[Congressional Record Volume 154, Number 130 (Friday, August 1, 2008)]
[Senate]
[Pages S8039-S8040]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REID (for Mr. Kennedy (for himself, Mr. Bingaman, and Mr. 
        Sanders)):
  S. 3431. A bill to establish expanded learning time initiatives, and 
for other purposes; to the Committee on Health, Education, Labor, and 
Pensions.
  Mr. BINGAMAN. Mr. President, I rise today, along with Senators 
Kennedy and Sanders, to introduce the Time for Innovation Matters in 
Education, or TIME Act, of 2008. This bill would improve and expand 
students' instructional time, while ensuring rigorous standards, as a 
means to help close the academic achievement gap that exists for so 
many of our disadvantaged students.
  The fundamental principle underlying this bill is that the amount of 
instructional time provided by the vast majority of school calendars is 
simply inadequate for today's students and teachers. Teachers need more 
time to plan and deliver instruction, and students need more time for 
21st century learning.
  The demands on 21st century learners reflect the rapid increase in 
technological advances that we have all experienced in the last 30 or 
40 years. Twenty first century learning demands an increase in the 
rigor of mathematics and science education, and the acquisition of 
subject area knowledge in areas that simply did not exist years ago, 
such as computer literacy. These increased demands should not be met at 
the expense of ignoring other subjects such as social studies, art, and 
physical education. Yet, these other areas are often ignored to allow 
for time for some of the major academic subjects. That is the 
consequence of failing to match the gradual increase in educational 
demands with a corresponding increase in instructional time.
  Instead, here we are in the 21st century, continuing to adhere to a 
school calendar that was established over 100 years ago, and which was 
designed to accommodate a predominantly agricultural society. In nearly 
every State, the school calendar is based on approximately 180 or fewer 
instructional days, or on approximately 1000 instructional hours, per 
school year. This means that American students are spending fewer than 
20 percent of their waking hours in school.
  In the recent National Research Council report entitled, How People 
Learn, the authors comment on the importance of being realistic about 
the amount of time it takes to learn complex subject matter. Simply 
put, they note that ``significant learning takes major investments of 
time.'' The TIME Act is an initial investment that will provide 
teachers and students with the expanded opportunities they need to 
achieve high quality instruction and learning. We know that time needs 
are significant if our students are to achieve a 21st century 
education.
  Although all students are likely to benefit from expanded learning 
time, we must prioritize these opportunities for students who are most 
at risk for poor academic achievement. International reports like the 
PISA study demonstrate that although American students, as a group, 
have poor academic achievement relative to students in other 
industrialized nations, this disparity is most pronounced for students 
that are overrepresented among our Nation's poor. In fact, the 2006 
PISA report shows that achievement scores for White, non-Hispanic 
students meet or exceed average scores reported across participating 
nations, whereas the average scores for Black or Hispanic students are 
well below that average.
  Likewise, although research has demonstrated that all students are at 
risk for losing educational gains during the extended summer breaks 
that are currently the norm for most schools, children from low income 
households experience significantly greater achievement losses during 
summer breaks because they lack opportunities to attend the quality 
summer programs available to their less disadvantaged peers. Each year, 
this disparity contributes to the growing achievement gap. Researchers 
have shown us that these out-of-school experiences account for most of 
the achievement difference observed by 9th grade, which in turn 
influences when and whether students will graduate from high school and 
attend postsecondary school. Investing in more time during the school 
year can help to diminish these achievement gaps, improve graduation 
rates, and make a lasting difference in these students' lives.
  But effective expanded learning opportunities require more than just 
more time. The time must be well spent. Students must be appropriately 
engaged in their learning, and teachers must have the training and 
support to use the longer school time effectively. Researchers have 
identified that expanded learning time benefits teachers, by providing 
more opportunities for cooperative planning and more time to 
individualize instruction. Involved students and teachers are critical 
to successful expanded learning time programs, and both benefit from 
effective programming.
  States have begun to explore expanded learning programs, and have 
demonstrated their effectiveness. In Massachusetts, 10 schools 
converted their calendars to expand the mandatory number of school days 
and the number of hours within a school day. Outcomes include not only 
increased student achievement, but greater school satisfaction among 
parents, teachers, and students. In my own State of New Mexico, 
expanded learning initiatives have been pursued, in the form of longer 
school days or additional school days throughout the year. Early 
reports demonstrate increased achievement in math and reading, beyond 
grade-level expectations. Unfortunately, the funds available for these 
initiatives are limited to voluntary participation. We must make these 
programs become a regular part of the school day for all students and 
teachers, particularly those who are greatest risk for academic 
failure.
  Most districts and State educational agencies do not have the 
capacity or infrastructure to guide, support, and fund expanded 
learning day programs, but good models for turning around low-
performing schools do exist. Federal support can be used to build 
States' and schools' capacity based on evidence from such models.
  Towards this goal, the TIME Act will: provide incentives for States 
and local educational agencies to develop plans for research-based, 
sustainable, and replicable expanded learning programs, for high-
priority schools, with a focus on increasing rigorous and varied 
instructional opportunities for students and teachers; allow local 
educational agencies to determine appropriate objectives of their 
extended learning programs, such as increasing math and science scores 
for all students, enhance art or physical education, or increase 
academic English proficiency for English language learners; encourage 
States to take a leadership role and deliver technical assistance to 
schools that implement such programs; encourage schools to form 
partnerships with organizations that have successful track records in 
supporting or delivering effective expanded learning programs; and 
promote research on expanded learning program implementation, through 
local, State, and national data collection efforts. The results of 
these evaluations can inform best practices for future delivery of 
expanded learning models to additional schools.

  I would like to thank Chairman Kennedy for his leadership on this 
legislation, and for his ongoing commitment to enhancing educational 
opportunities for all Americans; particularly our most disadvantaged 
youths. Moreover, Senator Kennedy's State of Massachusetts is a leader 
in school-wide expanded learning initiatives. Massachusetts has 
demonstrated that expanded

[[Page S8040]]

learning enhances students' success, and it has done so in formerly 
struggling schools in some of the State's poorest school districts.
  The TIME Act expands upon these models of success by promoting 
similar initiatives across the country. I hope that this legislation 
will be incorporated into reauthorization of the Elementary and 
Secondary Education Act, and I urge my colleagues to support it.
  Like my colleagues Senator Kennedy and Sanders, I believe that all 
students deserve the time needed for a quality education. I also 
believe that all schools should expand well beyond their current 
limited calendar, especially if America is to maintain and increase its 
competitive edge in the global economy. We must invest in a systematic 
approach to improving schools so that every child graduates prepared 
for success. The TIME Act is an initial investment toward this goal.
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