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A qualitative study on Hawaii's use of Race to the Top funding on extended learning time in a Zone of School Innovation

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A qualitative study on Hawaii's use of Race to the Top funding on extended learning time in a Zone of School Innovation

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Content Running head: HAWAII’S USE OF RTTT FUNDING ON EXTENDED LEARNING TIME

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A QUALITATIVE STUDY ON HAWAII’S USE OF RACE TO THE TOP FUNDING ON
EXTENDED LEARNING TIME IN A ZONE OF SCHOOL INNOVATION

by

Dana Tanigawa

________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2017

Copyright 2017 Dana Tanigawa

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DEDICATION
This dissertation is dedicated to my family who continue to support me in all I do. When
I dream they dream with me. To my mom, thank you for showing me anything is possible. To
my dad, your never-ending perseverance shows me how to get things done. To my sister, whose
attitude makes me strive to be better. My `ohana and friends have been an amazing support
system. They have encouraged and provided me guidance throughout this journey.

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ACKNOWLEDGEMENTS
I would like to express my appreciation to my chair, Dr. Lawrence Picus as well as the
rest of my committee, Dr. Monique Datta and Dr. Alan Green. Thank you for your support. I
would also like to acknowledge my Hawaii cohort. It has been an incredible experience to learn
and grow along with everyone. Thank you to Keolani, Kammie, Lokelani, and Leslie for sharing
your mana`o and expanding mine.

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TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 6
Abstract 7
Chapter 1: Overview of the Study 8
Background of the Problem 10
Statement of the Problem 16
Purpose of the Study 17
Research Questions 17
Significance of the Study 17
Limitations and Delimitations 18
Definition of Terms 18
Organization of the Dissertation 20
Chapter 2: Literature Review 21
Conceptual Framework 21
Hawaii’s Education System and Race to the Top 24
Extended Learning Time 32
Summary 46
Chapter 3: Methodology 48
Methodology 49
Sample and Population 50
Instrumentation 52
Reliability, Validity, and Ethics 54
Data Collection 54
Data Analysis 56
Summary 57
Chapter 4: Findings 58
Study Sites 58
Study Participants 61
Extended Learning Time Structure 63
Research Question 1 66
Research Question 2 77
What Happened After Race to the Top Ended 87
Conclusion 88

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Chapter 5: Summary, Conclusion, and Implications 90
Discussion of Findings 90
Limitations 99
Delimitations 99
Implications for Practice 100
Future Research 101
Conclusion 102
References 104
Appendices 112
Appendix A: IRB Approval 112
Appendix B: Recruitment Letter 113
Appendix C: Informational Letter 114
Appendix D: Teacher Interview Protocol 117
Appendix E: Principal Interview Protocol 120
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LIST OF TABLES
Table 1. Sample School Information 51
Table 2. Sample School Staff Information 52
Table 3. Study Participants and Role at School 62
Table 4. Schools’ Use of Extended Learning Time during 2012-13 School Year 66
Table 5. ZSI Schools Instructional Practice Changes Based on Five of Odden and 77
Picus’s (2014) School Strategies for Improving Student Learning
Table 6. Resource Allocation Pattern Changes Based on Five of Odden and 86
Picus’s (2014) School Strategies for Improving Student Learning

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ABSTRACT
This study applied strategies to understand what practices and resources schools used to improve
student learning during extended learning time (ELT). The five strategies included: (1) Setting
ambitious goals, (2) Adopting effective instructional and curricular programs, (3) Engaging in
data-based decision making, (4) Implementing a systemic professional development program,
and (5) Providing extra help for student. The purpose of this study was to understand the
implementation of ELT in schools in a Zone of School Innovation (ZSI) and non-ZSI schools to
determine what changes in instructional practices were enacted in ZSI schools and how resource
allocation patterns changed and were compared to non-ZSI elementary schools with similar
demographics to do a match pair analysis. Data was collected by interviewing the principal and
teachers at two ZSI schools and two non-ZSI schools to determine how the strategies were used.
The findings revealed that schools did not use the strategies to support ELT. Schools did not
have a structured ELT program to provide academic improvement for students. This study shows
the importance for creating a structured ELT program with a clear focus, structured with goals,
intentional curriculum, collecting and making decisions based on data and providing professional
development for administration and staff who work with students.

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CHAPTER 1
OVERVIEW OF THE STUDY
The Hawaii Department of Education (HIDOE) aims to develop the best students to
succeed in the 21st century (State of Hawaii Department of Education [HIDOE], 2012). The
department does this by addressing different components to create well-rounded students. The
HIDOE’s mission states:
We serve our community by developing the academic achievement, character, and social-
emotional well-being of our students to its fullest potential. We work with partners,
families, and communities to ensure that all students reach their aspirations from early
learning through college, career, and citizenship. (HIDOE, 2012, p. 7)
The department values a commitment to equity and excellence, meaningful learning, caring
relationships and a connection to community, family and the land in order to help reach its
mission (HIDOE, 2012).
To help achieve its mission, the department created a strategic plan. The 2011-2018
strategic plan was created to build the foundations for students in order to have a bright and
promising future (HIDOE, 2012). The department’s strategic plan focuses on three main goals to
achieve its mission. These include student success, staff success, and successful systems of
support. This study focused on student success and the promotion of academic excellence, as
goals the state believed could be achieved by providing a curriculum that covers the range and
depth of knowledge students should know and by providing experiences related to that their
learning (HIDOE, 2012).
Hawaii had many challenges to improving its education system. Seventeen percent of
Hawaii public schools had been identified as rural and 42% of those schools were considered
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remote (U.S. Department of Education [USDOE], 2010). The student population spans “racial,
ethnic, socioeconomic, and linguistic diversity” (USDOE, 2010, p. 4). Fifty one percent of the
student population was eligible for free-or-reduced lunch (USDOE, 2010). Another unique
challenge the state faced related to Native Hawaiians issues. Native Hawaiians made up the
largest ethnic group in Hawaii schools with 28% of the student population (USDOE, 2010) but
contributed to the lowest test scores and graduation rates, overrepresentation in special
education, subsidized lunch program, retention and absenteeism (Kanaiaupuni & Ishibashi,
2003). In addition, the state of Hawaii’s education system was the only state to be controlled
under one State Education Agency, which was also the Local Education Agency. These
challenges presented the State of Hawaii with an opportunity to address these issues to progress
and achieve its mission.
To address the challenges in the Hawaii education system, the Hawaii Department of
Education applied for the Race to the Top (RTTT) grant. The department solidified its intent to
reform Hawaii’s education by aligning the goals within RTTT to its strategic plan. RTTT was a
federal program intended as an incentive to get states to willingly reform education. McGuinn
(2012) shared the three priorities for RTTT of Joanne Weiss, U.S. Department of Education Race
to the Top director, as: shifting the federal government’s role to focus on outcomes; providing
incentives to motivate state reform; and building capacity and innovations at the state level.
The focus of this study concentrates on turning around low-performing schools. One of
the strategies implemented in the State’s Race to the Top plan involved implementing Zones of
School Innovations (ZSI), which identified schools that consistently showed low student
achievement (USDOE, 2010). Another strategy provided incentives to ZSI teachers who
implemented extended learning time (USDOE, 2010). This study focused on how ZSI used the
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strategy of extended learning time (ELT) to improve student achievement. The objective was to
provide additional time for student learning in schools where students consistently scored low on
achievement in order to improve instruction and student achievement. Schools within the ZSI
posed many challenges the state wanted to address. These schools were set in a rural area,
comprised of high Native Hawaiian populations with a high percentage receiving free-or-reduced
lunch, and consistently scored low on state assessments.
Background of the Problem
The Hawaii Department of Education’s strategic plan included critical changes intended
to reform the educational system with three goals: (1) Student Success, (2) Staff Success
(3) Success Systems of Support (HIDOE, 2012). The state then applied for the Race to the Top
(RTTT) grant and aligned the strategic plan objectives to the RTTT four focus areas in order to
improve student success. This section will narrow in on how the first goal, Student Success in
the strategic plan addressed the RTTT focus areas.
Pre-Race to the Top Student Achievement
Prior to the state’s RTTT application, Hawaii’s students showed single digit percent
increases in reading and math state proficiency scores (HIDOE, 2009). The report revealed
students in grades three through eight and ten scored between 56%-67% proficiency in reading in
2008 and showed an increase in 2009 with students scoring between 61%-73% proficiency.
Students in grade three through eight and ten scored between 34%-52% proficiency in math in
2008 and a slight decrease in 2009 with students scoring between 33%-50% proficiency
(HIDOE, 2009).
The trend report (HIDOE, 2009) compared Hawaii’s NAEP scores to the nation’s
average scores in 2009. Students in grade four scored 6% lower than the national reading average
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proficiency and students in grade eight scored 8% lower than the national reading average
proficiency. Students in grade four scored 1% lower than the national math average proficiency
and students in grade eight scored 8% lower than the national math average.
Hawaii’s achievement scores illustrated the need to improve in reading and math state
proficiency scores as well as to increase proficiency on the NAEP. In order for Hawaii to meet
its mission to develop its students academically, reforming education was needed.
Goal 1 Student Success
The State of Hawaii’s (USDOE, 2010) RTTT application discussed how education
reform was needed in order to raise math and reading achievement scores on the Hawaii state
assessment and the NAEP. The goal was to increase state reading scores from 65% to 90% and
math scores from 44% to 82% with the intention of attaining 100% proficiency rates by 2018. In
addition, Hawaii wanted to increase NAEP scores that met or exceeded the national average
(USDOE, 2010).
Hawaii’s Strategic Plan Goal 1 Targets
The state’s strategic plan intended to improve student math and English language arts
proficiency to 82% in 2013 and increase it incrementally to 100% in 2018 (HIDOE, 2012). State
science scores between 2008-2009 showed very little improvement and even a slight decline. In
2008, students in grade five, seven and nine scored 49.3%, 36.7%, and 26.7% proficiency
(HIDOE, 2009). The report stated the 2009 results for the same grades as 48.5%, 37.1%, and
23.9% proficiency (HIDOE, 2009).
Race to the Top Plan to Improve Student Success
In 2010 Hawaii applied for and received Race to the Top funding. The grant application
focused on four core areas (1) Adopting standards and assessments that prepare students to
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succeed in college and the workplace and to compete in a global economy; (2) Building data
systems that measure student growth and success, and inform teachers and principals about how
they can improve instruction; (3) Recruiting, developing, rewarding, and retaining effective
teachers and principals, especially where they are needed most; and (4) Turning around Hawaii’s
lowest-achieving schools (USDOE, n.d.b).
This section discusses the different ways Hawaii sought to improve student success by
applying for the Race to the Top grant. The discussion targets four areas: (1) Adopting new
standards, (2) Graduation rates and college attendance, (3) Turning around low performing
schools and (4) Native Hawaiian achievement. Hawaii’s application included these four target
areas to use resources to support students in order to improve their chances of success.
Adopting new standards. In order to address the strategic plan’s first goal to improve
student success, the state addressed the first focus area of RTTT adopting a new set of rigorous
standards and assessments. Hawaii had its own Hawaii Content and Performance Standards but
joined other states in adopting uniform nation standards. The state adopted the Common Core
State Standards (CCSS) in reading and math and joined the Smarter Balance Assessment
Consortium (SBAC). The CCSS were developed in collaboration with the National Governors
Association Center for Best Practices and the Council of Chief State School Officers. The group
used best state standards already in existence, and feedback from teachers, content area experts,
leading thinkers in education and from the public (Common Core State Standards Initiative,
2016). The SBAC states the online test provides an approach for student assessment by
providing data to help teachers and students succeed (Smarter Balanced Assessment Consortium,
n.d.).
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Graduation rates and college attendance. Another way for the state to improve student
success was to address and improve high school graduation as well as college attendance. The
department set goals for high school graduates to be college and career ready and for 55% of
working adults to have attained a two-year or four-year degree by 2025 (USDOE, 2010). Reform
was also necessary to accomplish the goal of improving graduation rates and ensuring students
were college and career ready. Hawaii’s intent was to increase the student graduation rate from
80% to 90% by developing a new “college and career-ready” diploma (USDOE, 2010). The
college and career-ready diploma, later known as an optional honors diploma, acknowledged by
the Hawaii Board of Education, required students to maintain a 3.0 grade point average and
complete a senior project to earn a regular high school diploma (Hawaii State Board of
Education, 2011). Additionally, reform was implemented to increase Hawaii’s college
attendance rate from 51% to the national median of 62% (USDOE, 2010).
Turning around low-performing schools. The last focused RTTT area expected states
to turn around the lowest performing schools. In 2009 the state identified 115 Title I status
schools in need of assistance based on student performance on the Hawaii State Assessment
(USDOE, 2010). From this list, the bottom 5% identified six schools, which were labeled as
priority schools that persistently and consistently showed poor student growth and performance
(HIDOE, 2012). These six schools were located within two complex areas, Rose Complex and
Plumeria Complex. The state created two Zone of School Innovations (ZSI) from these two
complex areas (USDOE, 2010). The creation of the ZSI were to assist with school improvement.
Zones of School Innovation. The first ZSI is the Rose complex, a pseudonym, on the
outer island, where eight in ten students are economically disadvantaged and half are native
Hawaiian who consistently score low in reading and math proficiency (HIDOE, n.d.b). The
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second ZSI is the Plumeria complex, a pseudonym, on Oahu, an area rating low in child well
being, has high unemployment, where many children live in poverty, and there are high rates of
child abuse (HIDOE, n.d.b). The Plumeria Complex’s two high schools served a high-poverty
indigenous community with almost 76% of students received free or reduced lunch (USDOE,
2010).
Native Hawaiian achievement. The last area Hawaii focused on in the RTTT
application was to improve achievement with Native Hawaiian students who have consistently
scored lower than other racial and ethnic groups (USDOE, 2010). The state hoped to close the
Native Hawaiian achievement gap while increasing math and reading achievement. The ZSI in
the Plumeria Complex consisted of a high Native Hawaiian student population between 57%-
95% (HIDOE, 2012). Native Hawaiians comprised the largest ethnic group in Hawaii public
schools who consistently score lower than their peers (USDOE, 2010). According to state test
results, Native Hawaiians scored proficient in reading was 55% compared to 70% to those not
Native Hawaiian (HIDOE, 2011). Native Hawaiians scored 44% proficient on math state test
results compared to 58% who were not Native Hawaiians (HIDOE, 2011). Reform steps were
implemented in an attempt to reduce the persistent achievement gap between Native Hawaiian
students and other racial and ethnic groups.
Extended Learning Time
A strategy developed to assist in turning around low-performing schools was the use of
extended learning time (ELT). ELT was an effort to improve student achievement by providing
more time for instruction and learning opportunities for students (American Institutes for
Research, 2013).
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Extended learning time is defined as “providing extra time for instruction over and
beyond what has traditionally been provided” (Midkiff & Cohen-Vogel, 2015, p. 12). The
authors explain the different variations of extended learning time. One option was to extend
instruction during the school day by replacing an elective course with additional reading or math
instruction. A second option was a structural model to provide extra instruction during the day by
restructuring the schedule into extended blocks. Another alternative was to extend instruction
outside of the school day, either before or after school, or during intersessions between scheduled
school days.
The HIDOE experienced difficulty contractually extending the teachers’ workday during
the first year of RTTT funding (2011-2012). The Hawaii State Teacher’s Association (HSTA)
and HIDOE were in negotiations for over a year to develop a supplemental contract to include
the extended learning time hours. HSTA continued to go through negotiations with the state on
teacher pay for performance, which was a component of yearly teacher evaluations (McNeil,
2011a). The ZSI had an additional contract detailing the ELT, which teachers were paid for
additional hours worked. Contractual issues were resolved and ELT was implemented during the
second year of RTTT (2012-2013) (USDOE, 2013).
Extended learning time was a mandate in the Zone of School Innovation. Even though it
was a mandate, the State Department of Education allowed schools to determine its own course
for ELT implementation. Each school developed individual plans to best fit their school. Little
research exists on the guidance and assistance the state provided. ELT’s impact upon student
achievement was difficult to assess due to the varying plans developed by each school. This
study will look at how schools used resources and implemented ELT with the Race to the Top
funding in comparison to non-ZSI schools that also used ELT.
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Statement of the Problem
Race to the Top focused on turning around the lowest-performing schools changing and
improving teaching and learning (USDOE, 2015). One of these changes was to increase learning
time. Hawaii implemented extended learning time within the ZSI to assist in improving student
outcomes. Although the state focused attention and resources in the ZSI, it is unclear how the
state provided assistance and guidance to schools on how to use ELT. Results show ZSI students
outpaced the state’s average growth (USDOE, 2015) but little is known about what schools did
during extended learning time and what resources were used. The focus of this study is to
understand how schools used ELT and what resources they used to implement extended time. It
will compare schools with similar demographic in and out of the Zones of Improvement.
There is mixed research on extended learning time. Jez and Wassmer’s (2015) literature
review found improved student achievement resulting from an increase in the number of school
days. Their study on the impact of learning time on academic achievement showed that greater
allotted instructional time has a positive impact on a school’s academic achievement. A study by
Figlio (1999) reported with an increase of 10% in hours in school there was a 5% increase in
science achievement over a two-year period. Patall, Cooper, and Allen’s (2010) review of
research on extended learning time reviewed Brown’s (1998) study on extending kindergarten by
five weeks, showed a significant increase in teacher-developed assessments after the five weeks.
The improvement was seen more in African American females. On the other hand Fisher, Frey,
and Lapp (2011) state that the recommendation for closing the achievement gap usually involves
extending learning time, which would include afterschool programs, supplemental instruction or
extending the school year. Another way the to improve student achievement was found by
addressing student attendance issues.
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Purpose of the Study
The purpose of this study was to understand the implementation of ELT in schools in ZSI
and non-ZSI schools. This qualitative study sought to determine how ELT resources were used
in ZSI elementary schools and the impact it had on instructional implementation. The resources
that were studied included services to students and the use of time. The resources used were
compared to non-ZSI elementary schools with similar demographics to do a match pair analysis.
It is important to see how the resources were used and what strategies worked to improve student
outcomes.
Research Questions
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns changed in ZSI schools, and how does that
compare with the allocations of resources in non-ZSI schools with similar
demographics?
Significance of the Study
The outcome of this study shed light on what resources were used during extended
learning time to help increase student outcomes and how those resource allocations changed in
ZSI and non ZSI schools after RTTT funding ended. The Department of Education could benefit
from additional data to determine how schools use their time and resources to improve student
outcomes.
This study adds to the ELT literature of implementing ELT with RTTT grant money in
ZSI schools in addition to schools that implemented ELT with no RTTT funding. This study also
adds to the literature by providing data on what schools did during ELT. Another way this study
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can add to the literature is to provide data on what happened to ZSI ELT schools when RTTT
funding ended.
Limitations and Delimitations
There are two limitations applied to this study. The first is due to the small sample the
findings may not be generalized to other schools or complexes. The second limitation is the
study took place two to three years after Race to the Top monies were exhausted, which made
participants rely on their memory of this time period.
The delimitation to this study dealt with sample size. The sample size was limited to four
schools to compare schools within and outside of the ZSI. In order to have a balanced sample,
two schools were chosen within the ZSI and two schools were chosen outside of the ZSI based
on similar demographics.
Definition of Terms
American Recovery & Reinvestment Act (ARRA) — also known as the economic
stimulus bill, channeled $100 billion into the nations public school system. The funds were not
only intended to avert teacher layoffs and stabilize education budgets but to also encourage
reforms that would improve student achievement and thus strengthen the nation’s economy in
the long run (Kober & Rentner, 2011).
Education Reform — “The effort to improve the quality, methods and purpose of
elementary and secondary schooling” (Friedman, 2011, p. 4).
Extended learning time (ELT) — “providing extra time for instruction over and beyond
what has traditionally been provided” (Midkiff & Cohen-Vogel, 2015, p. 12).
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Extending learning opportunity — “Activities and programs that provide safe and
structured learning environments for students beyond the traditional classroom day or school
year” (Hawaii State Board of Education, 2010).
Student learning time — As proposed by the Hawaii Legislature through Act 52, “student
learning time during which students are engaged in learning activities including regularly-
scheduled instruction and learning assessments within the curriculum, and does not include
lunch, recess, or passing time” (HIDOE, 2014, p. 1).
No Child Left Behind — An act passed in 2001 during the process of the reauthorization
of the Elementary and Secondary Education Act (1965). The objective was “To ensure that all
children have a fair, equal, and significant opportunity to obtain a high-quality education and
reach, at minimum, proficiency on challenging State academic achievement standards and State
academic assessments” (Hayes, 2013, p. 7). “The reauthorization of the Elementary and
Secondary Education Act signed in 2001 by President George W. Bush. The act contains many
education reform-related measures reflecting an emphasis on accountability, state flexibility and
local control, public school choice, and teaching methods” (Friedman, 2011, p. 127).
Race to the Top grant — Competitive grant program intended to encourage and reward
states that are “creating conditions for innovations and reform” (Weiss, 2014, p. 60). A vehicle to
provide political cover for education reform and a way to help states handle this innovation. A
categorical grant to allocate money to districts based on need-formulas and districts
automatically receive the money regardless of performance (McGuinn, 2012).
Supplemental services or programs — Academic assistance and educational intervention
(Friedman, 2011).
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Turn around school — Leithwood, Harris, and Strauss (2010), and Fullan (2006), both
quote Mintrop and Truhillo (2004) to define these schools as, schools that have been labeled or
categorized as “in need of assistance,” “low performing,” “underperforming,” “in challenging
circumstances,” “failing,” or “in special measures.” Peck and Reitzug (2014) define school
turnaround “to the rapid and significant improvement in the achievement of persistently low-
achieving schools” (p. 9).
Year-round education — “A modified school calendar that offers short breaks throughout
the year, rather than the traditional summer vacation” (Friedman, 2011, p. 131).
Organization of the Dissertation
Chapter 1 provides an overview of the study. Chapter 2 reviews the literature focusing
on Hawaii’s education system, Race to the Top and extended learning time. Chapter 3 describes
the qualitative design, the methodology, and the analysis for the study. Chapter 4 reports the
findings from the interviews. Chapter 5 presents the discussions and implications for practice and
future research.

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CHAPTER 2
LITERATURE REVIEW
This study focused on how Zone of School of Innovation (ZSI) schools used Race to the
Top (RTTT) funding for extended learning time (ELT) and what resources they used to
implement instruction while comparing non-ZSI schools with similar demographics. Zone of
School Innovation intended schools that consistently produced low student achievement on state
assessment and were deemed schools needing improvement. This qualitative study determined
how ELT resources were implemented in ZSI elementary schools and the significance those
resources had on instructional implementation and student outcomes. The first part of the
literature review will showcase the conceptual framework to outline the strategies schools should
use to turn around low student performance. Then two components of literature highlight
important discussions around Hawaii’s Education System and Race to the Top and extended
learning time (ELT).
Conceptual Framework
Maxwell (2013) asserts a conceptual framework is “a system of concepts assumptions,
expectations, beliefs, and theories that supports and informs your research” (p. 39). The
conceptual framework used in this study is based off of Odden and Picus’ (2014) School
Strategy for Improved Student Learning. This conceptual framework shows the components that
should be present to help turn around schools to produce improved student achievement. This
conceptual framework aimed to connect Hawaii’s intent to improve student achievement by
addressing its goals with the use of Race to the Top grant funding and how schools used the
money for extended learning time (ELT). The framework was used to answer the two research
questions: (1) What changes in instructional practice were enacted in schools that received ELT
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resources through RTTT?; (2) How did the resource allocation patterns changed in ZSI schools,
and how does that compare with the allocations of resources in non-ZSI schools with similar
demographics? Odden and Picus (2014) developed an effective School Strategy to drive
impressive turn around student achievement. School strategy data from schools produce similar
results from other studies.
The School Strategy for Improving Student Learning (Odden & Picus, 2014) includes
eleven strategies, five that the study will focus on, which have been emphasized. The strategies
are: (1) Laying a foundation for change, (2) Setting ambitious goals, (3) Adopting effective
instructional and curriculum programs, (4) Being strategic about core and elective classes,
(5) Organizing teachers into collaborative groups, (6) Engaging in data-based decision making,
(7) Implementing a systemic professional development program, (8) Providing extra help for
struggling students, (9) Having instructional leadership penetrate all levels of the system, (10)
Creating an accountability culture, and (11) Taking the need for effective teacher and principal
talent seriously (Odden & Picus, 2014). The strategies were used to understand schools’ use of
ELT. Interview questions aligned with the strategies and provide insight when analyzing data.
Setting ambitious goals shows schools’ understanding of its present level of performance
in order to improve in the identified area (Odden & Picus, 2014). Setting ambitious goals show
the school could improve greatly by setting a priority on the identified area (Odden & Picus,
2014). The goals set helps drive the schools resource allocations to ultimately improve student
success.
Adopting effective instructional and curriculum programs help support what schools are
doing to improve student success. The authors found adopting effective instructional and
curricular programs improved turn around schools (Odden & Picus, 2014). School reform
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includes addressing this strategy as it is not an additional cost but a part of the school’s plan to
address students’ need (Odden & Picus, 2014). Effective reading programs include a balanced
curriculum with structured reading components, interventions, and rich authentic texts and
promote reading for pleasure (Odden & Picus, 2014). Studies have shown that schools that have
“dramatically improve student learning” have traits listed above in its reading program (Odden &
Picus, 2014).
Engaging in data-based decision making supports educators in making informed
decisions to support student learning. Data is classified as formative, to understand where the
student is as in his/her learning and to then figure out what to teach and implement (Odden &
Picus, 2014). Educators continue to monitor student progress to continue to identify need and
create any interventions if needed (Odden & Picus, 2014). Studies have shown that schools that
track and make decisions based on student data have shown impressive improvements in student
learning (Odden & Picus, 2014).
Implementing a systematic professional development program aims to invest in “ongoing
training and professional development” (Odden & Picus, 2014, p. 146). Teachers, new and
veteran would receive focused and ongoing training based on instructional practices to support
the school’s curriculum. Professional development is usually provided by the school’s
instructional coaches who are familiar with the curriculum and school data (Odden & Picus,
2014). The goal is for teachers to use the instructional practices in classes to support student
learning.
The last strategy, providing extra help for struggling students tied with the focus of ELT
in this literature review. Students who continue to struggle beyond tier 1 and 2 instruction need
further effective interventions. Odden and Picus (2014) share that effective schools implement
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individual or small group tutoring for a set time between six to eight weeks focused on core
subjects. This intervention can be implemented as extra time during the day, as an extended-day
program and outside of the calendar school year like during the summer (Odden & Picus, 2014).
To understand the study better, this literature review examined Hawaii’s education
system and Race to the Top and extended learning time. The literature review provides a
background for Hawaii’s use of ELT through Race to the Top funding and how it helps improve
schools as an education reform strategy.
Hawaii’s Education System and Race to the Top
One way the Hawaii Department of Education (HIDOE) aspires to meet its mission is to
develop students’ academic achievement through meaningful learning so students can reach their
full potential (HIDOE, 2012). Other areas of support the HIDOE efforts were to work with
communities, partners, and families from early learning through college, career, and citizenship
(HIDOE, 2012).
In order to achieve this aspiration, the department created a strategic plan. The 2011-2018
strategic plan intended to build the foundations for students in order to have a bright and
promising future (HIDOE, 2012) and to reform its educational system to better support all
stakeholders. The department’s strategic plan focuses on three main goals to achieve its mission.
These include student success, staff success, and successful systems of support.
During HIDOE’s development of its strategic plan, the state and HIDOE applied for the
Race to the Top (RTTT) grant to support its efforts to reform education. RTTT identified four
core areas states needed to address to reform its educational system. These included: (1) adopting
standards and assessments that prepare student to succeed in college and the workplace and to
compete in a global economy; (2) building data systems that measure student growth and
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success, and inform teachers and principals about how they can improve instruction;
(3) recruiting, developing, rewarding, and retaining effective teachers and principals, especially
where they are needed most; and (4) turning around our lowest-achieving schools (USDOE,
n.d.b).
Race to the Top to Support Hawaii’s Department of Education’s Strategic Plan
Goal 1 Student Success. The state identified and implemented three objectives to
achieve the goal of student academic success. The first objective attempted to engage all
students to be ready to learn. A strategy to achieve this objective was to incorporate instructional
practices that addressed the Common Core State Standards curriculum. Another strategy was to
tailor classroom instruction by utilizing assessment data.
The second objective to improve academic success attempted to ensure all students
gained the academic skill set necessary for success on the K-12 pathway and throughout their
lives. A strategy to achieve this objective was to develop school data teams to revise instruction
and improve student achievement by analyzing data provided. Another strategy was to offer
early interventions based on student data (HIDOE, 2012).
The third objective aimed to connect students to their school and community in order to
develop a love of learning and contribute to a vibrant civic life (HIDOE, 2011). One strategy
intended to achieve this objective was to create partnerships with people and organizations in
school communities (HIDOE, 2012).
Race to the Top Support. Race to the Top’s first core focus area requested states to
adopt and implement the Common Core State Standards (CCSS) (USDOE, n.d.b). Hawaii
adopted the (CCSS) in 2010 to support high standards to improve students’ ability to be college
and career ready.
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The fourth RTTT core focus area was to turn around low-performing schools (USDOE,
n.d.b). The schools targeted in this study were Title I schools within the Zone of School
Innovations (ZSI) (USDOE, 2010). The areas of need within the ZSI were abundant. The
HIDOE stated the need for more fully licensed teachers in classrooms in the ZSI and the need to
better retain the teachers who teach in these schools (USDOE, 2010). The student population
showed a high Native Hawaiian demographic in all ZSI schools. Native Hawaiians consistently
scored lower than their peers and suffered from many other issues in school (USDOE, 2010). To
turn around low performing schools within the ZSI the HIDOE increased resources to better
support the students.
Zone of School Innovation resource — staffing. The two ZSI represent 50% of hard to
staff assignments. The state intended to continue offering retention bonuses for teachers in this
area (USDOE, 2010). Twenty percent of teachers in the two ZSIs were not highly qualified
(USDOE, 2010). The state intended to provide incentives for highly qualified teachers in these
schools in order to increase progress in getting teachers to meet the qualifications of being highly
qualified. The department used the transformation model as a way to guide and support turn
around schools (HIDOE, 2012). One strategy within this model to help schools was to provide
more learning time. The two ZSIs implemented extended learning time in hopes of providing
more time for students to learn and to improve proficiency on state assessments.
The average percent of fully licensed teachers in ZSI schools in grades K-6 was 86.2%,
and 76.7% for intermediate and high schools (HIDOE website). The state believed it was
essential to have highly qualified teachers teaching students subjects (USDOE, 2010). Steps
were put into place to improve the number of fully licensed teachers in all content and grade
level areas.
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Zone of School Innovation resource — services. The state’s intent was to provide
increased resources and services to the two ZSI complexes with increased state monitoring
during the RTTT grant implementation (USDOE, 2010). A Human Resource unit was
established to manage and appropriately staff schools, provide professional development,
provide preferential placement of highly qualified teachers and leaders, and provide additional
capacity to implement quality standards-based curriculum, instruction, and assessment. A newly
created Office of Strategic Reform (OSR) was developed to provide guidance in combination
with assistance from the Office of Curriculum, Instruction, and Student Supports (OCISS) and
School Improvement Teams (SIT). The goal was for these teams to identify performance
indicators in concert with new research-based strategies and interventions to target the root cause
for low academic achievement. Team support would help to build capacity at the school level to
develop capable and effective schools that serve these students in need (USDOE, 2010).
Zone of School Innovation resource — support for Native Hawaiians. The ZSI in the
Plumeria Complex consisted of a high Native Hawaiian student population. Between 57%-95%
of students in this complex identified as Native Hawaiian (HIDOE, 2012). Native Hawaiians
comprised the largest ethnic group in Hawaii public schools who consistently score lower than
their peers (USDOE, 2010).
Native Hawaiians have had a lengthy battle to garner educational supports for its
students. The Native Hawaiian Education Act (NHEA) of 1988 was passed by the federal
government to assist in supplementing education programs for Native Hawaiians (USDOE,
2010). The act helped fund family-based early childhood education, elementary curriculum
development, higher education, gifted and talented and special education (Native Hawaiian
Education Council, n.d.).
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In 1993, the Kamehameha Schools Bishop Estate reported the Native Hawaiian
Education Act did little to improve the needs of Native Hawaiians. Native Hawaiians continued
to struggle even prior to birth with little prenatal care in combination with high birth rates for
teenage parents (USDOE, n.d.a). Student readiness factors still lagged behind their peers. Native
Hawaiians were disproportionately represented in special education programs and continue to be
underrepresented in higher education (Kanaiaupuni & Ishibashi, 2003).
As part of No Child Left Behind, the act provided funding in 2001 to agencies providing
Native Hawaiians services that addressed beginning reading and literacy and at-risk youth
(Native Hawaiian Education Council, n.d.). Kanaiaupuni and Ishibashi (2003) found Native
Hawaiians continued to score lowest among all major ethnic groups on standardized tests and the
achievement gap continued to widen as students moved through the system. Race to the Top
Education reform was necessary to close the Native Hawaiian learning gap by 50% by 2018
(USDOE, 2010).
HIDOE mandated ZSI schools to also implement extended learning time (ELT) to better
support these students who continued to struggle and show low performance. ELT will be
discussed further in this chapter.
Goal 2 Staff Success. The HIDOE identified three objectives to achieve the goal of staff
success. The first objective was to actively recruit, retain, and recognize high-performing
employees (HIDOE, 2012). One strategy the state intended to use was to revise recruiting
policies, practices, and procedures to improve quantity and quality of applicants. Another
strategy was to develop programs that recognize and also reward employees who contribute to
student achievement (HIDOE, 2012).
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The second objective to meet the goal to improve staff success was to offer training and
professional development aimed at providing supports for student learning and school
improvement (HIDOE, 2012). A strategy to assist in meeting this objective was to provide
teachers feedback and evaluations from student achievement from teaching practice. This
feedback would help guide professional development to better support students (HIDOE, 2012).
Another strategy was to do the same for administrators in hopes of improving opportunities
designed to support students and the school (HIDOE, 2012).
The third objective to improve staff success was to build capacity to implement systemic
change. This would include building a culture of adaptation, innovation, optimism and fairness
from leadership (HIDOE, 2012). A strategy the state wanted to use was to provide targeted
professional development in change management (HIDOE, 2012). Another strategy was to
implement and support academic review teams to help guide instruction at schools and the
complex (HIDOE, 2012).
Race to the Top Support. Recruiting, retaining, and rewarding effective teachers and
principals was the third focused core area of RTTT to ensure students were being taught by
highly qualified teachers in hopes of improving academic success and having an effective leader
guiding the school to success. The department aimed to reduce employee turnover by 10%
between 2014-2018 (HIDOE, 2012). Attracting and retaining highly qualified teachers has been
a consistent problem with the department (USDOE, 2010).
Highly qualified teachers. In 2010, 95% of employed teachers were highly qualified
(HIDOE, 2012) with 32% of math teachers and 23% of English/Language Arts teachers not
being highly qualified (USDOE, 2010). In order to be classified as highly qualified, teachers
must have at least a Bachelor’s Degree, hold a valid Hawaii teaching license, be assigned at the
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grade level matching her teaching license, and demonstrate competence in one of the following:
Praxis II test that relates to her teaching assignment, earned 30 semester credits in the content
area of teaching assignment, earned National Board Certification in teaching assignment, or
earning 100 HOUSSE points (HIDOE, n.d.a).
The state aimed to get 100% of teachers rated highly qualified by 2018 as well as
implement a new category called “Highly Effective” by as stated on yearly teacher evaluations
(HIDOE, 2012). Having more teachers classified as highly qualified ensured teachers
knowledgeable in their content teaching assignments were teaching students. This would impact
how and what students were taught in hopes of improving student proficiency success.
Leadership pathways. A statewide focus was placed upon developing new leadership
pathways for administrators and improving teacher and leader effectiveness by participating in
an induction and mentoring system. The department aimed to increase leadership development at
the organizational level from 45% in 2013 to 80% in 2018 (HIDOE, 2012). This effort was
intended to build leaders within schools or the organization to increase capacity within the
department, which has been an ongoing issue. Each of the 15 complex areas within the
department has its own induction and mentoring program. The state intended to revamp existing
programs to become a streamlined state program (USDOE, 2010) to support beginning teachers
to help with retention issues.
Goal 3 Systems of Support. The state’s strategic plan’s third goal, systems of support,
intended to implement an organized system and culture to support financial, human and
community resources. The HIDOE identified three objectives to target systems of support. The
first objective was for all facilities to met 21st century needs in a innovative yet fiscally
responsible way (HIDOE, 2012). A strategy to meet this target was to provide students and staff
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with a computer system that was supported by an effective broadband in order to champion 21st
century learning (HIDOE, 2012).
The second objective to provide a system of support was to “ensure the financial systems,
business processes, and organizational resources supported student and school success” (HIDOE,
2012, p. 16). A strategy to help meet this objective was use the statewide system as a way to
leverage and improve efficiency of best practices (HIDOE, 2012).
The third objective to support goal three was to have a stronger internal and external
communications in order to share and goals (HIDOE, 2012). A strategy the state planned to use
was create ways to better communicate to build parent and community engagement that center
on student achievement (HIDOE, 2012).
Race to the Top Support. This was the second focused core area of the RTTT. The
department did not have a system to track student data: attendance, grades, assessment, and
student conduct. To tackle this, the department intended to use its Data for School Improvement
(DSI) system to track student achievement through formative and summative assessments as well
as implement a Longitudinal Data System (LDS) to track student records easily from year to year
(USDOE, 2010). The goal was to create a user-friendly system to understand factors that may
lead to student success (USDOE, 2010).
The State of Hawaii aspired to increase student success in its strategic plan by reforming
education. The state also intended to achieve this goal by addressing the four RTTT focus areas.
By striving for student success the state hoped to increase student reading and math achievement
especially with Native Hawaiian students.
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Extended Learning Time
American public schools have relied on a traditional and fixed school day and school year
for the past 150 years. Students have had to follow the rule of making due within the time given
(National Education Commission on Time and Learning, 1994). We have continued to bind our
education system of schools and stakeholders to the 6-hour average school day. Time controls
what teachers and schools offer to students when they open and close its doors on a stationary
schedule: operating 9 months out of the year for an average of 180 school days, offering six
periods a day with little change to minutes spent on each subject, and how subjects are available
for students with core academics and elective courses (National Education Commission on Time
and Learning, 1994).
The National Education Commission on Time and Learning (1994) studied how time was
spent in America’s schools. Some key recommendation in the report called for a change to
provide additional time for academic instruction, using time in better ways to meet students’
needs, having schools remain open longer during the day and throughout the year, and giving
teachers more time they need to teach the curriculum (National Education Commission on Time
and Learning, 1994).
More time in schools equates to more learning (Farbman & Kaplan, 2005). The goals for
implementing extended learning time are to increase how much students learn (Pittman, Cox, &
Burchfiel, 1986) by having more time on task and effectively understand the subject matter,
providing more opportunities for teachers to plan and participate in professional development,
having greater opportunities for students to experience more enrichment and experimental
learning, creating stronger adult-child relationships with better interactions (Farbman & Kaplan,
2005) and to improve student outcomes (Blyth & LaCroix-Dalluhn, 2011; Jez & Wassmer,
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2015). One of the most important resources schools have is time and schools need to use it
wisely (Zepeda & Mayers, 2006).
This section will discuss the evolution of extended learning time, the different ways
extended learning time has been implemented, schools who have had success in using ELT and
how they have used extended learning time, the impact ELT has had on student outcomes, and
issues to consider when implementing extended learning time. This section will help give
background to research question one by providing insights on ELT.
Definition of Extended Learning Time
There are many definitions for extended learning time. Stonehill et al. (2011) define ELT
as the, “lengthening of the school day, school week, or academic year to provide additional
instruction in core academic subjects to enhance student success” (p. 30). Jacobson and Blank
(2011) share the definition that The Center for American Progress (CAP) uses as for an ELT
school, “as one that engages in ‘lengthening of the school day, school week or school year for all
students in a given school’ with the purpose ‘to focus on core academics and enrichment
activities to enhance student success’” (p. 58). Kolbe, Partridge, and O’Reilly (2012) use a
definition of increased learning time:
Added minutes or hours students spend in school, but also the extent to which added time
is dedicated to: (1) additional instruction in core and non-core subject areas;
(2) enrichment activities and enhanced instructional programs, and (3) teacher
professional activities. (p. 12)
The definition the study will use is from Midkiff and Cohen-Vogel (2015), who define extended
instruction as, “providing extra time for instruction over and beyond what has traditionally been
provided” (p. 12).
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Background of Extended Learning Time
The call for extended learning time (ELT) is not new. The inadequate school calendar,
made to fit the needs of laborers in the 19th century, no longer supports the goal of ensuring all
students can meet standards (Farbman & Kaplan, 2005; Gabrieli, 2011). Kolbe et al. (2012)
asserted the typical school day is about six hours long; students attend school on an average of
180 days a year, and around 16% of public schools offer extended learning time. Middle and
high schools are more likely to expand their school day to about eight hours or an increase of one
hour (Kolbe et al., 2012). The authors also share that more schools are increasing their school
year from 10-months to 12-month schedules.
The current school schedule does not support a learning environment for all students to
excel. Issues within the education system made ELT appealing to change deficiencies in low
student performance on standardized tests (Patall et al., 2010). ELT called for more learning time
to help meet students’ needs in hopes of improving student achievement.
Research on the increase of time has been around for decades. In 1977 Richmond’s
(1977) descriptive research study on extended school year (ESY) found mixed results. The data
showed 62% of respondents reported a positive effect in grades an student achievement.
Richmond concluded that ESY showed benefits on student academic outcomes.
In the late 1980s Walberg (1988) shared his review of current psychological research on
the effects of time and discussed the implications. Walberg proposed more attention to what he
calls productive time, time on task, or engaged time in school in order for students to benefit
from learning. He also highlighted the idea that at-risk students be given sufficient time as well
as appropriate instruction or they will fall further behind. Lastly, Walberg cited Fredrick that the
amount of learning time correlated to the amount a student learned.
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Recently, Patall et al. (2010) conducted a synthesis on extending the school day or year
research from 1985-2009. The authors found better results with extending the school day over
extending the school year. One study showed a 13% increase in state basic skills test in reading
over three years. Another study found student academic achievement was predicted by the
length of the school day. An analysis showed schools with a combination extended day and
extended year outperformed local schools in achievement test when compared to those schools
that did not implement an extended day and year. The authors concluded that the relationship
between extended day and school year was most consistent with at-risk and low-socioeconomic
schools. They did caution that the relationship between extended day and academic achievement
remains weak because of the correlational data and case studies.
The literature on extended learning time indicates it is a way for schools to provide more
learning for students in order to increase achievement. Proponents argue that ELT will benefit
high-poverty students (Gabrieli, 2011; Kolbe et al., 2012; Malone, 2011a, 2011b; Stonehill et al.,
2011). ELT has been used in turnaround schools to increase student learning and outcomes
(Aladjem et al., 2010; Herman et al., 2008). Many of the schools in these studies classified as
high-poverty and showed increased student outcomes.
There are multiple concepts of ELT so the research varies based on how it is referred
(Patall et al., 2010). There are many different ways schools implement ELT. Schools analyze
their students, staff, and school needs and decide what fits their school best. Re-envisioning how
ELT can be used within schools could help increase student outcomes (Gabrieli, 2011).
ELT is also referred to as expanded learning time (ELT) where schools specifically work
with community partners who provide the extended learning. ELT can be combined with
expanded learning opportunities (ELO) where schools and partners are equals in providing a
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longer school day to meet students’ needs to become expanded learning time and opportunities
(ELTO) (Malone, 2011a).
Patall et al. (2010) used information from their review of literature on extended learning
time and found five different types of learning time: (1) allocated school time referred to the
number of school days or hours of required student time; (2) allocated class time referred to the
minutes and hours of student class time either in instructional or non-instructional time; (3) non
instructional time referred to time students spend not engaged in instruction; (4) instructional
time referred to time on task to include paying attention or attempting to learn; (5) academic
learning time referred to time where students are learning.
How ELT is Operationalized
This section will discuss the ways ELT is provided. ELT can be provided during the
school day or outside of the school day. ELT can address targets that receive increased learning
time.
Midkiff and Cohen-Vogel (2015) see ELT through the ideas of time, target and providers.
Time addresses ELT during the school day or outside of the school day (Midkiff & Cohen-
Vogel, 2015; Stonehill et al., 2011). Target addresses who are selected to participate in ELT.
Providers are those who give or offer the extra help to student.
Time. Midkiff and Cohen-Vogel (2015) state there are two ways to provide ELT to
students. One way is to provide this time during the school day and the other is to provide time
after the school day. The benefits for providing ELT during the school day are no addition costs
for hours worked by the providers and that students are available to participate. The benefits for
ELT after the school day is the benefit of additional learning time beyond what students receive.
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Students would be able to get addition help or remedial assistance on concepts they did not learn,
understand or have difficulty with.
There are two ways to implement ELT during the school day, which would be block
scheduling and double dosing (Midkiff & Cohen-Vogel, 2015). Gabrieli (2011) states that in
most ELT schools, students are mandated to participate in extended learning when it is provided
during the school day. An important component of having ELT during the day is being able to
address students’ needs when they are already at school. Otherwise, students would not
participate because mandating an activity after school hours doesn’t ensure students will attend.
The first way to implement ELT is to adopt a block schedule where all students attend
core subject areas for longer periods of time, beyond the average 50-minute period to an average
of 90-120 minutes of class instead (Midkiff & Cohen-Vogel, 2015). Allowing more time through
block scheduling was mentioned back in 1994 in the National Education Commission on Time
and Learning (1994). The report suggested schools use time in a new and better way by allowing
longer chunks of time for students to explore complex learning. Block scheduling was a way for
schools to increase the depth of the content that could be covered during class by expanding the
time during each period. It was implemented in order to include more time for core academics,
increase the rigor of standards, to use alternate schedules in order to address student learning and
to promote smaller learning communities (Zepeda & Mayers, 2006). Gabrieli (2011) shared that
some schools that have implemented ELT have lengthened the core block periods, especially in
literacy and math. Block scheduling allowed more time to learn with more student involvement
(Zepeda & Mayers, 2006).
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Zepeda and Mayers’ (2006) analysis of block scheduling research found mixed impact
results. One of the groups the authors studied reported inconsistent results with AP test scores,
state graduation tests, content achievement exams by varying improvements or lowered scores.
The second way to implement ELT is to double dose students who have not met set
student outcomes in reading, English, or mathematics. These students would be enrolled in
another one of these two classes, which usually means giving up an elective course class. These
students would receive more learning time in English or Math while students who meet
outcomes take elective courses instead.
Schools have different opportunities to provide learning for students after the school day.
Double dosing had the possibility to happen during, before or afterschool tutoring, during
intersessions or during the summer. Gabrieli (2011) stated that after school programs were
usually voluntary and be provided by the school or outside providers.
The last way to implement ELT involves extended learning before or afterschool,
intersession, and/or summer tutoring. Before or afterschool tutoring would be in addition to the
dedicated school day. In between school refers to intersessions when students are on break from
school or during the summer break. Summer tutoring involves a few weeks during the summer
where students participate in reviewing past curriculum, can take credit recovery, or to providing
experiences for students beyond the classroom (Midkiff & Cohen-Vogel, 2015).
Target. Midkiff and Cohen-Vogel (2015) refer target as students who received the extra
learning. These students were placed in the categories of selected or universal. It is noted that
the idea of ELT deals mainly with students who are at risk of academic failure, minority, and low
socio-economic status (Kolbe et al., 2012).
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Midkiff and Cohen-Vogel (2015) stated students were selected after looking at their data,
performance, and targeted traits. The school determined the ELT goal and students who need
help in this area are selected to participate. When used during the school day, selected students
must take this ELT and are mandated to participate. These targeted students were in need of
assistance based on academic data. Mandating participation helped assure the school and
students that strides were being made to support these students to show improved outcomes.
The category of universal targets is given to all students within the school extended
instruction is offered (Midkiff & Cohen-Vogel, 2015). Universal targets usually apply to ELT
offered after school days, which include before and/or afterschool tutoring and in between school
times and are usually optional. There is more leeway for schools to offer assistance and support
to students when ELT is optional.
Providers. Providers refer to who provided the ELT instruction or who provided the
extra help to students. These included, any professional or certified staff at the school (Midkiff
& Cohen-Vogel, 2015). It also included outside organizations or providers who can provide
services during and after the school day (Gabrieli, 2011).
Students received more instruction from a teacher trained in the subject in which the
student needs more learning. A paraprofessional had some type of specialized training to help
address the subject or strategy the student needs help with. This also included private tutoring
companies that districts are allowed to contract for supplemental services. Odden (2009) states
that certified teachers have more impact than paraprofessionals.
The next section will share schools that have implemented ELT, how they have
implemented ELT and the impact ELT had on student achievement.
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Sample ELT Schools and Impact on Student Achievement
The National Center on Time and Learning and the Massachusetts 2020 initiative have
identified schools that have implemented ELT as well as implemented other practices and have
improved student achievement. This section looks at practices elementary schools have
implemented, how time is used in school, and how time has impacted student achievement.
Massachusetts was the first state to develop and implement ELT policy that aimed to
improve instruction in order to improve academic (Massachusetts 2020, 2010). It instituted the
Expanded Learning Time Initiative 2020 in 2005 with the support of the governor, state secretary
of education, state legislature, teachers, administrators, parents, and community to work together
to help close persistent achievement gaps (Massachusetts 2020, 2008, 2011). Many of the
initiatives occurred in schools that performed low on achievement tests and included schools
with a high disadvantaged student population. The literature review looked at two Mass 2020
schools and four schools from The National Center on Time and Learning study.
Jacob Hiatt Magnet School — goal setting. Goal setting provided a way for schools to
focus on students’ needs. Jacob Hiatt Magnet School in Worcester, MA used the instructional
strategy of goal setting and provided resources for teachers to develop this practice. Jacob School
was a Massachusetts 2020 school and served 461 students in grades Pre Kindergarten through
grade 6. The school is a traditional public school with 65% of students classified as
disadvantaged. The school increased 80 minutes of additional learning time each day when
compared to other schools in the area. The strategy of focusing their approach by concentrating
on a small number of goals was implemented at the school. Jacob Hiatt chose one school-wide
instructional focus, which was response writing. Teachers worked together to establish goals and
publicly shared data to reflect on their practices. Teachers created three school-wide best
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practices for teaching open response writing that were practiced daily throughout different
content areas. More time was given for staff to collaborate and to participate in professional
development in the focus area. When compared to schools with similar percentage of
disadvantaged students, Jacob Hiatt scored first in English Language Arts (ELA) with a student
growth percentile at 75 out of 100.
Dr. Martin Luther King Jr. School — school collaboration. School collaboration
helps build school capacity. The second Mass 2020 school is Dr. Martin Luther King Jr. School
in Cambridge, MA. King school served 260 students in grades kindergarten through grade eight
with a 67% of disadvantaged students. King school used the strategy of school collaboration
where they built time for leadership and collaboration by setting aside common blocks of
planning time and providing onsite professional development that targeted a student or staff need
(Massachusetts 2020, 2008). A clear focus, goals, guidelines, and protocols were established to
improve productability. The different types of teacher collaboration the school used were teacher
demonstrations, observing classrooms, department meetings, learning walls, and collaborative
lesson planning. Survey data shows 18% more ELT teachers agree to the question, “Do you have
adequate time to collaborate with colleagues?” (Massachusetts 2020, 2008).
Aspire Port City Academy — school structure and data analysis. Organizing school
structure facilitated time and successful use of strategies to help improve student outcomes.
Aspire Port City Academy in Stockton, CA served 405 students in grades kindergarten through
grade five with 82% of the student population qualified as disadvantaged. Aspire used the
strategy of maximizing time on task. Sixty minutes were added on to each day as well as three
extra school days. Protocols were used to maximize instructional time. Students followed a set
schedule and teachers used instructional strategies developed by the school to address different
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ways to teach as well as guidelines for specific resources and assessments (Massachusetts 2020,
2010). Much time was spent in small groups or workshops to target students’ needs.
The school also used the strategy of assess, analyze, and respond to student data. Aspire
developed a weekly data analysis process to reteach or provide intervention for students.
Students took weekly assessments and teachers met for an hour to analyze the data to provide
insights regarding how to meet students’ needs. The school scored a 837 on California’s
academic performance index, where 800 indicated high levels of growth (Massachusetts 2020,
2010).
Rocketship Mateo Sheedy Elementary — students need focus. Focusing learning on
students’ needs helped improve student achievement. Rocketship Mateo Sheedy Elementary in
San Jose, CA served 500 students in grades kindergarten through grade five and has a
disadvantaged population of 91%. The charter school used the strategy of providing
individualized learning time to address students’ needs. The school has 90 more minutes a day
than the surrounding schools in the district. Rocketship supplemented learning with software
(Massachusetts 2020, 2008) to offer individualized instruction. Students received one block of
instruction for Learning Lab. This hour and forty minute long session allowed students additional
assistance in reading and math practice that align to classroom practices. Assessments are given
every eight weeks and used to address those who identify at the bottom 20%. The students
scored 17% higher in ELA than those in surrounding schools (Massachusetts 2020, 2010).
KIPP SHINE Prep — setting high goals and expectations. Building capacity by
setting high expectations helped address student needs to show increased achievement. KIPP
SHINE Prep in Houston Texas served 801 students in grades pre-kindergarten through grade
four with 96% of its students qualified as disadvantaged. Students are in this charter school for
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155 minutes more than surrounding schools in the district. The school used the strategy of
building a culture of high expectations and mutual accountability and holds a week long summer
session to help students learn the school’s expectations and routines so when school begins,
students know the expectations and more time is devoted to learning (Massachusetts 2020,
2010). Students scored 7% higher at 92% proficient in ELA than those surrounding schools in
the district (Massachusetts 2020, 2010).
Woodland Hills Academy — different pathways. Providing pathways for students to
experience different learning increased student academic proficiency. Woodland Hills Academy
served 300 students in grades kindergarten through grade seven. Sixty four percent of students
are disadvantaged. Woodland Hills used the strategy of use time to provide a well-rounded
education. In addition to adding 60 minutes a day and fifteen days in the year, the school offered
enrichment time. It offered pathways to students based on staff and student interest and to also
get students to think about big ideas and how the pathway focus relates to their learning
(Massachusetts 2020, 2010). The school had 69% of students scoring proficient in ELT, which
was 17% higher than surrounding schools (Massachusetts 2020, 2010).
The schools have shown that extended learning time can improve student achievement
(Massachusetts 2020, 2010). Three themes emerge from the data to show what can be
implemented with ELT to make it successful. Schools should use ELT with strategies instead of
simply adding more time to the day. Schools should use student data, plan and implement
focused instruction based on students’ need, and provide teacher time to collaborate and learn to
improve their time spent in ELT.
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Issues to Consider with Extended Learning Time
Systems are essential to success with extended learning time. A systemic approach
involves coordination between partners, clear goals, consistent funding and long-term policy
outcomes to address extended learning time activities (Blyth & LaCroix-Dalluhn, 2011). This
section will discuss barriers that schools face in discussing and/or implementing ELT.
Quality of instruction during ELT. Quality of instruction is an important factor in
addressing students’ learning. As stated earlier, successful schools have implemented ELT as
well as other school practices to increase student achievement. Kolbe et al. (2012) conclude that
rather than just increasing school time, the increase in time should be spent targeting students at
risk of academic failure. Targeting students at risk is equally important to the quality of
instruction given to these students. Walberg (1988) states the quality of instruction provides
productive and engaged learning time. Examining how time is used and the quality of instruction
during the extended day provides better data on how students are learning and how educators can
focus learning to be efficient and effective. Walberg (1988) also states the improving productive
time, which aligns to engaged or time on task needs to increase in order to see results. Gabrieli
(2011) continues this ideas by stating, success depends on how much time teachers spend time
improving their craft.
The quality offered during ELT should include some sort of enrichment (Malone, 2011a).
Besides providing learning on content or academic remediation, students need to be exposed to
programs that will engage them (Malone & Noam, 2011). The authors also share that providing
diverse learning experiences helps students increase their performance. Malone shared
enrichment examples from schools: “Beyond the Bell Ready Set Go” program that engages
students in computer and art time, the Yard Habitat Project where students learn about urban
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wildlife and biodiversity, a 45-minute sports or club activity to engage students before their
reading, math, science, and social studies block, and a school that offers “diverse extra-curricular
activities” like band, community service, science Olympiad, and foreign languages.
Creating community partnerships. Community partnerships can aid schools with ELT
but should be made strategically. Malone (2011a) shares that students need time and support
beyond the school day with academics as well as with developmental growth. Malone and Noam
(2011) extend this idea and say that schools cannot do everything and that developing
partnerships can be a benefit for increased student outcomes. Partnering with community groups
or organizations assist with providing what students need. The authors (Malone, 2011a; Malone
& Noam, 2011) also shared that organizations usually have quality staff that can work within and
outside of the classroom to provide quality support as well as coordinating programs.
Partnerships are an important factor to consider when working with an outside group. Malone
and Noam (2011) shared these important factors to also consider when working with partners:
Who has the authority to decide what role ELOs play in a given school? What are the safeguards
for ELOs to operate within schools or in partnership with schools implementing expanded
learning? Creating agreements on venue, resources and role of staff are also factors to consider.
Teacher buy-in. Having teacher buy-in is critical to ELT success. Malone (2011a)
declared that valuing teachers helps with implementing and excelling at ELT. When leaders
listen to teachers’ needs and provide time to collaborate and plan, teachers are able to provide
quality instruction for students to engage with. Malone disclosed that when teachers work within
environments like this, they also take on more initiatives. She shared that teachers under
Principal Sawinski are starting and running after-school programs like “Best Buddies” where
autistic children partnered with other students to develop relationships doing activities and that
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Principal De La Rosa saw teachers initiating professional development by transforming their
instructional practices by working on new projects like project-based learning.
Money and resources. Having money and resources are vital to sustain ELT. In order
for ELT to be implement, schools need monies to fund the learning time. Richmond (1977)
found no financial savings within ELT school programs. This idea of funding must be taken into
account when schools decide to implement ELT.
Malone and Noam (2011) discussed funding of ELT. They shared that through public
and private funding, schools can get monies to fund ELT. Most program funding occurred
through grants from the federal government but it was up to the schools to seek out these grants
and funding sources that pertain to ELT. Different states offered different grants based on the
focus areas they are concentrating on. Resources for schools continue to be limited for
innovative learning, like ELT. Searching for ELT funding to support and endure this strategy to
support students is important and must continue.
Stonehill et al. (2011) recommend that schools be provided more assistance in seeking
ELT funding. The authors believed ELT to be a useful way to improve student and believed
schools would search for more funding in order to help increase student outcomes. Farbman and
Kaplan (2005) also argue that adding time isn’t the only influence of success. ELT schools need
to look for resources to fund ELT time through a mix of federal, state, and local funding, grants,
and community partners.
Summary
The literature shared information to give insights to the study’s research questions. The
literature review provided understanding on how HIDOE intended to reform Hawaii’s education
system with its strategic plan with support from RTTT and how education was reformed with the
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use of extended learning time, knowledge about extended learning time (ELT) and what
successful practices schools used to improve student achievement. The bodies of literature
helped create a better understanding of how Zones of School Innovations could have
implemented ELT with instructional practices and resource allocation patterns.

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CHAPTER 3
METHODOLOGY
This chapter presents an overview of how the study was conducted. The first section
reviews the purpose of the study and the research questions. The following sections discuss the
methodology, sample and population, instrumentation, reliability and validity and ethics, data
collection and finally data analysis.
The central focus of the study analyzed extended learning time (ELT) in Hawaii’s Zone
of School Innovation. Hawaii was awarded $75 million through the Race to the Top grant to
address four core areas. One of these areas addressed turning around low performing schools and
one strategy Hawaii used to help turnaround low-performing schools was to implement extended
learning time. Extended learning time can be implemented in different ways: (1) extending time
outside of the school day to offer tutoring before and/or after school and during breaks from
school; (2) extending time during the school day by using block scheduling to extend class
periods and/or using double dosing to provide addition time for academic learning in English
language arts and math (Gabrieli, 2011; Midkiff & Cohen-Vogel, 2015; Zepeda & Mayers,
2006). During these times students can have the option of attending or being mandated to attend
this ELT instruction (Midkiff & Cohen-Vogel, 2015). Staff can use different curriculum to
address student learning and use one-one one, small group, computer-based learning, or a
mixture during ELT.
The purpose of this study was to understand the view the staff in Zone of School
Innovation (ZSI) and in non-ZSI schools had on the implementation of ELT and how its
implementation continued when RTTT funding ended. This qualitative study determined how
ELT resources were used in ZSI elementary schools and the impact it had on instructional
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implementation. The resources that were studied included the five of eleven School Strategies for
Improving Student Learning: (1) Setting ambitious goals, (2) Adopting effective instruction and
curricular programs, (3) Engaging in data-based decision making, (4) Implementing a systemic
professional development program, and (5) Providing extra help for struggling students (Odden
& Picus, 2014). The resources used were compared to non-ZSI elementary schools with similar
demographics to do a match pair analysis. It was important to see how the resources were used
and what strategies worked to understand ELT and its longevity. The study tried to answer two
research questions:
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns change in ELT schools, and how does that
compare with the allocations of resources in non-ELT schools with similar
demographics?
Methodology
Qualitative Research
Qualitative research seeks to understand the meaning people have constructed (Merriam,
2009). Qualitative researchers strive to understand how people make sense out of the insider’s
perspective (Merriam, 2009) and this type of research integrates multiple perspectives (Weiss,
1994). This study sought to understand stakeholders’ views and understanding of ELT at their
school. The participants involved were at schools in the ZSI that implemented RTTT funding
with ELT as well as schools outside of the ZSI to do a match pair analysis. Qualitative research
was used to find insider perspective on changes in instructional practices relating to School
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Strategies for Improving Student Learning and the participants’ views on how resource
allocation patterns changed.
This study was designed as a comparative case study between two schools in a Zone of
School Innovation (ZSI) and two school in a non-ZSI to try to understand the ZSI and non-ZSI
staff’s perspective on the impact of ELT and how its implementation continued after RTTT
funding ended by interviewing staff at both types of schools. The process was inductive by
gathering rich descriptive data to build concepts to identify what occurred during ELT at schools
(Merriam, 2009).
A constructivist approach was taken to build understanding of the staffs’ views and the
impact it had on ELT and to understand what occurred with implementation during RTTT and
when RTTT funding ended (Merriam, 2009). This approach used the various perspectives from
staff’s understanding and beliefs of what occurred during RTTT’s ELT. Pieces from different
stakeholders were put together to build an understanding of what occurred at each school and
how it fit together with all the schools involved.
Sample and Population
Sample
Purposeful sampling (Maxwell, 2013) was used to collect in-depth data from staff at ZSI
schools and non-ZSI schools to do a match pair analysis with schools with similar demographics.
In order to gain insight from ZSI staff, ZSI schools were used. The study examined one of the
two ZSI established by Hawaii DOE as part of the RTTT implementation. The ZSI chosen was
selected for convenience of location (Merriam, 2009). Two elementary schools located with the
ZSI were selected. Two non-ZSI schools were purposefully selected based on similar
demographics, which include similar or close to similar of the percentage of students who
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receive free or reduced lunch and percentage of Native Hawaiian students as the two ZSI
schools. Table 1 provides data for the two ZSI schools and non-ZSI schools.

Table 1
Sample School Information
School Grade range Enrollment
% Native
Hawaiian
% Free and
Reduced Lunch
ZSI Moana Elementary K-6 904 60.8 72.0
ZSI Makai Elementary K-6 640 67.1 85.9
Non-ZSI Akau Elementary K-6 234 86.0 85.9
Non-ZSI Hema Elementary K-6 508 60.2 85.2
Source: HIDOE

Population
To ensure different perspectives were gathered (Merriam, 2009; Weiss, 1994), the
population consisted of at least one teachers and one administrators at each school. The goal was
to get three teachers and a principal at each school but this was not possible. Principals were
asked if they would be willing to be interviewed and all agreed. Teachers were identified by the
principal based on: if they thought they were willing to participate and if they worked at the
school during the school year 2012-13, when ELT was implemented. Then teachers were asked
if they would be willing to be interviewed. Table 2 provides data about the staff population of
each school.

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Table 2
Sample School Staff Information
School
Number of
Teaching
staff
Number
of Regular
Instruction
Number
of Special
Education
Number of
Supplemental
Instruction
Fully
Licensed
Number of
Administrator
ZSI Moana
Elementary
57 46 8 3 56 4
ZSI Makai
Elementary
45 32 11 2 44 3
Non-ZSI
Akau
Elementary
16 11 3 2 16 3
Non-ZSI
Hema
Elementary
33 26 6 1 33 4
Source: HIDOE

Instrumentation
Interviews and Documents
The study conducted interviews and documents. Interviews were selected because it was
the best way to find meaning that participants have developed. Asking questions through
interviews was done to find things that cannot be directly observed (Patton, 2002). Merriam
(2009) states that documents can represent anything written, digital, a visual piece, or a tangible
object that is applicable to the study. Observations could not be used in this study because the
events have already occurred during the 2012-2015 school years when ELT was implemented
during RTTT. Weiss (1994) stated using interviews allows the research to see what occurred in
the past. Interviewing the sample population helped gather data needed for the study. Interviews
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provided participant perspective on the significance ELT at each sample site as well as how
ELT’s implementation continued after RTTT funding ended. Participants were asked questions
relating to the research questions and asked to provide documents to show school ELT goal(s).
Standardized open-ended interviews (Patton, 2002) were used. The standardized open-
ended interview were chosen for three reasons (Patton, 2002): (1) To provide consistency
between all participants and different sample schools; (2) To keep the interview highly focused
to use time efficiently; and (3) To assist during the analysis stage by making the responses easy
to find and compare.
Interview Protocol
A process was followed to gain access to the sample and population. The researcher
received Institutional Review Board (IRB) approval with the University of Southern California.
IRB approval was shared with the Hawaii Department of Education along with a completed
MOU approval form. The DOE then provided clearance to talk with participants. The thematic
group contacted the Complex Area Superintendent to ask for access to the sample and
population. Principals at the sample schools were contacted to ask for permission to be
interviewed and to access teacher to be interviewed.
An interview protocol was developed during to structure the interview process. The
protocol included a script to with an introduction, setting the stage, heart of the interview, closing
question, and closing. A consent form was developed to clearly explain the purpose of the study,
the study procedures, potential risks and discomforts, potential benefits of the study,
compensation, confidentiality, participant option to withdrawal, and the contact information. The
researcher asked if the interview may be recorded, who had access to the recording and when it
will be destroyed.
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Reliability, Validity, and Ethics
Validity helps ensure that the data collected is the data you need to collect to answer the
research questions and connects to credibility. Merriam (2009) states that triangulation increases
validity. The study triangulated data with documents and interviews from different participants at
the sample schools. Reliability refers to “the extent in which research findings can be replicated”
(Merriam, 2009, p. 220). Qualitative data is difficult to replicate due to participant interpretation
and producing the same responses can be difficult to occur more than once so, the results make
sense by being consistent and dependable.
Reliability and validity in a study depends upon the ethics of the researcher (Merriam,
2009). The researcher had no relationships with staff at the sample schools and focused on
gathering data, not judging the participants’ responses. All sample schools and participants were
given anonymity with pseudonyms. Using pseudonyms helped protect school and participant
identities.
Data Collection
The researcher collected data using different means. First she met with the principal with
the thematic group for the interview. At the end of the interview the researcher shared the
intended sample to study and required assistance to determine the teacher participants available
at the school. She asked the principal to give informational sheets to teachers who met
guidelines. A few principals shared some names of teachers who met guidelines so the researcher
could place the informational sheet into participants’ school mailbox. The researcher was also
given emails by the principal to email the informational sheet. Participants who responded and
were willing to participate were contacted to set up one-on-one interview dates and times.
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The researcher used and followed an interview protocol. The introduction explained the
sense of the study and reminded the participant about the focus of the study, the interviewer’s
role during the interview, and a chance for the interviewee to ask any questions. The researcher
asked participants to give the most accurate account of their perspective when answering
questions. Setting the stage helped the researcher get the interviewee comfortable by asking
nonconfrontational questions, present behaviors and experiences and a few background questions
(Patton, 2002).
The heart of the interview focused on the interview questions to help answer the research
questions. The types of questions asked during the interviews centered around experience and
behavior, opinion and values, knowledge, and sensory with the use of time frames to reflect the
present, past, and future of extended learning time. Patton (2002) stated that probes help to
provide a deeper response and more richness and depth to the response while Bogdan and Biklen
(2007) stressed that probes can be asked to provide clarification. Probes were used when
appropriate during the interview to gather richer responses and by clarifying while being
sensitive to the participant. The closing question asked the participant if they had anything to
add. The interview closed by thanking the participant and asking if contact can be made after the
interview to ask any follow up questions if needed.
Before conducting the interview, the researcher asked to record the interview. Consent
was given for all interviews and were recorded during the duration of the interview. The
interviews were transcribed within one week of the interview and provided pseudonyms to
protect the participants’ and sample schools’ identities. The recording and transcription were
saved on a flash drive and hard copies were kept in a binder.
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Documents were given to researcher by the principal at ZSI schools. Documents and
notes were stored on a flash drive and hard copies kept in a binder.
Data Analysis
Bogdan and Biklen (2007) stated data analysis as a systematic process of analyzing
interview transcripts to develop findings. The analysis functioned with the data to organize,
break into units, code, synthesize, and search for patterns. Merriam (2009) stated that data
analysis is ongoing between data collection and data analysis.
When the interview ended the researcher left the area and took 15-20 minutes to jot down
notes, ideas, and questions. The same was done during analysis of documents. The researcher
listened to the interviews multiple times and continued to add notes, ideas, and questions. Then,
the research coded the interviews to determine big ideas. After that the researcher connected
interview data to Odden and Picus’ (2014) five of eleven School Strategies for Improving
Student Learning. This process occurred simultaneously between different sample schools to see
any commonalities between schools and to see the match pair analysis.
During the analysis the researcher tried to make decisions to narrow the study to think
deeply about the data. While collecting data the researcher wrote observer comments to think
critically and to reflect at a later time.
Memo writing took place after transcribing to reflect on ideas presented. The researcher
developed, and revised metaphors, analogies, concepts and themes while analyzing the data. The
data was broken down into pieces to look at objectively and to help make sense of the context.
During the first level of coding, the researcher looked at open coding to write whatever came to
mind or write concepts that existed. The second level of coding involved the researcher trying to
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write what she is seeing and what she thinks the data is telling her. The intent is to have themes
and patterns emerge to help answer the research questions.
Summary
This chapter focused on the methodology of the study. This was a qualitative comparative
case study to answer two research questions. The study sample were two ZSI and two non-ZSI
schools where the researcher chose the population, to consist of two-three teachers and one
administrator. The researcher used interviews and documents as instruments to collect data.
Reliability, validity and ethics have been addressed to help answer the research questions with as
little issues as possible. Description of how the data was analyzed followed coding and themes to
make understanding of participants’ perspective and were triangulated by documents. Chapter 4
will examine the interview and document findings and how those findings connect to the
research questions.

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CHAPTER 4
FINDINGS
The study addressed the problem of turning around Hawaii’s lowest-performing schools
in a Zone of Innovation (ZSI) with the help of extended learning time (ELT) through the Race to
the Top (RTTT) grant. This study sought to determine how ELT resources were used in a ZSI
and the impact it had on instructional implementation. The resources used were compared to
non-ZSI schools with similar demographics to do a match pair analysis.
The following research questions guided the study’s inquiry:
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns change in ZSI schools, and how does that
compare with the allocations of resources in non-ZSI schools with similar
demographics?
Qualitative methods were used to conduct this study. These methods included semi-structured
interviews to try to understand the participant’s perspective and belief of ELT during the 2012-
13 school year.
Study Sites
The study sites included four schools. The first two schools belonged to the Plumeria
Complex, a pseudonym for a Zone of School Innovation during RTTT. Moana School and
Makai School, pseudonyms, were identified Hawaii State public ZSI schools. Moana and Makai
Schools received RTTT funding for ELT during the 2012-13 school year. Hibiscus Complex
included two non-ZSI schools, Akau and Hema. These two schools did not receive RTTT funds
but had similar demographics to the Plumeria Complex schools.
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Plumeria Complex ZSI: Moana School and Makai School
Plumeria complex was located in a rural community. Census data showed the
community’s median household income at $55,683 compared to the state’s average at $66,420.
Forty five percent of adults had graduated high school and 12% had a college degree.
Moana School had an enrollment of 904 students during the 2012-13 school year. The
student population was 60.8% Native Hawaiian and 72% of students qualified for free or reduced
lunch. Of the 57 full-time certificated staff, 56 were fully licensed to teach in their respective
area. There were 46 regular education teachers, eight special education teachers, three full time
support staff, one librarian and two counselors. The administration was comprised of four staff
members. During the 2011-12 and 2012-13 school years the school did not make adequate
yearly progress. Sixty three percent of students scored proficient in reading, below the state
benchmark of 72% and 53% were proficient in math, below the 64% state benchmark (HIDOE,
2013).
Makai School had an enrollment of 640 students. The student population was 67%
Native Hawaiian and 86% of students qualified for free or reduced lunch. Of the 45 full-time
certificated staff, 44 were fully licensed to teach in their respective positions. There were 32
regular education teachers, 11 special education teachers, two full time support staff, one
librarian and two counselors. The administration team included three staff members. During the
2011-12 school year the school did not make adequate yearly progress. Only 50% of students
reached proficiency status in reading when the state benchmark was 72% and 42% reached
proficiency in math, which was below the state benchmark of 64% (HIDOE, 2013).
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Hibiscus Complex non-ZSI: Akau School and Hema Schools
Akau School and Hema School, pseudonyms, were identified as Hawaii State public
schools, belonging to the Hibiscus Complex, a pseudonym. The Hibiscus complex was a non-
ZSI complex. Schools in this complex did not receive ELT resources during the 2012-13 school
year.
The Hibiscus complex was located in a rural community. Census data showed the
community’s medium household income at $92,347. Thirty percent of adults had completed
high school and 35% had completed college.
Akau School had an enrollment of 234 students. Of those students 86% were Native
Hawaiian and 85.9% qualified for free or reduced lunch. The entire staff of sixteen full-time
teachers was fully licensed to teach in their respective area. There were eleven regular education
teachers, three special education teachers, two full time support staff, in addition to a counselor
and three administrators. During school year 2012-13 the school was recognized at as National
Blue Ribbon School Program. During the same year, school test scores on the Hawaii State
Assessment Program outperformed state averages in all grades (3-6) in reading (83%) and math
(79%) (HIDOE, 2013).
Hema School had an enrollment of 508 students with 60.2% of students who identified as
Native Hawaiians and 85.2% who qualified for free or reduced lunch. The entire staff of 33 was
fully licensed to teach in their respective areas. Twenty six were regular education teachers, six
were special education teachers, one fully time support staff, in addition to one librarian, two
counselors, and four administrators. During school year 2012-13 the school did not meet
adequate yearly progress. Sixty-six percent of students scored proficient in reading, which was
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below the state benchmark of 72% and 60% of student scored proficient in math, which was
below the state benchmark of 64% (HIDOE, 2013).
Study Participants
This study included nine total participants. Each principal at the four schools, Moana,
Makai, Akau, and Hema were interviewed. Five teachers were interviewed. One teacher from
each school at Moana, Makai and Hema and two teachers from Akau.
Mike was a male, principal at Moana School for the past eighteen years. In 2005 he won
the Excellence in School Leadership award and was awarded $25,000. Before he became a
principal we was an intermediate school classroom teacher.
Shay was a female, teacher at Moana School for over ten years. She had taught various
grade levels but taught fourth grade during extended learning time during school year 2012-13.
She is part Native Hawaiian and has an advanced degree in education.
Bob was a male, principal at Makai School for eleven years. Prior to becoming a
principal he was a high school teacher. During school year 2012-13 he was transferred to another
school to assist with this school’s needs and extended learning time then returned back to Makai
School after the 202-13 school year. His data reflects his time at another school.
Tara was a female teacher at Makai School for over ten years. She has been the Science
Technology Engineering and Math resource teacher for the past eight years. She had taught at
various schools before Makai School.
Donald was a male, principal at Akau School for seven years. He was a principal at two
other schools before Akau School.

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Table 3
Study Participants and Role at School
School Name Role
Moana School Mike Principal
Moana School Shay Teacher Grade 4
Makai School Bob Principal
Makai School Tara Teacher STEM
Akau School Donald Principal
Akau School Leigh Teacher – Grade 3
Akau School Brandy Teacher – Curriculum Coordinator
Hema School Frank Principal
Hema School Elle Teacher – Student Coordinator

Leigh was a female, teacher at Akau School for eleven years. She has over fifteen years
of teacher experience. Leigh had an advanced degree in education. She taught grade three during
school year 2012-13.
Brandy was a female, teacher at Akau School for three years. She has been a classroom
teacher for over ten years. Her current position is the curriculum coordinator.
Frank was a male, principal at Hema School for over five years. This position was his
first principal position. He had a military background prior to his current education position.
Elle was a female, teacher at Hema School. She had been at the school for over fifteen
years. She is the school’s registrar.
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All principals were interviewed in their office or meeting room with the Race to the Top
cohort research team of five members. Teacher interviews were conducted one-on-one at a place
requested by the teacher, either in their classroom or outside of school. Interviews lasted
between 20-50 minutes.
Extended Learning Time Structure
This section discusses how each school used and implemented ELT during the 2012-13
school year. This area highlights how the time was allotted as well as what the focus was during
the ELT time. It is divided into two sections: ZSI schools who received ELT funding through
RTTT and non-ZSI schools who did not receive ELT funding through RTTT.
ZSI ELT
Moana School implemented ELT by adding on an hour to the day, four days a week.
Teachers were given an additional hour at the end of the day from 2:00-3:00 to extend the
learning day for all students for project based learning that incorporated social studies or science.
As the school focused much of their efforts on reading, writing, and math, social studies and
science were not a huge priority. This ELT focus allowed the school more hands on learning
while acquiring new content. Teachers did not use any specific program. Instead, they found
material wherever they could, either on-line, from other teachers, or took PD courses and used
parts to assist with student learning. Each grade level focused on a different content and ideas.
Shay shared that her grade level focused on sustainability within their social studies curriculum
by learning about aquaponics systems, building their own system, growing food, and discussing
sustainability in Hawaii.
Makai School had a similar structure. The school extended the learning day by an hour
for all students, four days a week. The extra hour was used at the end of the day for teachers to
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provide any supports necessary for students. There was no assigned curriculum or topic teachers
had to follow. Instead, resource teachers, like the STEM teacher supported teachers by extending
their lessons by allowing students more time to understand the content and have more discussion
and experiences. During the time resource teachers provided ELT, the homeroom teachers
received PD on a variety of topics. The principal directed teachers to not use this time towards
academics, instead to focus on making learning fun for students. When teachers did not have
resource teachers teaching their classes they provided ELT like art and physical education.
Non-ZSI ELT
Akau School had three different options for ELT. The first ELT opportunity was through
a targeted tutoring program for grades kindergarten to grades three. Tier two students were
pulled out of class during the school day to receive reading fluency tutoring through a reading
program. The teachers could not remember the name of the program or how long the students
spent with the teacher, but knew it focused on fluency. Students were pulled out daily to meet
with the part time teacher (PTT). Students were chosen based on reading data to support the
need for reading fluency in order to get students to improve their comprehension skills. Funding
for this PTT was made available through Title 1 funds.
The second ELT opportunity focused on homework help afterschool. While this does not
focus on core content areas, the school used resources for this opportunity. An educational
assistant (EA), assigned to a special education teacher was used as the teacher to oversee
students in the computer lab after school. Teachers chose students to participate based on
homework and classroom work data. There were mixed signals on the focus and intention of this
ELT. The EA thought she was supposed to help students with their homework and support
students’ learning. The Homework Club coordinator shared that the intent was to provide a place
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for students to complete their homework and for an adult to be able to watch over the students.
Although no additional funds were spent for this because the EAs work time fell within ELT
time, the EA as a resource was used to run the program.
The third ELT opportunity was summer school. The school provided a three-week
summer school program to support continued learning. One class per grade level was available to
teach a max of 20 students with an EA. Teachers chose students to attend based on academic
need through classroom assessments. Registration was later opened up due to low student
registration. Teachers continued to use school curriculum in reading and math and any resources
they had. There was no set mandated curriculum to use. Title 1 monies funded this ELT.
Hema School offered an ELT program through a Department of Health grant. The grant
provided three hours for four days a week of after school time for students. The first hour was
designated for homework help. This part of the program mandated that three hours a week be
assigned for homework help. Teachers were available to work with students on homework,
projects, or to offer any learning support. The second hour focused on a health and wellness
curriculum. This was provided by the Department of Health and lead by staff members or guest
speakers. The last hour was designated for students to build social skills and participate in a fun
activity. Teachers provided fun activities for students to participate in like video games, robotics,
crafting, and sports. Students were able to attend on an “as need” basis so there was no set
number or names of students.

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Table 4
Schools’ Use of Extended Learning Time during 2012-13 School Year
School ELT Time Funding
Moana
School
Project-based Learning in Social
Studies/Science
- Four days a week
- One hour
- At end of day
Race to the Top
grant
Makai
School
Extending resource time OR non-
academic supports
- Four days a week
- One hour
- At end of day
Race to the Top
grant
Akau
School
1. Reading fluency tutoring (K-3)
2. Homework help (all)
3. Summer school (1-6)
1. During school
2. After school (one hour)
3. Summer (three weeks)
Title 1 funds
Hema
School
Jump Up - Four days a week
- Three hours
- At end of day
Dept. of Health
grant

Research Question 1
Participants at Moana and Makai school were asked to share their recollection,
understanding and perspective of extended learning time to answer research question 1: what
changes in instructional practice were enacted in schools that received ELT resources through
RTTT. The researcher aligned the interview data of principals and teachers within Plumeria
complex’s to answer the five strategies of School Strategies for improving Student Learning
(Odden & Picus, 2014): setting ambitious goals, adopting effective instructional and curriculum
programs, engaging in data-based decision making, implementing a systemic professional
development program and providing extra help for struggling students. Research question 1
focuses on how the two ZSI schools used RTTT funds for ELT.
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Setting Ambitious Goals
Moana School and Makai School set initial goals for each school to meet. Both schools,
as well as the other schools in the ZSI created a goal sheet. This sheet showcased an ELT goal,
ELT strategy, input activity, expected outcomes, success indicators and sharing of progress
throughout the year.
Moana School’s ELT goal was critical thinking by implementing a 50 minute
intervention block Monday-Thursday for all students. The input activity was project based
applied learning. The expected outcome was to increase writing achievement, improve oral and
written communication skills, increase general knowledge, apply knowledge and skills to real
life situations, increase student inquiry, and increase general learner outcomes. The school did
not fill out success indicators or state progress throughout the year.
Makai School’s ELT goal was to increase student achievement by providing applied
learning and enrichment opportunities by implementing a 50 minute intervention block Monday-
Thursday for all students. The school had three input activities. The first was applied learning
where students were expected to learn and apply skills and standards in the classroom to various
projects. Applied learning was intended to be seen by students showing a deeper understanding
of skills on pre- and post-assessments. The school noted that they needed to be more deliberate
about determining expected outcomes and success indicators. The second activity was
enrichment with integrated ELA, Math and or science skills by having opportunities to access
activities previously not available to them. Enrichment integration was intended to be shown by
students increasing attendance rates and application of skills in class. The school realized again
that they needed to be more deliberate in determining expected outcomes and success criteria.
The last input activity was teacher professional development time by increasing time for grade
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level teachers to plan and collaborate. This would be seen through greater consistency in
classrooms an in lessons by increased student engagement. The school did not provide any
evidence to show progress.
Mike, was the principal for the Moana School during the duration of RTTT, he also
served as the Complex Area Superintendent (CAS) when there was a change in leadership for
about seven months as well as being the ZSI project manager during the duration of RTTT. He
was able to participate in these three roles and was privy to different conversations. He shared
that ELT was a contractual issue with HSTA but the union did not come in to talk to teachers
about ELT. As the project manager, he represented the ZSI schools in meetings with the state
superintendent’s office. He shared struggles and suggestion and received information but no
accountability measures were established concerning ELT. Mike did not detail any goal sharing
while at these meetings. While Moana School had an ELT goal, there was no accountability to
see if the school was on track in meeting the goals. There was no evidence to show any
monitoring of ELT. Moana School set goals but did not monitor any progress.
Shay, teacher at Moana School revealed that her principal, Mike, gave the school two
options for ELT, providing more reading and math opportunities or building project based
learning opportunities for students to incorporate other content areas. While the school provided
support and materials, grade levels were not asked to set any goals. Shay suggested that those in
charge of ELT have clearer set of guidelines to follow so the schools could set targets to meet
and thus have a clearer purpose for use of this time.
Bob, principal at Makai School talked about his time at another ZSI school during 2012-
13. The school discussed how to bet provide ET and the use of time for their students; especially
those who needed credit recovery and study skills. Determining what was vital to use ELT
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effectively, there were no goals set for the school, departments, or classes. He stated that the
school did not monitor any goals.
Tara, teacher at Makai School, detailed that there was no accountability, so teachers at
Makai did not make any goals towards ELT. No one checked in with teachers, asked for updates
or gave teachers feedback. The principal did pop in to check how teachers were doing but
nothing more than that. Tara disclosed that she wished there was a clear set of targets to strive
for during ELT. Many teachers thought they were not making an impact with student learning
because there was no goal to attain.
Setting ambitious goals was not an instructional practice that was implemented in schools
that received ELT funding. Even though they set ELT goals and supports to achieve the goals,
there was no accountability measures or check-ins to see progress in schools towards their goals.
Schools were not given clear guidelines or much accountability towards their goals so it was not
a practice that changed during ELT.
Adopting Effective Instructional and Curricular Programs
Moana School and Makai School implemented the state mandated programs for their core
instruction during the school day. The mandated program for reading instruction was the Expand
program for grades K-6. The mandated math program was Stepping Up program for grades K-6.
Overall, the schools did not adopt any effective instructional and curricular programs to support
ELT so they did not change any instructional practices in this area.
During ELT, the schools were left to use any curriculum that supported their focus or
could search for instructional supports. There were no set guidelines for schools to follow any
effective instructional and curricular programs. Teachers could have continued to use the
mandated curriculum or any other resources they decided would support their students.
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Mike, principal at Moana School, shared that his teachers had the choice to use whatever
instructional materials to support their students. Teachers decided what curricular programs were
best suited for the needs of their students. He stated that extended learning time at Moana was
used to support the science and social studies curriculum, so they did not need to use the core
reading or math curriculum, rather they could choose any supports necessary to get students
involved and learning.
Shay, teacher at Moana School, stated that this was a nervous time for her because she
did not know what direction her school was being told to go in or what plans the complex and
state had for the teachers. She wondered how she was going to be able to teach her students
about sustainability and aquaponics with little direction or knowledge. She found a majority of
her curriculum outside of school. She used curriculum that her vice principal provided her from a
previous training he attended. She attended professional development through Malama Aina in
her neighborhood on her own time and used materials she received there to assist with her
instruction during ELT. Say also went online to find resources to help with instruction to
support the fourth grade science and social studies curriculum. The majority of what she found
helped with her understanding of the material and then she had to be able to take that and turn it
into grade appropriate information for her students to use.
Bob, principal at Makai School, detailed usage of students participating in a variety of
courses during ELT. Credit recovery classes offered credits to students who needed to make up
classes so the teachers in these classes used the same curriculum they used for their core
instruction (English, math, science, history). The next type of course offered were elective-type
courses with an infusion of writing. Teachers provided courses in guitar, hula, or robotics and
supported students’ learning through writing. Teachers could use whatever curriculum programs
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they wanted. Study-skills were the last type of course provided for students. Students used the
curriculum Write Tools as a way to improve their writing skills through this course. This was a
program that some teachers were already using. Teachers and administrators found that students
who participated in these classes were students who were on track for graduation and needed
little support for their writing. Write Tools was implemented but teachers also supplemented
with other resources so it was not the only curriculum or instruction used. There was no
mandated or uniform curriculum used with the school.
Tara, teacher at Makai School indicated that her principal directed staff to not do any
academics during ELT, rather do “fun” activities with students. Due to the school’s high
absentee rate, the principal wanted students to come to school and be able to participate in extra
curricular activities that they did not have a chance to partake in on a normal day. Tara was
puzzled because she thought the intent of ELT was to impact student learning but this went
against that. Although she believed this, she and the rest of the staff went along with what the
principal told them to do. She shared that some teachers did PE or some type of project based
learning. Tara’s role as the STEM coordinator provided class coverage so teachers had
additional time to receive professional development with the academic coaches while she
extended her STEM lessons with classes. She rotated during the weeks so she had different
classes every day. So, no new curriculum was implemented to her already self-developed
curriculum.
Plumeria complex schools, Moana and Makai Schools did not change instructional
practices by adopting effective instructional and curricular programs to support ELT. Rather,
schools used other existing programs or found resource pieces to support what they were
teaching.
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Engaging in Data-based Decision Making
There were some changes in instructional practices of data-based decisions being made at
Moana and Makai School to impact ELT. Data-based decisions included what schools focused
on during instructional time rather than actual scores from student assessments.
Mike, principal at Moana School shared that a constant obstacle the school faced was
incoming kindergarten students performed more like preschool students. He shared data that said
less than 38% of incoming kindergarten students attend preschool. The school spent most of their
instruction on basic skills, which left science and social studies, as luxuries students did not get
to focus much time in. This led the school to focus on science and social studies during their
ELT time. This instructional practice of using data to make decisions created hour-long blocks
for students to address these science and social studies, incorporate their reading and writing
skills, while having fun hands on learning. Nonetheless, the intent of data-based decision making
was to use formative assessments to track and monitor student progress. Moana School used
initial data to determine ELT focus but not to track and monitor student progress within ELT.
Bob, principal at Makai School shared that when he was placed at another school he used
surveys for staff and students as a way to figure out what classes staff members could provide
and what classes students wanted. Instead of just guessing or making uninformed class choices,
administrators chose to poll the school, collect data, analyze data, and decide on courses to offer.
This worked out well for them because teachers enjoyed what they taught and students enjoyed
the courses they could take. The use of survey data was new to the school, thus making data-
based decisions an instructional practice students benefitted from.
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Tara shared that no data based decision was made to determine what to focus on for ELT.
Teachers were free to choose to do whatever they wanted, with the caveat to not focus on
academics.
The instructional practice of data-driven decision making helped Moana School
determine what focus it would have for ELT. This helped teachers create a more engaging
environment where students wanted to participate for an extra hour four times a week. These
practices lead some teachers to expand their practices to teach new topics and helped create a fun
environment for learning.
Implementing a Systemic Professional Development Program
Being in the ZSI afforded Moana and Makai Schools were afforded additional PD days to
support teacher learning. While the PD days were useful to support teachers, none were used to
assist with ELT. Some teachers sought out their own PD to support what they would be teaching
during ELT. The practice of implementing a systemic PD program was not addressed at these
schools.
Mike, principal at Moana School stated that the 10-15 PD days were given to his school
but he could not remember what topics the PD were on. He mentioned that his coaches helped to
provide the professional development but he could not remember and did not have the
documentation to see what the days were used for. He did affirm that these days did not relate to
ELT time.
Shay, teacher at Moana School stated that the PD days were “rough” because they
covered “everything under the sun” from performance assessments, instruction, data analysis and
curriculum programs. The academic coaches and the administration team facilitated the PD but
did not cover anything about ELT. Shay recalled thinking, “Oh, what are we going to do for this
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time?” because no PD was given to support teachers with ELT. As stated earlier, Shay sought out
her own PD to learn about aquaponics to support her instruction.
Bob, principal at Makai School could not remember what PD was offered to his staff. He
did say the PD was not related to ELT. He did remember that no one from the state provided
principals with ELT professional development, rather just sharing what other schools were
doing.
Tara, teacher at Makai School shared that the teachers at her school felt “kind of crazy”
because they were not afforded the opportunity to learn about ELT and make decisions to best
support their students. She offered similar experiences with the school PD, which focused on
assessments, implementing curriculum programs and looking at data to inform instruction.
Professional Development relating to ELT was not enacted at Moana and Makai Schools.
The teachers were not prepared to understand the purpose of ELT, possible impacts, use of types
of curricula, and an implementation process. Teachers were left to figure out what to do during
this time. The practice of implementing a systemic PD program did not take place at these
schools.
Providing Extra Help for Students
ELT was the way Moana and Makai Schools decided to provide extra help for their
students. The day was extended for about an hour, till 3:00pm for each school. Schools were not
given any specifications on to how to use ELT; rather each school decided how to use its ELT
time. Providing extra help for students was a change in instruction practice enacted in these
schools.
Moana School decided to use their ELT time to support Project-based learning (PBL).
This incorporated different content areas. Shay’s grade level decided to incorporate social
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studies with PBL to support the concept of aquaponics and sustainability. Shay identified other
projects grade levels chose to work one to include: learning and building solar cars and racing
them, learning what communities are and building their own based on their own community,
partnering with Hawaii Opera while writing the play and building the set and props, learning
about plants and building planter boxes, and extending literature stories to making costumes and
putting on a performance. Each teacher kept his/her own homeroom class during this time, four
days a week. The idea was reading, writing, and math would be infused within these projects to
support students’ learning in various applications.
Makai School implemented ELT in a broad and open way. Teachers were left to decide
what they wanted to do during this hour-long block four days a week. Teachers decided to do a
variety of things and did not have to stick with it the entire time, as there was little
accountability. Some teachers taught PE, others did arts or music. Tara extended her STEM
teaching block by about 45 minutes. This meant she was able to teach the curriculum and content
at a deeper level with the students. She did not create any new curriculum, but rather had more
time to teach the curriculum.
Plumeria Complex schools, Moana and Makai Schools provided extra time for their
students by one hour four days a week. While ELT is intended for focused and specific
instruction in math or reading this time was used more freely where teachers decided what the
curriculum looked like, the purpose for the time, and how they taught it. The practice of
providing extra help for students was enacted in these schools, while both schools used the time
differently.
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Summary of Findings for Research Question 1
Research question 1 asked, what changes in instructional practice were enacted in
schools that received ELT resources through RTTT. Instructional changes that were analyzed
were connected to Odden and Picus’ (2014) School Strategies for Improving Student Learning:
setting ambitious goals, adopting effective instructional and curriculum programs, engaging in
data-based decision making, implementing a systemic professional development program, and
providing extra help for struggling students.
There were few changes in instructional practices enacted by Moana and Makai Schools
that received ELT resources. There was no change in practice in setting ambitious goals,
adopting effective instructional and curricular programs, and implementing a systemic PD
program.
There were changes in instructional practices regarding engaging in data-based decision
making and providing extra help for students. RTTT provided resources for ELT to Moana
School. This brought about data-based decisions, which impacted the structure of ELT at both
schools. ELT provided extra help for students at both schools. The school day was extended by
one hour four days a week. Moana School focused on project based learning by incorporating
different content areas to support student learning. Makai School extended the school day’s
learning in different ways like providing fun activities as well as extending the day’s lessons by
resource teachers with STEM and technology.

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Table 5
ZSI Schools Instructional Practice Changes Based on Five of Odden and Picus’s (2014) School
Strategies for Improving Student Learning
School
Ambitious
Goal
Setting
Adapting
Effective
Instructional and
Curriculum
Programs
Engaging in
Data-based
Decision
Making
Implementing a
Systemic
Professional
Development
Program
Providing
Extra Help
for Students
Moana No No No No Yes
Makai No No No No Yes

Research Question 2
Participants in both Plumeria and Hibiscus complexes were asked to share their
understanding and perspective on resource allocations. The schools responses helped provide
insight to research question 2, how did the resource allocation patterns change in Plumeria
complex schools to do a match pair analysis with Hibiscus complex school’s resource
allocations. Resource allocations were connected to Odden and Picus’ (2014) School Strategies
for Improving Student Learning: setting ambitious goals, adopting effective instructional and
curriculum programs, engaging in data-based decision making, implementing a systemic
professional development program, and providing extra help for struggling students.
Plumeria Complex
A very interesting revelation was uncovered while interviewing Plumeria Complex
principals. Monies from Race to the Top were earmarked for the complex level and
administrators at that level decided how monies were to be used. The schools did not see any
discretionary funds. They were told what resources they would have and those resources were
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purchased using funds at the complex level. ELT was a contractual issue and teacher pay
increases that were negotiated were paid through the department payroll.
Mike, Moana principal, was the ZSI project manager and shared that federal monies from
the grant were dropped to the state but no monies were earmarked to schools. Mike disclosed
that whatever resource allocations were included in the RTTT plan were given to the complex
and paid for with RTTT monies and schools used them. Schools never received any money. He
stated examples like the 10-15 school PD days, academic coaches and ELT. PD days and ELT
were contractual components and paid through payroll. Two academic coaches were given to
schools and paid through RTT and paid for by the complex. He made it clear that there was a
misperception that ZSI schools received a large chunk of money to use as they pleased but that
was not the case.
Bob, Makai principal, shared the same ideas. He disclosed that everyone thought the
schools received all of the RTTT monies and could use it as they please. Instead, he did not have
a say in how funds were spent, as they had to follow what they complex and state allocated to the
schools.
Hibiscus Complex
Setting ambitious goals. Akau and Hema Schools in the Hibiscus had no change in
resource allocations to address setting ambitious goals relating to any ELT programs they had in
place. The schools shared about their ELT programs and its purpose. On the other hand, the
schools did not have any accountability measures or goals to determine progress or growth.
Akau School’s principal, Donald, shared the ELT programs the school offered used
assessments like the universal screener to identify students’ needs. Although the teachers used a
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screener to identify students’ needs, teachers did not make any goals to increase student learning.
There were also no accountability measures in place to see if goals were met.
Leigh, teacher at Akau School eluded that there were no goals set for ELT. A concern
the school had was how to get their students to consistently attend any ELT programs. Instead of
having goals, Leigh shared that what she measured at the end of the afterschool ELT program
she participated in was the improved relationships between teachers and students.
Frank, Hema School’s principal did not state any goals for his school’s ELT. The
afterschool ELT program did not have any goals for students. He shared the three components of
the program as homework help, healthy behaviors, and a fun activity.
Elle, teacher at Hema School gave a more in-depth description of the schools ELT
afterschool program, Jump Up. The purpose of the program was to provide students with a safe
place for learning and staying out of trouble afterschool. Students were provided with tutoring
time to improve their studies, education on healthy behaviors so could students to make better
choices, and to have fun by providing different activities for students to build confidence and
peer relationships. The only accountability measure she had was to take attendance. There were
no ambitious goals set.
There were no changes in resource allocations in terms of setting ambitious goals. Akau
and Hema Schools did not set any goals in terms of ELT. This is similar to what occurred at the
Plumeria Complex schools. Moana and Makai Schools did not allocate any resources to set
ambitious goals.
Adopting effective instructional and curricular programs. Hibiscus Complex schools
spent monies to allocate resources on state-mandated curriculum in reading (Imagination) and
math (Math Skips). Akau and Hema Schools adopted these programs and used them for teaching
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core instruction. Teachers had the option of continuing to use these programs during their ELT or
to forgo the program and determine other curricular resources to meet the needs of their students.
Resource allocation patterns did change in these schools to purchase curricular programs but
these programs were mandated to be used during ELT.
Akau School allocated resources to purchase the mandated programs. The programs were
used during core instruction during the day for English Language Arts (ELA) and math. During
ELT time, teachers had the option of using these programs to support their students’ needs but
they also had a wealth of other curriculum resources.
Donald, principal at Akau School, shared that the school allocated about $30,000 to
purchase the two mandated programs. The school used a different reading program that fit
students’ need prior to this. In addition to allocating resources to purchase the program the
school also spent monies on programs like Achieve KidBiz online source for nonfiction leveled
reading. He shared that it was up to teachers to decide what curriculum they used during ELT.
Some chose to continue teaching with Imagination or using other curriculum resources the
school already had.
Leigh, teacher at Akau School, shared that the focus of ELT summer program was
reading and math and teachers had the opportunity to use whatever program they chose. The
teachers who participated in the ELT summer program could choose the curriculum they taught,
just as long as they focused on reading and math.
Brandy, teacher at Akau School, stated that a lot of what was taught during core
instruction during the school day was continued during the ELT summer program. Some teachers
continued Imagination lessons or used resources from Imagination. The teachers had discretion
over the curriculum.
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Hema School allocated resources to purchase the mandated programs. On the other hand,
it did not use the mandated curriculum during their ELT time. Instead, homework help was based
on student need and the teacher coming up with ways to support the students’ learning. The
health and wellness curriculum was given by the Department of Health and the fun activity did
not follow any set curriculum. Overall, Hema School did not allocate additional funding for any
curricular programs for ELT.
Elle, teacher at Hema School shared that the afterschool ELT the school runs is based on
a Department of Health grant. The one requirement is that the program offers at least three hours
of tutoring a week. The structure of the program consists of the first hour dedicated to tutoring by
teachers or educational assistants where there is no set curriculum. The second hour is run by the
Department of Health for a health and wellness component for another hour. The department
provides staff and guest speakers during this time. They follow their own program that Elle did
not know. The last hour is a fun activity where students can participate in that they are not able
to normally do so outside of school. Students rotated between Wii video games, sewing, crafts,
football, and robotics.
Hibiscus Complex schools, Akau and Hema allocated resources to purchase state-
mandated reading and math curriculum to teach core instruction. The schools did not allocate
any other resources to ELT programs. This compares to Plumeria Complex schools, Moana and
Makai because they too did not allocate any resources for curricular programs.
Engaging in data-based decision making. Hibiscus Complex schools, Akau and Hema
did not change any resource allocations to engage in data-based decision making. The data was
limited to explain how the schools used data to determine structures and supports for ELT.
Minimal data was used with little accountability.
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Akau School continued to look at data as they always had. Donald stated the school used
its universal screener program to determine students’ needs in reading and math. This provided
teachers with data to determine which students needed support and asked for their participation
in their ELT programs: after school tutoring and summer school program. Brandy reaffirmed this
process as well as teachers using formative assessments in their classrooms to determine which
students could benefit from ELT services. Teachers engaged in data-based-decision making to
determine which students to support with ELT but did not change any allocation of resources to
do so.
Hema School also engaged in data-based decisions to determine school goals but did not
do so in reference to ELT. There were no changes in resource allocations to engage in with
strategy. Frank, spoke to the school doing a needs assessment to guide its academic plan. The
staff looked at different data to inform the school what the school needed to support students and
determined curriculum programs. These were not programs used during ELT. Elle, detailed that
the ELT program Jump up, was inclusive of all students. It did not use data to determine who
needed to attend, but rather it encouraged any student who thought they needed support to attend
when they saw fit. Hema School did not engage in a change of resource allocation to make data-
based decisions to.
Plumeria Complex schools, Moana and Makai Schools used data to determine the
structure of its ELT programs. Moana and Makai did not have a change in resource allocations to
engage in this decision making process. Akau School engaged in a similar process by looking at
data to determine which students could benefit from ELT but the data did not lead them to
determine the structure of its ELT program. Hema School engaged in data-based decisions at a
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school level but did not use any data to determine the structure of its ELT program. No school
had any resource allocation changes to engaged in data-based decision making.
Implementing a systemic professional development program. Akau School
implemented a systemic professional development (PD) program to assist its teachers with
implementing the new mandated program. Donald recalled contracting the local university to
support the teachers with small group instruction because the school’s previous program
consisted of homogeneous grouping with whole class instruction. The teachers needed
professional development to support the new type of instruction they were to give their students
with the Imagination program. Donald did not state how much resources were allocated to
contract the university but did say that a bulk of funding went towards this. He did reveal that
the school had contracted the university to do PD over the last few years. Leigh clarified that
although the PD helped with core instruction, the content of the PD did not translate over to ELT
instruction.
Hema School’s principal, Frank, and teacher Elle, did not speak of PD at Hema during
Race to the Top or any resource allocations for PD relating to ELT.
Akau School did not change resources allocated for PD because it was a practice they
have used for a few years. Hema School did not provide any PD for their teachers during this
time. Moana and Akau Schools increased PD by 10-15 additional days during ELT but did not
have a change in resource allocations because funding was provided through RTTT. Teachers
were compensated through the RTTT funding and school staff provided the PD although it was
not related to ELT.
Providing extra help for students. Akau School allocated resources to provide extra
help for students through ELT programs after school and during summer break. Resource
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patterns fluctuated to fund ELT because the school was dependent on funding from Title 1 or
Weighted Student Formula (WSF). Donald shared that ELT continues when the school has extra
monies to provide for those services. Sometimes the school figures out it has extra monies during
the second half of the year and then is able to provide after school tutoring or summer school
ELT by funding teacher hourly pay. If there is no extra money through WSF, the school tries to
use Title 1 funds to provide ELT.
Leigh shared that in addition to the after school and summer school ELT, the school
allocated resources to fund a part time teacher (PTT) position to tutor tier two students in
reading. The tutor worked 17 hours a week and 10 of those hours were devoted to supporting
students in grades K-3 in reading fluency. Leigh had some difficulty remembering what the tutor
used to support the students but she does remember it being an intervention pull out program that
the school had purchased a few years before RTTT started. Another resource the school allocated
funding towards was the school Primary School Adjustment Program (PSAP) where EAs worked
with students to adjust to school and different settings. Leigh shared that adults (not classroom
teachers) had classroom management issues. When students went to a different learning setting,
where a classroom teacher or full time staff member was not in charge, the students’ behavior
became and issue. The PSAP personnel tried to support students to lessen the issue when
students went to the reading support with the PTT.
Hema School received a grant for its after school ELT program, so there were no
resource allocation changes during this time. The Department of Health funded grant paid for
teacher salaries to work for an additional 1-3 hours a day. Frank made no mention of any other
ELT programs to support students. He did say that his motto was to do things right the first time.
He related this to strong core instruction. If students are receiving strong instruction and are
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being supported, students should not need extra help. Elle mentioned Jump Up and another
culture based after school program that fourth through sixth graders could participate in, but that
too was funded through a grant. Hema school did not have any changes in resource allocations to
provide extra help for struggling students.
Summary of Findings for Research Question 2
Research question 2 asked, how did the resource allocation patterns changed in ZSI
schools, and how does that compare with the allocations of resources in non-ZSI schools with
similar demographics. Resource allocations that were analyzed were connected to Odden and
Picus’ (2014) School Strategies for Improving Student Learning: setting ambitious goals,
adopting effective instructional and curriculum programs, engaging in data-based decision
making, implementing a systemic professional development program, and providing extra help
for struggling students.
The findings revealed that ZSI schools, Moana and Makai Schools were funded
differently through RTTT. RTTT monies for ELT were distributed to the complex level and not
to the schools themselves. The schools did not have discretion over how the funds would be
spent. Therefore, there were no resource allocation changes in these schools relating to the five
strategies (Odden & Picus, 2014).
Non-ZSI schools saw some changes in resource allocations patterns. Akau and Hema
Schools did not allocate resources to set ambitious goals for ELT. This was not a focus. The two
schools did not change resource allocation patterns in using data-based decision making. Akau
School continued to look at data so they did not change resource allocations. Hema School did
not share about using data to make any decisions relating to ELT. Akau and Hema Schools had a
change in resource allocations to purchase state-mandated curriculum in reading and math.
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These curriculum programs were not mandated to use during ELT. Akau School allocated
resources for PD to address small group instruction but it did not relate to ELT. Hema School did
not participate in any PD programs relating to ELT. Both schools provided extra help for
students. Akau School provided after school and summer break ELT programs funded through
WSF and/or Title 1 and also funded the PTTT position that had been in place for a few years
prior to 2012-13 but there were no changes in allocation patterns because schools were doing this
before RTTT. Hema School did not have any changes in resource allocation patterns because its
after school ELT program was funded by a grant that had been implemented for almost ten years.

Table 6
Resource Allocation Pattern Changes Based on Five of Odden and Picus’s (2014) School
Strategies for Improving Student Learning
School
Ambitious
Goal
Setting
Adapting
Effective
Instructional and
Curriculum
Programs
Engaging in
Data-based
Decision
Making
Implementing a
Systemic
Professional
Development
Program
Providing
Extra Help
for Students
Moana No No No No Yes
Makai No No No No Yes
Akau No No No No Yes
Hema No No No No Yes

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What Happened After Race to the Top Ended
Funding for ELT through the RTTT grant ended after the first year of implementation.
After the 2012-13, the RTTT grant did not have funding to cover costs for ELT to continue.
Both complexes already had some type of ELT programs in place before the 2012-13 school
year. After the 2012-13 school year, most schools continued to offer ELT to support its students.
Plumeria Complex — ZSI
After the 2012-13 school year, the state did not continue to use RTTT funds for ELT.
Mike and Bob both stated that after the one year or ELT, it went away. The schools went back to
doing whatever they had done prior to ELT.
Prior to RTTT, Moana School had been implementing after school tutoring based on
student classroom data. The focus was on reading and math. Teachers were asked if they wanted
to participate, so it was voluntary. This tutoring was funded through Title 1 monies. When
RTTT ended, the school offered this on a voluntary basis for teachers and then teachers used
classroom data to choose students who needed more reading and math support. This was now
funded through the 21st Century Grant.
Another activity the school implemented before, during and after RTTT was after school
clubs. This was not necessarily reading or math driven but more learning opportunities for
students to participate in. Some examples that Shay shared were the media club, robotics, student
council, and drummers. This was funded by Title 1 prior and during to RTTT and then through
the 21st Century Grant after RTTT ended.
Hibiscus Complex — Non-ZSI
Akau School and Hema School had implemented their ELT programs before and after the
2012-13 school year. Whatever the schools did during the 2012-13 school year was already in
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place prior to that year. After the 2012-13 school year, the schools continued to implement the
same ELT programs using the same funding sources.
Akau School started a new ELT program during the 2016-17 school year. The school
decided it needed a new way to address students’ needs during the school day to ensure
attendance. Akau School implemented a Response to Intervention model daily from 8:00-8:30
where all teachers provided targeted instruction to students in reading and or math. All certified
adults on campus joined in the efforts to assist with student instruction. Due to the use of time
during the school day, no funding was necessary, but resources or teachers were being used
support students’ learning.
Hema School used Jump Up years prior to 2012-13 during RTTT’s ELT time. The school
continued implementing this after school program after the 2012-13 school year. The researcher
found that the school continues to use the Jump Up program, as it is during this school year.
Conclusion
The study sought to answer two research questions:
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns changed in ZSI schools, and how does that
compare with the allocations of resources in non-ZSI schools with similar
demographics?
The findings shed light on data that answered the two research questions in relation to
Odden and Picus’s (2014) five strategies of eleven School Strategies for Improving Student
Learning: setting ambitious goals, adopting effective instructional and curriculum programs,
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engaging in data-based decision making, implementing a systemic professional development
program and providing extra help for struggling students.
Most schools, ZSI and non-ZSI did not implement Odden and Picus’ (2014) School
Strategies for Improving Student Learning. All schools provided extra help for students but data
showed the schools did not provide a structure to support the extra help. ZSI schools set goals
but did not have any accountability towards the goals and were not revisited throughout the year.
Non-ZSI schools did not have any goals. All schools adopted effective instructional and
curricular programs for its classroom instruction in reading and math but did not have a
designated program for ELT. Moana School used data to make decisions but no school used
resources to support this strategy. ZSI schools had general PD days and Akau School had PD on
small group instruction but the content of the PD did not support ELT. Based on Odden and
Picus’ (2014) Strategies for Improving Student Learning, schools were not structured to fully
support student learning.

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CHAPTER 5
SUMMARY, CONCLUSION, AND IMPLICATIONS
This study addressed the problem of turning around Hawaii’s lowest performing schools
in a Zone of Innovation (ZSI) with the help of extended learning time (ELT) through the Race to
the Top (RTTT) grant. The purpose of the study was to understand the implementation of ELT in
schools in a ZSI and non-ZSI schools and to determine how ELT resources were used in those
schools and the impact it had on instructional implementations. The study’s findings centered
around five of eleven School Strategies for Improving Student Learning as identified by Odden
and Picus (2014). They are: setting ambitious goals, adopting effective instructional and
curriculum programs, engaging in data-based decision making, implementing a systemic
professional development program and providing extra help for struggling students. This section
will discuss the five findings related to the five strategies, limitations, implication for practices
and future research.
Discussion of Findings
The examination of the qualitative data offered insight to how ZSI and non-ZSI schools
used resources to implement ELT. The data presented five findings relating to Odden and Picus’
(2014) five School Strategies for Improving Student Learning:
1. Schools did not set ambitious goals to provide a way to set benchmarks and track
progress.
2. Schools did not adopt effective instructional and curricular programs to focus support
by providing materials relating to the goals school set.
3. Schools did not engage in data-based decision making to set an ELT focus and set
goals.
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4. Schools did not implement a systemic professional development program aimed at
supporting ELT efforts.
5. Schools did provide extra help for students in the form of ELT but the program was
not well structured.
This section will summarize the findings from the research and offer discussion and links
back to the literature. The findings answer the two research questions:
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns change in ZSI schools, and how does that
compare with the allocations of resources in non-ZSI schools with similar
demographics?
Finding 1 — Setting Ambitious Goals
The first finding addressed setting ambitious goals. Schools did not set ambitious goals to
provide a way to set benchmarks and track progress. The schools did not establish any ELT goals
or set priorities or to measure success. Setting ambitious goals shows schools’ understanding of
its present level of performance in order to improve in the identified area (Odden & Picus, 2014).
No one checked in on the ZSI schools to see if they were progressing to meet their goals
and no one at the school level revisited those goals. Therefore, the two ZSI schools did not use
the strategy of setting ambitious goals to propel student achievement. It is important to note that
ELT was a rushed state mandate in ZSI schools. While the intent was to improve student
achievement and provide all stakeholders a chance to give input regarding ELT, stakeholders
within the ZSI had little input and support before and during ELT. In ELT literature, schools or
districts that implement ELT did so with a system of support (Massachusetts 2020, 2010). The
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governor, secretary of education, legislatures, teachers, administrators, parents, and the
community (Massachusetts 2020, 2010) were involved in working together to close the
achievement gap. The state of Hawaii felt the urgency to start ELT after over a year-long wait
when the teacher’s union finally agreed on a supplemental contract. Although the supplemental
contract contained ELT negotiations of teachers working more hours, the contract lacked the
many voices of support that were evident in other successful implementations. Malone (2011a)
states the importance of teacher buy-in with ELT. With the mandate to implement ELT, teachers
had little say and support, so the buy-in factor could have affected setting ambitious goals as a
strategy to improve student learning.
The state’s plan to prepare and support ELT efforts was well intended. On the other hand,
when the time came to actually champion the efforts, little was done to reinforce the plan. The
ZSI schools wanted more direction and knowledge as to how to support students in ELT. The
state and ZSI schools each had their own perspective of support that was offered. The lack of a
solid implementation plan and inconsistent support lead Moana and Makai to not use ELT goals
as a way to support student learning and success. Both schools lacked the knowledge and
guidance to effectively use ELT as a way to focus on improved student learning.
Akau School and Hema School did not set any ELT goals. Each school wanted to support
its students but did not have a clear idea or measure of doing so. While Akau School used
classroom data to determine students’ needs, it did not have a plan to check if what teachers were
doing helped students. Hema School did not set any goals and had a very loose ELT program
that focused more on building relationships and behavior over improved academics. Both
schools knew they wanted to offer any type of support for their students. Being able to say the
school provides support and saying the supports are offered for a particular purpose conveys
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different messages. Akau School and Hema School may have not set goals because the schools
did not have a clear plan or purpose for ELT.
Setting ambitious goals was not a strategy the four schools used. The schools needed
more structure and guidance with ELT in order to have a clear focus, purpose, and to set goals to
support student learning.
Finding 2 — Adopting Effective Instructional and Curricular Programs
The second finding addressed adopting effective instructional and curricular programs.
Moana School, Makai School, Akau School and Hema School did not adopt effective
instructional and curricular programs to focus support by providing materials relating to the
goals school set. All schools adopted the state mandated reading and math curriculum and used
the mandated programs to teach reading and math during the school day but the programs were
not mandated to be used during ELT. Odden and Picus (2014) concluded schools that used
effective reading programs with a balanced curriculum helped turn around low performing
schools. This was not the case for schools in this study.
Akau School had an open curriculum because teachers could use whatever curriculum
they wanted in order to support their students. Due to this open nature, this ELT program did not
have a strong structure. With little accountability and goal setting, teachers used inconsistent
measures by using a variety of programs to assist students in learning grade level material. The
alternative could have been to focus on a component in reading and chosen a specific reading
program or curriculum tool to support student growth with periodic assessments to see what
students were learning (Odden & Picus, 2014).
Hema School had a unique ELT situation than the other schools due to having an outside
provider for part of the ELT program. Kolbe et al. (2012) stated the added time during ELT
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should be spend on additional core instruction but this was not happening at Hema School.
Malone (2011a) and Malone and Noam (2011) addressed the positive impact community
partners could provide. An issue to take note of is the purpose of the program and how it can
stick with ELT’s goal of improving student achievement. Jump Up’s purpose was for students to
make better decisions and live a healthy lifestyle, which was not the main intent of ELT. Jump
Up had staff provided important health curriculum but again, this was not the focus of ELT.
It would have been wise for all schools to consider the quality of ELT instruction schools
provided. It was suggested that having a systemic approach to ELT (Blyth & LaCroix-Dalluhn,
2011) in order for ELT to be successful. Walberg (1988) stressed the importance of assessing the
quality of instruction as well as how well time was being used with the ELT program to
determine if student learning was efficient and effective. The four schools did not focus on using
effective programs. Instead, the schools assembled different components of various curriculum
whenever they chose to address students’ need.
Finding 3 — Engaging in Data-Based Decision Making
The third finding related to engaging in data-based decision making. Schools did not
engage in data-based decision making to set an ELT focus and set goals. Odden and Picus (2014)
classify data as formative data to help educators monitor student progress in order to determine
student need so the need can be addressed. All schools did not engage in data based-decision
making because there was no check in with students to gather formative assessments. This
strategy also relates to setting ambitious goal. Due to not monitoring progress, teachers did not
have evidence to show exactly what students’ needs were, did not implement strategies, did not
gather formative assessments and did not continue monitoring to adjust interventions. These
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schools provided learning for students but did not participate in effective teaching practices to
determine if what they were doing helped students.
Akau School used classroom data to determine students’ reading needs and then focused
on after school tutoring to support students. A significant point to recognize is Akau scored 3%
to 14% better in reading than the state averages and 9% to 18% higher in math than the state
average (HIDOE, 2012). Although the school showed increase achievement on state tests, the
school did not provide progress monitoring of data to make decisions on how best to support
students in ELT. It would be appealing to uncover what each teacher did, as it seems they
worked in isolation but were implementing interventions that improved student learning. Each
teacher decided what went on in each individual classroom based on individual student need.
Leigh and Brandy could not pinpoint one particular strategy used to increase student
achievement.
Hema School continued applying for Jump Up using information collected by the school
years ago when the program first started. What is interesting is the school continued to apply for
the grant but with no mention on new data to support its use. The school continued the program
because it was available, provided outside funding, and could still support students with some
academics. It would be noteworthy to research more about Jump Up to determine its mission,
purpose, and to hear first hand accounts from its employees. Learning about Jump Up could
provide a rationale to why it would support Hema School.
Teachers can teach all day, five days a week for the entire school year. Without taking the
time to step back, collect formative assessment data, analyze the data and determine next steps,
teachers were not able to make decisions on what students needed in order to improve. Aspire
Port City Academy used the strategy of assess, analyze, and responding to student data to
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provide interventions for its students to help turn around the school and improve student
achievement (Massachusetts 2020, 2010). If the four schools in the study had used the strategy of
assess, analyze, and responding to data to provide targeted interventions, ELT could have been
structured differently and used resources to better support students.
Finding 4 — Implementing a Systemic Professional Development Program
The next finding related to implementing a systemic professional development program.
Schools did not implement a systemic professional development program aimed at supporting
ELT efforts. Some schools saw the importance of PD and provided opportunities to support
teacher learning and growth but due to the weak structure of each school’s ELT program,
professional development did not support teachers to help impact students’ need during ELT.
Odden and Picus (2014) affirm systemic professional develop programs provide all
teachers with focused and ongoing training based on instructional practices to support the
school’s curriculum. Because the schools did not have a solid ELT structure and plan the
school’s PD did not support ELT. The state needed to communicate its intentions and purpose
for ELT better to the ZSI schools. Providing consistent PD to show schools how ELT could be
implemented. If the state articulated a clear structure for schools to use, the ZSI schools could
have used its PD days to focus on ELT structure development, assess what teachers know and
need more training in, and then provided targeted PD to teachers.
Moana School and Makai School could have devoted a few days from their 10-15 PD
days to addressing ELT. The days could have been structured to provide learning on how to
create an ELT focus and to develop PD planning to support teachers. Teachers could have
learned more about what the time could be used for and how reading and math could be a
structured curriculum component to address and improve achievement. More time could also
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have been given for teacher collaboration where teachers shared how students were progressing
in reading and math within the ELT time and received feedback or did research on next steps and
strategies. Akau School focused PD on its core curriculum so there was no funding for ELT PD.
Teachers assumed that it was the PPT’s responsibility to address interventions for struggling
students so they did not need ELT PD. This would indicate that not all teachers felt like it was an
important part of their duties as a teacher. The school may benefit from administration providing
PD for all staff on how to support struggling readers, as this was a focus in its ELT program.
Dr. Martin Luther King Jr. School in Cambridge, Massachusetts was a model turn around
school by showing the importance of using ELT time to provide collaboration time for teachers
to discuss student performance, planning time, professional development to address teacher and
or student need (Massachusetts 2020, 2010). With more structure time, the four schools could
have provided targeted PD for teachers to assist with instruction and to address student needs
that teachers identified.
Finding 5 — Providing Extra Help for Students
The last finding related to providing extra help for students. All schools within the study
provided extra help for students. Schools did provide extra help for students in the form of ELT
but the programs were not well structured.
Odden and Picus (2014) assert in order for the extra help to be effective, schools can
provide individual or small group tutoring over a course of six to eight weeks with a focused
curriculum on a focused core content area. These important components were left out of the
ELT programs in Moana School and Makai School. These two schools went in a different
direction by providing whole class ELT instead of small groups or individual students tutoring,
used the entire school year with no check in points, and did not focus on a core content area.
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ELT was just an extended time by giving the school one more hour to teach students but with no
set content area focus or progress monitoring.
Akau School used small group tutoring and focused in on a content area in two of its ELT
programs: reading fluency and after school. An area that could have been worked on was the
progress monitoring check in after six to eight weeks to assess if the interventions used were
helping students make progress and then making next steps for the ensuing six to eight weeks.
The constant cycle of analyze, monitor, and assess was not a part of the school’s ELT program.
If it had been, more discussion and collaboration among teachers could have happened to maybe
address students’ needs more. If teachers needed more assistance, PD discussions could have
been discussed and been a component of the PD program.
Hema School used an outside provider to provided ELT services (Gabrieli, 2011) in
conjunction with school staff. An issue to consider that was not part of the literature provided
was to check if the outside provider and school understood the intent of ELT and if both had
similar purposes and outcomes for ELT. When an outside provider operates at a school both
parties should be on the same page, which in the case of ELT would be to improve student
achievement. The goal of Jump Up was to assist with risky health behaviors and build peer
relationships and a small part was to provide some homework help with students. Out of the
twelve hours a week the program was functioning, only three of those hours had to be for
homework help. ELT goes beyond homework help to address specific content area needs (Kolbe
et al., 2012).
Another issue to consider is the target of ELT. Attendance at Hema School ELT was on
an as-needed-basis. Attendance at Akau afterschool ELT programs varied due to it being after
school hours and not mandatory. Midkiff and Cohen-Vogel (2015) stated students attending ELT
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programs were selected after looking at their data, performance, and targeted traits. The school
determined the ELT goal and students who need help in this area are selected to participate. This
was not the case for Hema School. Any student could attend whenever she wanted regardless of
her data or performance. No student target was developed therefore no content or strategy focus
was developed. This did not seem like an ELT program to support students’ learning.
ELT should be used to provide extra help for students in core content areas (Kolbe et al.,
2012). Understanding this core concept of ELT would have provided schools a better structure to
then choose a content area, gather data to understand students’ needs, set goals, and provide PD
for teachers to offer continued support.
Limitations
Comparing two ZSI schools and two non-ZSI schools provided the study with two
limitations. The first limitation was the small sample size. Due to the small sample size of just
four schools, the findings cannot be generalized to other ZSI schools and other non-ZSI schools
with similar demographics. The second limitation dealt with the five year gap between the initial
implementation of ELT during the 2012-13 school year and when the study took place. It was
difficult for some of the participants to recall what took place at their school and their initial
thoughts about ELT. Some participants referred back to old documents and talked with co-
workers and followed up with the researcher after interviews. The time gap provided some
limitations in participants’ sharing and recollection of ELT.
Delimitations
The study contained one delimitation. The delimitation dealt with sample size as the size
was limited to four schools. This was done to have a balanced sample of two ZSI schools and
two non-ZSI schools with similar demographics. Two of six ZSI schools were used within the
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study. The researcher found two matched sample schools with similar demographics to do a
match pair analysis for non-ZSI schools within the entire Hawaii DOE. The schools were not
chosen at random therefore the findings cannot be generalized to other school settings.
Implications for Practice
This study helped the researcher understand what went on at two ZSI schools as well as
two schools with similar demographics that offered ELT. There are a few implications for
practices that became apparent from the study. Schools that offer ELT should establish a
structured program before implementation that includes: (1) PD on ELT before starting the
program, (2) Identifying a clear purpose for the ELT program, and (3) Use data to monitor and
assess student progress within ELT to drive PD for teachers to meet their students’ needs.
Those in charge of the program should receive professional development on ELT. This
supports the idea to provide background and knowledge to develop an ELT program with the
structure needed to focus on how to improve student achievement. Hawaii DOE intended to
provide PD to the ZSI schools but the data presented indicated it was not successful and schools
did not have a clear focus and purpose.
This structured program should consist of a clear purpose of improving student
achievement and choose a specific area to improve upon. Hawaii’s ZSI application stressed the
purpose of using RTTT funds to improve student achievement. When ELT trickled down to the
school level that may have not been indicated as the most important feature of ELT. Makai
School did not aim to improve student achievement as the staff was told to not have an academic
focus for ELT. Schools should choose a specific area to work and focus on to dedicate specific
resources. If the schools collects data to shows students need help with comprehending
nonfiction text that could be a focus. Schools could then purchase resources like nonfiction texts,
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subscriptions to newspapers and magazines, teacher PD books and find professional
development consultants to support teacher learning and instruction. When schools understand
the purpose, instruction can be focused and purposeful.
The ELT program should use data to constantly assess student growth and monitor their
learning to see if instructional strategies are working. This would support PD and what the
school decides is needed to begin the process and the what to offer as data is shared to
individualize teacher support. Data would drive PD and cater to the needs of the students.
Future Research
Conducting additional research to find out how other ZSI schools structured and
implemented ELT would help contribute to the literature on ELT within RTTT. This study
attempted to understand the participants’ views of ELT implementation at the schools within the
study. Uncovering how different ZSI school structured and implemented ELT would provide
more insight into school leaders’ and staff’s knowledge and ability to support ELT in improving
student achievement at each school to give a broader picture of what transpired. This could also
provide more insight to how the Hawaii Department of Education could execute future federal
grants aimed to improve student achievement through ELT.
Another research opportunity would be to expand research with Akau School to
determine what administrators and teachers executed at the school to determine what instruction
classroom teachers provided, what strategies teachers focused on, why teachers chose to focus on
those strategies and any other supports the school had. Researching this could give a clearer
picture to help explain how the school makes decisions and why the school showed increased
improvement and outperformed state averages on the state assessment.
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Each school had a strong administrator. Each school also had disadvantaged populations
and various issues to address. Leadership at some schools sought out learning and innovative
ways to address challenges. Most leaders mentioned that they valued their staff while entrusting
their input and choices in addressing students’ needs. Further research could provide insight on
leadership qualities that were present as well as qualitative data on staff perceptions of the
administrators. The research could also look at the relationship between staff and administers and
how they worked together to provide students with the best learning environment.
Conclusion
Turning around low performing schools was a goal Hawaii wanted to accomplish by
using RTTT monies (USDOE, 2010). Hawaii implemented ELT in ZSI schools to provide a way
for schools to support students who consistently performed low in achievement. ELT was an
effort to improve student achievement by providing more time for instruction and learning
opportunities for students (American Institutes for Research, 2013). Extended learning time is
defined as “providing extra time for instruction over and beyond what has traditionally been
provided” (Midkiff & Cohen-Vogel, 2015, p. 12).
This study presented findings showcasing two ZSI and two non-ZSI schools that used
ELT to support students. The data presented showed how schools used resources to answer
research questions
1. What changes in instructional practice were enacted in schools that received ELT
resources through RTTT?
2. How did the resource allocation patterns changed in ZSI schools, and how does that
compare with the allocations of resources in non-ZSI schools with similar
demographics?
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In addition to answering the research questions, the study also sought to find out what happened
after RTTT funding ended. The data collected from principals and teachers in the study aligned
to the five strategies of School Strategies for improving Student Learning (Odden & Picus,
2014): setting ambitious goals, adopting effective instructional and curriculum programs,
engaging in data-based decision making, implementing a systemic professional development
program and providing extra help for struggling students.
The findings show that most schools did not use most of the five strategies to improve
student learning. This lead the researcher to understand the importance of using Odden and
Picus’s (2014) strategies for improving student learning as a way to support ELT in schools. If
ELT is structured well it can provide struggling students a chance to improve academically. The
strategies build on each other and support improving students’ learning. ELT has been shown to
improve student achievement (Massachusetts 2020, 2008, 2010). If Hawaii wants to implement
ELT in schools, better support is needed to assist with understanding and learning how
successful ELT programs have been executed. Most successful ELT programs have Odden and
Picus’ (2014) five strategies as integral components for improving student achievement. Hawaii
should develop ELT PD and provide ELT guidelines for schools that want to implement ELT to
support struggling students.

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APPENDIX A
IRB APPROVAL

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APPENDIX B
RECRUITMENT LETTER
October 1, 2016

Attention: Teacher at ________ Elementary School

Aloha,

My name is Dana Tanigawa and I am a doctoral student at the University of Southern California.
I am doing my dissertation research on Hawaii’s Race to the Top funding of extended learning
time.

The purpose of this study is to attempt to understand the view the staff had on the impact of
extended learning time during Race to the Top funding between the 2010-14 school years and
how its implementation continued when Race to the Top funding ended. This study will examine
how extended learning time resources were used in Zone of School Innovation elementary
schools and the impact they had on instructional implementation and student outcomes. I am
interested in understanding what happened at Zone schools and non Zone schools that
implemented extended learning time to do a match pair analysis.

You have been identified as a teacher who worked at ____ Elementary School during the Race to
the Top school years between 2010-2014. I would like to ask for your voluntary participation in
my study. The data collection will consist of one 45 minute interview at school in a private
setting. Your participation will assist in understanding what occurred during extended learning
time.

If you would like to participate please contact me at 808-225-1379 before October 30, 2016. I
will share further details about the study and data collection at that time.

Mahalo,

Dana Tanigawa

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APPENDIX C
INFORMATIONAL LETTER
University of Southern California
Rossier School of Education
INFORMATION SHEET FOR RESEARCH

Hawaii’s Use of Race to the Top funding for Extended Learning Time
You are invited to participate in a research study conducted by Dana Tanigawa, advised by
Lawrence Picus PhD, at the University of Southern California, because you are principal/teacher.
This study is not funded. Your participation is voluntary. You should read the information
below, and ask questions about anything you do not understand, before deciding whether to
participate. Please take as much time as you need to read the consent form. You will be given a
copy of this form.

PURPOSE OF THE STUDY
The primary purpose of this study is to attempt to understand how staff viewed the impact of
extended learning time between 2009-2014 school years and if and how its implementation
continued when RTTT funding ended. This qualitative study will examine how extended
learning time resources were used in ZSI elementary schools and the impact it had on
instructional implementation and student outcomes. I am interested in understanding what
happened at ZSI schools and non-ZSI schools that implemented extended learning time to do a
match pair analysis. I am interviewing principals and teachers at two ZSI schools and two non-
ZSI schools to learn more about this.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in one interview to
last 45 minutes at the your school in a private room. The interview will focus on your time
teaching during the 2009-2014 school years with more focus on extended learning time during
the 2012-13 school year. You will be asked if the interview can be audio recorded. You can still
participate if you choose not be audio recorded. You don’t have to answer any question you
don’t want to.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study. If you are not comfortable participating due to your
personal or professional relationship with the researcher, you should not participate.

POTENTIAL RISKS AND DISCOMFORTS
There should be little to no risk and discomforts by you in this study. You will need to recall
back to the time when you taught extended learning time. A small discomfort may exist when
asked to share your reactions of extended learning time.
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POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
You may not benefit directly from your participation in this study. The researcher hopes to learn
about extended learning time and to share these results with the Department of Education to
better understand what occurred and to potentially inform future funding use.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will be compensated with a small gift card as a token of appreciation.

CONFIDENTIALITY
We will keep the records of this study until the close of the study in the summer of 2017. All
names will be given pseudonyms so that you cannot be identified and any identifiers used will be
destroyed at the close of the study in the summer of 2017.

The data will be stored on the audio recorder then transcribed and placed in my Google Drive.
Personal information will be given pseudonyms when transcribed to keep information
confidential. The audio recording will be destroyed when the study is completed. The
transcription will be kept until the end of my studies at the University of Southern California
during the summer of 2017. You will be able to view the transcription.

The results of this research may be made public, shared with participating sites and meetings, but
results from this study will only be reported as a group. No identifiable information will be
included. However, due to the small sample size, it may be possible to be identified based on
your responses. If you are not comfortable with this, you should not participate.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your decision whether or not to participate will involve no
penalty or loss of benefits to which you are otherwise entitled. You may withdraw your consent
at any time and discontinue participation without penalty. You are not waiving any legal claims,
rights or remedies because of your participation in this research study.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to Lawrence Picus,
PhD faculty advisor.
lpicus@rossier.usc.edu
Vice Dean for Faculty Affairs
Professor of Education
University of Southern California
Rossier School of Education
904C Waite Phillips Hall
Los Angeles, California 90089-0031
(213) 740-2175

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IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.

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APPENDIX D
TEACHER INTERVIEW PROTOCOL
Hawaii’s Use of RTTT Funding on ELT
I. Introduction

I wanted to start by thanking you for agreeing to participate in my study. I know you are busy, so
I really appreciate the time you’ve set aside for this interview. As we talked about earlier, the
interview will take about 45 minutes. I hope to wrap up all of the questions in this time. Does
that still work for you?

Before I start the interview, I want to give you a quick overview of my study and to give you a
chance to ask any further questions you may have. I am currently conducting a dissertation study
at USC as I am working towards a doctorate in Educational Leadership. The primary purpose of
this study is to attempt to understand the view the staff had on the impact of extended learning
time during the 2012-13 school year and how its implementation continued when RTTT funding
ended. This qualitative study will determine how extended learning time resources were used in
ZSI elementary schools and the impact it had on instructional implementation and student
outcomes. I am interested in understanding what happened at ZSI schools and nonZSI schools
that implemented extended learning time to do a match pair analysis. I am interviewing
principals and teachers at two ZSI schools and two nonZSI schools to learn more about this.

My role today is a researcher. This means that I am a neutral person asking questions to gather
your thoughts, feelings, and situations you’ve been in. I will be collecting your responses with no
judgment on your performance as an administrator/teacher. The data I collect will not be shared
with anyone else besides my research team, dissertation committee, and university where I will
use pseudonyms and masks any identifiable names.

Before we get started, I’d like to give you some time to ask any questions about the study. If you
don’t have any (more) questions I would like to have your permission to begin the interview. I
have brought a recorder with me today so that I can accurately capture what you share with me.
This will help me capture all that you share with me, as it is difficult to do so while writing notes.
Only I will have access to the recording and I will destroy it immediately at the conclusion of the
research. May I have your permission to record our conversation?

II. Setting the Stage

Let’s start with you sharing a little bit about your time as a teacher during the school year 2012-
13 during extended learning time. Think back to a day during time that you would say is pretty
typical. Walk me through it. What did you do?

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III. Heart of the Interview

I will first ask you some background information about your school and extended learning time.

1. How did your school fund Extended Learning Time?
Probe – Grant?
2. Why did your school use Extended Learning Time?
3. Why was it thought Extended Learning Time was needed at your school?

The questions will now center on the use of extended learning time.

4. How was Extended Learning Time built into the school day/afterschool?
Probe - Did this change in 2012-13 school year with the supplemental contract?
Did it extend beyond the hours of the school?
5. What input did stakeholders have on the set up of Extended Learning Time at your
school?
6. What curriculum/program was used during Extended Learning Time to support
students at your school?
Probe - How was it intended to help student achievement?
Why was this chosen?
Tell me about how the money was used for Extended Learning Time during the
2012-13 school year with the supplemental contract?
Tell me about anything you learned anything about extended learning time before
2012 to implement in 2012-13?
7. What impact did Extended Learning time have on students?
Probe - What did you do before Extended Learning Time was implemented to
improve student achievement?
What was different during Extended Learning Time to improve student
achievement?
What did it look like at your school?
How did your school find time for extended learning time?
Tell me about your schedule.
Tell me about program(s) that were used.
Tell me about materials that were used.
Did anything change in 2012-2013 with the supplemental contract?
8. How did Extended Learning Time impact teachers during the school year?
9. What were the reactions of stakeholders at your school with Extended Learning Time?
Probe - Administration? Teachers? Students? Parents?
10. What was the outcome of Extended Learning Time?
Probe - What’s your view? Was it worthwhile? Did student benefit from extended
learning time?
How did administrators do in meeting what RTTT intended?
How did teachers do in meeting what RTTT intended? How did students do in
meeting what RTTT intended?

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The last questions addresses what happened after the 2012-13 school year.

11. **ZSI - What happened after RTTT ended?
**NON-ZSI – What happened after the 2012-13 SY with Extended Learning Time?
Probe - Why? Did Extended Learning Time continue? Why/Why not? What form
did it take?

IV. Closing Question

That’s my last question. Is there anything else you would like to add?
Are there any questions you think I should have asked in my interview that I didn’t ask?

V. Closing

Thank you so much for you sharing your thoughts with me today! I really appreciate your time
and willingness to share. The interview has been a great learning process and the things you
shared with me will be helpful for my study. Would it be all right if I need to contact you to ask
any follow-up questions I might have? If so, would email be the best way to contact you? Again,
thank you for participating in my study. As a thank you, please take this small gift of
appreciation.

HAWAII’S USE OF RTTT FUNDING ON EXTENDED LEARNING TIME

120
APPENDIX E
PRINCIPAL INTERVIEW PROTOCOL
Race to the Top
I. Introduction

The primary purpose of this study is to understand implementation of RTTT and to compare ZSI
with non-ZSI schools.

My name is Anthony and I am looking at leadership during RTTT.
My name is Linnea and I am looking at HSTA and RTTT.
My name is Dana and the purpose of my study is to try to understand the view the school staff
had on the impact of extended learning time during the 2012-13 SY.

We will be collecting your responses with no judgment on your performance as an administrator.
The data we collect will not be shared with anyone else besides our research team, dissertation
committee, and university where pseudonyms will be used and any identifiable names will be
masked.

We would like to have your permission to begin the interview. May we have your permission to
record our conversation?

II. Setting the Stage

Let’s start with you sharing a little bit about your duties as a principal.
Could you also tell us your position between 2009-2015?

III. Heart of the Interview

Kim and Anthony will begin with some leadership questions.
1. How do you prepare for Race to the Top funds to be spent at schools?
2. How do you determine where and how funds would be spent?
3. When did you receive Race to the Top funding?
4. What was implemented in the school as a result of RTT?
5. What role did the teachers play in implementing these programs?
6. What role did the administrators play in implementing these programs?
7. How, if at all, were you trained to assist with or handle implementation?
8. What leadership skills have you and your administrators learned through implementation
of RTTT?
9. What are the leadership challenges between ZSI and non-ZSI schools?
10. How did RTTT funding assist in leadership development?
11. What leadership programs were implemented as a result of RTTT?
12. What impact did RTTT have on leadership strategies/styles in the ZSI?
13. What changes were observed in these leadership approaches when RTTT funding ended?
HAWAII’S USE OF RTTT FUNDING ON EXTENDED LEARNING TIME

121
Linnea will now ask some questions about HSTA.
14. How did HSTA interact with the school during implementation of RTTT?
15. Were there any activities that HSTA implemented at the school level during RTTT?

Dana will now ask questions about extended learning time
16. How was extend the learning time built into the school day/after school?
17. What program/curriculum was used during extended learning time to support students?
18. What was the impact of extended learning time?
19. What happened with extended learning time after the 2012-13 SY?
20. What happened to the RTTT reforms when the funding ended?
21. If programs continued, how were they funded?

IV. Closing Question
That’s our last question. Is there anything else you would like to add?

V. Closing
Thank you so much for you sharing your thoughts with us today! We really appreciate your time
and willingness to share. The interview has been a great learning process and the things you
shared with us will be helpful for our study. Would it be all right to contact you to ask any
follow-up questions any of us might have? If so, would email be the best way to contact you?
Again, thank you for participating in our study.

Abstract (if available)

Abstract This study applied strategies to understand what practices and resources schools used to improve student learning during extended learning time (ELT). The five strategies included: (1) Setting ambitious goals, (2) Adopting effective instructional and curricular programs, (3) Engaging in data-based decision making, (4) Implementing a systemic professional development program, and (5) Providing extra help for student. The purpose of this study was to understand the implementation of ELT in schools in a Zone of School Innovation (ZSI) and non-ZSI schools to determine what changes in instructional practices were enacted in ZSI schools and how resource allocation patterns changed and were compared to non-ZSI elementary schools with similar demographics to do a match pair analysis. Data was collected by interviewing the principal and teachers at two ZSI schools and two non-ZSI schools to determine how the strategies were used. The findings revealed that schools did not use the strategies to support ELT. Schools did not have a structured ELT program to provide academic improvement for students. This study shows the importance for creating a structured ELT program with a clear focus, structured with goals, intentional curriculum, collecting and making decisions based on data and providing professional development for administration and staff who work with students.

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Asset Metadata

Creator Tanigawa, Dana (author)

Core Title A qualitative study on Hawaii's use of Race to the Top funding on extended learning time in a Zone of School Innovation

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/16/2017

Defense Date 04/13/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag extended learning time,Hawaii,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Picus, Lawrence (committee chair), Datta, Monique (committee member), Green, Alan (committee member)

Creator Email d.tanigawa1@gmail.com,dtanigaw@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-384242

Unique identifier UC11258365

Identifier etd-TanigawaDa-5410.pdf (filename),usctheses-c40-384242 (legacy record id)

Legacy Identifier etd-TanigawaDa-5410.pdf

Dmrecord 384242

Document Type Dissertation

Rights Tanigawa, Dana

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA