Extended Classroom Time: A Must in Bettering Education

If it is true that the United States of America is to be considered the land of opportunity, then one must be able to prove that children are provided such chances. By making secondary education mandatory, the government ensures that each child is given the chance to become educated. If we are doing everything we can to provide for students in the classroom, then these educated children presumably have the skill and preparation necessary to enter the real world and earn enough for a descent lifestyle. But how does one show that each child is given an equal shot? It is obvious that some schools are more equipped when it comes to educating children (usually private schools or magnet schools that have efficient funding). For schools that are less equipped, it is time that new solutions are sought out so that all schools may provide the best education for their students. Sure, new solutions are going to cost, but the children are the future of the country; it would be wise to ensure that they are on the right path. Valuing education and working toward providing the best education possible would no doubt benefit our country as a whole. So what is a good solution? One recent suggestion is the desire to extend the time students are in school. An article in the Washington Post entitled "Finding Time for Success" exhibits both sides of the argument for requiring students to remain in classrooms for longer periods of time throughout the week. On first glance, this proposed solution that if children were in school longer, they would learn more appears on the surface to suffice. However, there are several counter arguments that point to the fact that this solution is not just a quick fix and that there are several deeper issues at hand. Although these counter arguments are strong, the benefits of a longer school day clearly outweigh the costs and help in providing that equal opportunity children are promised by the government.

This idea is not a novelty--it has been thrown around for the last ten years--but the pressure is finally being applied so that these ideas may become realities. One foundation, Massachusetts 2020, published a forty-page report to support the claim that extended classroom time really is a necessity. The report, published in fall 2005, lays out case studies whose results demonstrate the claim that extended classroom time is effective. The authors argue that 180 six-hour days "is a vestige of nineteenth-century agrarian econonmy. It is not designed to meet the education demands of the Information Age." What the foundation hopes to achieve is more on time task, depth and breadth, greater opportunities for planning and personal development, greater opportunities for enrichment and experiential learning, and stronger adult-child relationships. All which I think most can agree are important. Still, there are critics with many valid counter arguments.

One obvious problem that arises when it comes to longer days in the classroom is the work set out in getting teachers to agree to more working hours. An article was recently published by Dan Baer in regards to the Lynn Teacher's Union rejecting a longer school day. The Department of Education that granted the Ford Elementary School over one million dollars was not able to reach an agreement with the union. While it is true that teachers need to be adequately compensated for the outstanding work, they must remember that the real victims are the children who are being deprived of the best education possible. No one can dispute that teaching is not easy, and now with programs like Teach for America, there are better incentives for individuals to teach. Teach for America is a program that only holds teachers accountable for two years worth of teaching with the hope that a small commitment will help to eliminate burn out. Because teaching is not a glamorous job here in America, it is imperative that members of society feel an obligation to act selflessly and better the education system. They should recognize what a privilege it was that they were able to attend college and in return, provide that same opportunity for others.


Another strong argument that extended classroom time is not worth the effort or money is that substance, not time, is the real problem. What good does it do to have the students at school longer if the curriculum is not effective? While this question makes a good point--having children sit in a classroom not really doing anything certainly will not better their education--aruguing that we need to focus on a strong, effective curriculum should not undermine the argument that children should be in school for a longer period of time. Of course it is fair to argue that a strong curriculum is important; it may be the most important element of an effective school. However, it is just as fair to argue that a stronger curriculum as well as a larger curriculum is a much better solution. Studies show that if teachers are in the working environment longer, they are more likely to produce better work, so extending the school day could ideally take care of both issues.

America is on the right path in requiring children to attend school, but we need to go a step further. Students needs lots of attention in all areas--not only inacademics, but in physical, health, and sex education as well. Local, state, and government officials needs to follow through when it says all children have a chance to elevate themselves and rise up in society. More programming just seems like a clear given in doing so. Whatever needs to be done so that teachers can realize this importance and students can reap the benefits can wait no longer. Extending the length of the day is crucial for this country to provide the best education possible.