It’s Friday already on this short work week. Here is a recap of the week’s expanding learning time (ELT) news:

This week was Engineering Week! #Eweek is a great time to reinforce the need for teaching STEM in schools. Students now spend 1/3 less time learning science compared to a decade ago and in the year 2020 the U.S. is projected to have more than 2.8 million STEM jobs available. With more time, schools can teach all the critical subjects, including English/Language Arts, Mathematics, Science, Technology, and Engineering – school leaders do not have to choose.  Read how five schools have built STEM in their expanded-time schedules.

A new study, released last week by the Stanford Center for Opportunity Policy in Education (SCOPE), looks closely at four schools that are achieving positive outcomes for low-income students of color. The Stanford findings provide independent evidence that deeper learning strategies and student-centered practices increase academic achievement. With more time in the schedule teachers are able to assess student data and build individualized strategies to help each student excel and provide extra help in needed areas. More time in a school schedule also allows schools to create personalized learning environments for students to develop 21st century skills such as critical thinking, problem solving, and collaboration.

The winter weather across the U.S. continues to be a huge dilemma for schools to figure out how to make up the lost learning time. Many district and school leaders are still determining  how they will add more time to the school day or year in order to account for the missed time.  The Atlanta Journal Constitution has written about snow days and their potential negative impact on student achievement.