1. Photos by Susie Fitzhugh Bell Times Analysis Task Force Review of Research on Bell Time Changes 3/12/2015

2. What was Reviewed? Focus of Review Organization of Reviewed Works Findings Agenda and objectives 2

3. 19 Works* – 16 Research Papers – 3 Policy papers 23 District / School Case Studies – 14 National – 5 Regional – 4 Local *See last slide for all citations What was Reviewed? 3

4. Focused on four (4) areas during review: 1.Academic 2.Attendance 3.Behavior  Disciplinary Actions  Health 4.Budget Focus of Review 4

5. Grouped Works Reviewed into three (3) categories: 1.Policy Groups 2.Districts / Schools – National, Regional, Local 3.Applied Research Organization of Reviewed Works 5

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7. Policy Group Works Reviewed: Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments – The Hamilton Project / Brookings Institute Impact of School Start Time on Student Learning – Hanover Research School Start Time Change: An In-Depth Examination of School Districts in the United States – Children’s National Medical Center’s Blueprint for Change Team (CNMC) Policy Groups 7

8. Academic Improved grades and academic success (Hamilton, Hanover, CNMC) Reanalysis of data from Minneapolis and surrounding districts found neither attendance nor ACT scores changed relative to districts that started earlier (Hamilton) Attendance Beneficial to truancy rates (Hanover) Better attendance rates in some districts (Hanover, CNMC) Policy Groups - Findings 8

9. Behavior: Health Fewer automobile accidents (Hanover) Improvements in student mood and alertness (Hanover) Less engagement in high risk behavior (Hanover) Budget Varies from district to district; sometimes no cost, save money or costs could increase (Hamilton) All schools surveyed in CNMC study noted cost savings, “likely attributable to adaptation of an increased number of busing tiers.” (i.e. only two (2) of the eight (8) districts responding had tiered busing prior to change) (CNMC) Policy Groups - Findings 9

10. National: 14 Case Studies Districts / Schools 10

11. Districts / Schools - Findings 11 Unfortunately, many schools neither defined success nor measured results after implementation Student Academics, Health, Athletics, Childcare and Transportation were common concerns throughout the study process (if district did a study) Budget data not commonly documented Frequently, the same sleep research and studies cited by districts when studying the change

12. Districts / Schools - Findings 12 Varied Implementation Models: – Start Time Slides – Straight Flip – Modified Flips – Started Tiered Busing in Conjunction with Change CNMC – six of eight districts that responded moved to tiered busing when changing school start times – Piloted / Phases Implementation Ex. Minneapolis – changed times in seven (7) comprehensive schools and now reexamining issue for other schools in 2015

13. Districts / Schools - Findings 13 Varied Costs (when documented): – Ex. Montgomery County cost neutral Original Recommendation would have moved High School 50 minutes later and cost an estimated $21.6 million Board asked for modified recommendation – new plan extends Elementary day by 10 minutes (for lunch/recess) and High School starts 20 minutes later (to 7:45 am) – Ex. Fairfax County $4.9 million 27 additional buses; High School moves from 7:20 am to 8/8:10 am – Ex. Columbia Public Schools (Missouri) saved $1.3 million by moving from two tier to three tier busing High School moved from 7:45/7:50 am to 8:55/9:15 am start

14. Regional: 5 Case Studies Districts / Schools 14

15. Districts / Schools - Findings 15 Of the five regional districts examined, two studied the issue and three are currently in progress; same concerns as Seattle Mercer Island previously moved start times for High School from 7:20 to 8:00 am in 2003; partnering with Bellevue District to study later start times with a Committee Recommendation by May/June 2015 Northshore studied later times in 2012 and chose not to implement; School Board passed Resolution No. 714 directing High School start times be no earlier than 8 am in conjunction with opening of North Creek High School (2017-18 year) Issaquah School District studied in 2003 to 2005; Committee recommended a slide of 15 min; full recommendation not taken up by the Board; Too expensive to Implement (HS 7:25 am)

16. Local: 4 Case Studies Districts / Schools 16

17. Districts / Schools - Findings * Source: Academic Data Warehouse 17 Academic: Grade ‘E’ in Period 1 – First Period, Rate of E Grades (equivalent of a failing grade) – Of the five High Schools examined over three semesters, the highest percentage of failing grades in Period 1 is at Nathan Hale Note: current request in for demographic breakdown of data

18. Districts / Schools - Findings * Source: Academic Data Warehouse 18 Academic: On Track/Off Track* – Highest ‘On Track’ to Graduate % – Cleveland HS (98.44%) – Nathan Hale: 97.05%, Chief Sealth: 95.64% * ‘On Track’ based on the student’s current grade, projected graduation year, and the number of credits accumulated in the current academic year

19. Districts / Schools - Findings 19 Attendance: * Source: Academic Data Warehouse, Report ADR103

20. District / Schools - Findings 20 * Source: Academic Data Warehouse, Report ADR103

21. 21 * Source: Academic Data Warehouse, Report ADR103 High School Demographics

22. Districts / Schools - Findings 22 Behavior: Discipline * Source: Academic Data Warehouse, Report ADR103

23. Districts / Schools - Findings 23 * Source: Academic Data Warehouse, Report ADR103

24. 24 High School Demographics * Source: Academic Data Warehouse, Report ADR103

25. Reminder: Confounding Variables Correlation, not causality Data not weighted Districts / Schools - Findings 25

26. Academic (Green): Many of the same statements as Policy papers However, begin to see researchers suffered many of the same problems with data quality issues and correlations Researchers added many caveats to papers: – Example: “In reality, grades are often a rather subjective measure due to local factors such as grade inflation, curricular changes, teacher and administrator turnover, and changes in assessing student work.” (Wahlstrom, 2002) – Example: “Although studies find a correlation between sleep and grades, they cannot establish a causal relationship. Additionally, much of the existing literature relies on surveys and self-reports, which are both retrospective and subjective. Differences in academic achievement measures across studies make cross-study comparisons difficult and many suffer from small sample size.” (Carrell, et al, 2011) Applied Research - Findings 26

27. Attendance (Blue): Many of the same statements as Policy papers Showed strong support for increased attendance levels – Example: (Wahlstrom, 2014) Applied Research - Findings 27

28. Attendance: Longitudinal Study examined attendance by Race/Ethnicity (Wahlstrom, 2002) Applied Research - Findings 28

29. Behavior: Health (Orange) Many of the same statements as Policy papers Studies examined a number of health factors Findings: – Drop in car crashes for 16-18 year olds in Minnesota and Wyoming – Decrease in depression rates – Improvements in adolescent alertness, mood and health – Connection between getting less than 8 hours of sleep a night and obesity – Associations between certain types of sports injuries in youth Applied Research - Findings 29

30. Caveats: Often seeing correlation and not causality Difficult to find a representative cultural and socioeconomic sample for research Results often based on adolescents’ retrospective, self- reported information and “suffer limitations” “Caution should be taken in generalizing the findings” (Wolfson, A., & Carskadon, M., 1998) When studies “cross-sectional, no conclusions about long- term development and ramifications of inadequate sleep can be drawn” (Wolfson, A., & Carskadon, M., 1998) Applied Research - Findings 30

31. Beebe, D. W. (Director) Teens & Sleep: Impact of Inadequate Sleep on Adolescent Health. Lecture conducted from University of Minnesota Center for Applied Research and Educational Improvement in the College of Education and Human Development. Carrell, S., Machakian, T., & West, J. (2011). 5) A’s from Zzzz’s? The Causal Effect of School Start Time on the Academic Achievement of Adolescents. American Economic Journal, Economic Policy 3, 62-81. Retrieved March 3, 2015, from http://www.aeaweb.org/articles.php?doi=10.1257/pol.3.3.62http://www.aeaweb.org/articles.php?doi=10.1257/pol.3.3.62 Danner, F., & Phillips, B. (2008). Adolescent Sleep, School Start Times, and Teen Motor Vehicle Crashes. Journal of Clinical Sleep Medicine, Vol. 4 (No. 6), 533-535. Dexter, D., Bijwadia, J., Schilling, D., & Applebaugh, G. (2003). Sleep, Sleepiness and School Start Times: A Preliminary Study. Wisconsin Medical Journal, 102(1), 44-46. Edwards, F. (2012). Do Schools Begin Too Early? Education Next, Summer 2012, 53-57. Eide, E., & Showalter, M. (2012). Sleep and Student Achievement. Eastern Economic Journal, 2012 (38), 512-524. Foss, Robert D., Smith, Richard L., Shi, Funan, O’Brien, Natalie P. (2010). School Start Times and Teenage Driver Motor Vehicle Crashes. The University of North Carolina Highway Safety Research Center. Citations 31

32. Citations 32 Han, June. (2014). Adolescent Sleep Delay and School Start Times: A Review of the Literature and Lessons Learned from Other Districts. Impact of School Start Time on Student Learning. (2013). Washington, D.C.: Hanover Research. Jacob, Brian A., Rockoff, Jonah E. (2011). Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments Meldrum, R., & Restivo, E. (2014). 7) The behavioral and health consequences of sleep deprivation among U.S. high school students: Relative deprivation matters. Preventive Medicine, 63, 24-28. Retrieved March 5, 2015, from www.elsevier.com/locate/ypmed O'Malley, E., & O'Malley, M. (2008). School Start Time and Its Impact on Learning and Behavior. Sleep and Psychiatric Disorders in Children and Adolescents, 79-94. Owens, J., Belon, K., & Moss, P. (2010). Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior. Archives of Pediatrics and Adolescent Medicine, Vol. 164(No. 7), 608-614. School Start Time Change: An In-Depth Examination of School Districts in the United States. (2014). Washington, D.C.: Children's National Medical Center.

33. Citations 33 School Start Time Study - Technical Report, Volume II: Analysis of Student Survey Data. (n.d.). St. Paul, MN: Center for Applied Research & Educational Improvement: University of Minnesota. Wahlstrom, K. (2002). 2) Changing Times: Finding from the First Longitudinal Study of Later High School Start Times. NASSP Bulletin, 86(633), 3-21. Wahlstrom, K., Dretzke, B., Gordon, M., Peterson, K., Edwards, K., & Gdula, J. (2014). Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Center for Applied Research and Educational Improvement. St. Paul, MN: University of Minnesota Wolfson, A., & Carskadon, M. (1998). Sleep Schedules and Daytime Functioning in Adolescents. Child Development, 69(4), 875- 887. Wortman, J. (n.d.). Lack of Sleep Increases Injury Rate in Teenage Athletes. Retrieved March 5, 2015, from http://breakingmuscle.com/health-medicine/lack-sleep-increases-injury-rate-teenage-athletes http://breakingmuscle.com/health-medicine/lack-sleep-increases-injury-rate-teenage-athletes

34. Questions? 34

35. We want to be sure to focus on the data you need to make a decision on a recommendation to the Superintendent! Your name tag has a number on it, please break into groups. Group Discussion 35

36. Backup 36

37. District/Schools – Seattle HS Demographics 37

38. Behavior/Health Fewer automobile accidents (Hanover) Improvements in student mood and alertness (Hanover) Less engagement in high risk behavior (Hanover) Budget Varies from district to district; sometimes no cost, save money or costs could increase (Hamilton) All schools surveyed in CNMC study noted cost savings, “likely attributable to adaptation of an increased number of busing tiers.” (i.e. only two (2) of the eight (8) districts responding had tiered busing prior to change) (CNMC) Policy Groups - Findings 38

39. Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments – The Hamilton Project / Brookings Institute Academic: “Recent studies provide compelling evidence that later school starting times could substantially improve the academic achievement of adolescents.” - Commented on “countervailing evidence” of a reanalysis of data from Minneapolis and surrounding districts; found neither attendance nor ACT scores changed relative to districts that started earlier; “… it is likely that ACT does not fully capture changes in student learning.” Budget: Varies from district to district; sometimes no cost, save money or costs could increase - Based on research, future earnings of students could potentially increase Policy Groups - Findings 39

40. Impact of School Start Time on Student Learning – Hanover Research Academic: “Based on the findings of this report, school districts could increase student safety and boost adolescent academic success by instituting later start times for middle and high school students.” “…elementary school students do not benefit from a later start time.” Attendance: “…even a modest shift in school start time benefits…truancy rate[s]…” Health: “…fewer automobile accidents and less engagement in high-risk behavior…” “…improvements in measures of student mood, alertness, and health in adolescent students.” “…better driving and subsequently fewer accidents.” Policy Groups - Findings 40

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