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Changing School Start Times: Findings and Issues

Changing School Start Times: Findings and Issues. Kyla L. Wahlstrom, PhD University of Minnesota. Earliest Research Completed in 1996-1998 by Univ. of MN.

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Changing School Start Times: Findings and Issues

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  1. Changing School Start Times: Findings and Issues Kyla L. Wahlstrom, PhD University of Minnesota

  2. Earliest Research Completed in 1996-1998 by Univ. of MN • Edina, MN school district in 1996 was first in U.S. to shift to a later start, based on medical research about sleep phase shift in teens: 7:20 8:30 • Minneapolis School District in 1997 also shifted start time, based on findings in Edina: 7:15 8:40

  3. Matched Comparison Analysis on Student Surveys • Edina compared with two neighboring suburban districts which are highly similar on demographic variables (SES, ethnicity, family structure, graduation rates) • Minneapolis compared with neighboring urban district very demographically similar (SES, ethnicity, family structure, graduation rates)

  4. Findings from Teacher Survey • Teachers in both Edina & Minneapolis report students as more alert in the first two periods of the day.

  5. Teacher Survey: [With the later start time] I have more students who seem alert and “with it” during the first two periods of the day (n=335).

  6. Findings from Student Sleep Habits Survey (n=7,168) • Students report earning higher grades and are less sleepy than peers in comparable populations. • Students reported lower frequency of falling asleep in class or during a test.

  7. Letter grades coded as 5 = B & C; 6 = B; 7 = B & A; 8 = A

  8. Means of Sleepiness Scores on Student Sleep Habits Survey 17.37*** ***p<.001 15.38***

  9. Additional Findings • There is no relationship between participation in sports and letter grades when practice occurs after school or on the weekend. • The more days per week students spend practicing before school, the lower the self-reported grades.

  10. Socio-Emotional Findings • Students in Edina reported statistically significant less depression: Edina mean = 9.96 Comparable District B = 10.43 Comparable District C = 11.43*** p<.001 • School counselors and nurses reported fewer students seeking help for emotional problems and somatic physical complaints.

  11. 5-15 Years Later—Is Changing to a Later Start Time the Answer? It depends on the question. . . . . . • Educational benefits? • Psycho-social effects? • Health and sleep outcomes? • Achievement gains?

  12. Educational Benefits for Urban Students (N = 12,000) • Rate of continuous enrollment (2 years in same school) rose every year in grades 9-11, leading to higher graduation rates. 1995 2000 • Grade 9 49.0 57.8% • Grade 10 54.4 65.6% • Grade 11 60.8 68.5%

  13. Educational Benefits for Urban Students (Cont’d) • Attendance rates for all students in grades 9, 10, and 11 statistically significantly improved from before to after the change. • Attendance rates for students not continuously enrolled notably revealed grade 9 having the greatest improvement: 72% 76% (p< .001)

  14. Psycho-Social Benefits—as reported in Kentucky, Connecticut, Massachusetts, and Minnesota • Parents overwhelmingly said that their teen-agers were “easier to live with”. • Parents note that they now have a “connection time” over breakfast. • Later start has not negatively affected participation rates in after school sports and extra-curricular activities. • Principals reported fewer discipline incidents in the halls and in the lunchroom.

  15. Health and Sleep Outcomes • Bedtime preference remained at about 10:45 PM, even with the later start time. • Average one hour more sleep per school night or 5 hours more per week than in early start schools; persisted four years after change. • Significantly lower scores on the “Struggled to stay awake” items. • Significantly fewer days home sick.

  16. Recent Car Crash Research • Danner and Phillips (2008) compared accident rate data for the 17- and 18-year-old age groups before and after the school start time delay in Fayette County, KY. After the school start time delay was initiated, teen crash rates in that district dropped by 15.6%, while crash rates throughout the rest of the state increased by 8.9% during the same time period.

  17. Pack et al. (1995) examined crash records and found the peak age of sleep-related car crashes is 20 years, and the peak time of accidents is between 7:00 and 8:00 a.m. • The researchers assert primary contributing factors are: • sleep-deprivation • the challenge of operating a motor vehicle before teens’ circadian-dependent alertness is fully engaged • all compounded by the teens’ lack of driving experience.

  18. Depression by Average Number of Hours of Sleep on a School NightEighth, Tenth and Twelfth Grade StudentsFairfax County Public Schools, 2009 Source: Fairfax County Department of Neighborhood and Community Services, 2009, Youth Survey

  19. Depression and Suicide by Average Number of Hours of Sleep on a School NightEighth, Tenth and Twelfth Grade StudentsFairfax County Public Schools, 2009 Source: Fairfax County Department of Neighborhood and Community Services, 2009, Youth Survey

  20. Achievement Outcomes • Note: Minimum of three years of grade data is needed to assess effects • Trend lines for achievement in earned letter grades were flat prior to the change, and rose slightly continuously after change, although not statistically significantly • Mild rise in SAT scores, but not statistically significant—difficult to factor out other influences

  21. Depression Scale Academic Aspirations Sleep Time During School Week Academic Achievement Time Spent on Homework Struggled to Stay Awake in Class Scale Summary Chart Based on Regression Coefficients of Relationships Between Study Indicators and Achievement in Treatment vs. Control High Schools

  22. Hingham, MA—Academic Outcomes • Pre-post (early vs. late start) outcomes on state tests over three years reveal students scoring proficient or advanced in math increased from 76% to 83%. • Students scoring proficient or advanced in English increased from 86% to 90%. • Percentage of students needing improvement dropped from 19% to 13%.

  23. Hingham SAT Scores Early Start 2002Verbal Math Combined 564 565 1129 Late Start 2004 573 587 1160

  24. How Late is “Late Enough?” • Early findings suggested that districts who made a modest move to a later start (e.g., from 7:25 to 7:55; from 7:35 to 8:05) experienced only modest benefits, but have experienced the same amount of community disruption as did the districts that made the change to start at 8:30 or later.

  25. Secondary Teachers’ Opinion of Optimal Start Time for First Class Period for Majority of Students <7:30 382 12.8% 7:45 162 5.5 8:00 1062 35.2 8:15 294 9.8 68.5 8:30 707 23.53 8:45> 37112.2 No Opinion 361.0 TOTAL 3014 100.0% 35.7

  26. Research Findings: Real Issues vs. Those Not Substantiated Real Not Substantiated Athletics—less participation, fewer games won Transportation costs higher After-school activities decline After-school employment negatively affected • Athletics—schedules and last class missed • Younger children in AM darkness • Child care schedules for younger kids before and after school • Parents’ work schedules • Local traffic patterns

  27. Caveats and Difficulties in Educational Research • Impossible to control for individual teachers’ grading schemas and practices. • Transience of students in urban districts is problematic. • Grades, tardiness, and attendance for 12th graders often decline in final semester. • Grade inflation. • Comparison among similar courses is very difficult due to “creative” naming of courses.

  28. Implications for Changes • Policy initiatives (e.g., accountability pressures) stimulate interest • Culture of resistance in schools & districts • changing start times for secondary schools usually also affects elementary schools • schools are highly bureaucratic structures • change destabilizes our cognitive and interpersonal worlds • personal belief systems often override facts

  29. On-Going Research CDC recently awarded U of MN a two-year grant to study student outcomes & community decision processes: • Longitudinal view of academics • Grades earned • Performance on standardized tests (ACT, Advanced Placement, state achievement, etc) • Attendance, tardiness, extracurriculars • Health & safety (depression, car crashes) wahls001@umn.edu

  30. Conclusions • Need to emphasize the use of all data when measuring the change, and not a single metric. • Need frequent reminders that the sleep phase shift is based in human development and not in rebellious adolescent behavior. • Keep focus on the child, not the system.

  31. For more information: wahls001@umn.edu

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