the ACLU (American Civil Liberties Union) Foundation of Southern California, have filed a class action law suit against the state claiming they have received insufficient instructional time.

The article provides information originally published on the publication's website regarding a May 2014 report by the U.S. Education Commission of the States that calls for later school start times for the sake of adolescent health.

The article looks at how many U.S. school districts are considering making up lost instruction time due to weather-related cancellations during the 2013-2014 school year, noting that Michigan has proposed increasing school days, New Jersey is opting for virtual school days, and South Carolina is forgiving up to five school days.

The article discusses a report released by the educational association National Center on Time & Learning regarding the use of extended-learning time in schools for arts education, and mentions the report's profiling of schools that serve low-income students.

The article discusses the experimental school day extension program for sixth graders in New York City in 2013, which was developed to improve literacy for middle school students, will be run by the nonprofit group The After-School Corp., and which was financed by the city council and private donations.

The article discusses the report "More and Better Learning: Year One Report on ExpandED Learning" on the effect of longer school days on elementary and middle school students' mathematics achievement, based on a pilot program developed by The After-School Corp. (TASC).

The article discusses a 2013 educational research symposium on sleep deprivation for teenagers and its impact on health, behavior, and academic achievement, organized in Maryland by the Lloyd Society and the Start School Later advocacy group. Topics include comments about adolescent sleep cycles by sleep medicine researcher Dr. Judith Owens, the impact of early school day starts, as well as the psychological aspects of sleep deprivation. Also discussed is research by economist Finley Edwards.

The article presents a paper titled "Do Schools Begin Too Early?" done by researchers at Colby College in Waterville, Maine that linked later school start times to better math and reading scores for middle school students in the Wake County public school system in North Carolina.

The article reports on a plan by the school district of Chicago, Illinois to provide grant money to schools within the district as an incentive for teachers and administrators to develop innovative ways of scheduling activities for their extended school day schedules.

The article provides comments from Massachusetts State Commissioner of Education Mitchell D. Chester regarding the state's plan to reform the school calendar and school day schedule for public schools in the city of Lawrence as part of the state's program to improve the quality of the schools.