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Instructional Time

“Findings suggest that there are positive correlations between:...Academic learning time and student achievement. This relationship demonstrated the strongest positive correlation and was statistically significant. The greater the academic learning time, the greater the student achievement.” Cotton, K. (1989-1990) "Educational Time Factors"

Essential Program Component Two

Instructional time (adherence to instructional minutes for English/Reading/Language Arts and Mathematics (K-8) and high school access to standards-aligned core courses) State Definition: Elementary School Level: The school/district complies with and monitors implementation of instructional time for the adopted core programs for reading/language arts, reading intervention, core mathematics, as well as provides additional time for students needing mathematics intervention. This time should be given priority and be protected from interruptions. Middle School Level: The school/district complies with and monitors implementation of instructional time for the adopted programs for core English/reading/language arts, reading intervention, core mathematics, as well as provides additional time for students needing mathematics intervention. This time should be given priority and be protected from interruptions. High School Level: The school's master schedule and English/reading/language arts and mathematics course pacing schedules reflect effective use of instructional time and provide all students access to English/reading/language arts, reading interventions, mathematics, Pre-Algebra, and Algebra I courses and instruction needed to master the required skills to pass the related components on the California High School Exit Examination (CAHSEE). more information

Related Information: Current Instructional Time recommendations, California Frameworks guidance, and other relevant information by content area: