Extending learning time, an inclusive practice which improves the academic performance of all students

Abstract

The research and innovation project “Student grouping and its relationship with academic success: Mixture, streaming and inclusion (2009–2011)” consisted of a quantitative and qualitative analysis of the presence of these groupings in elementary and secondary schools in Spain. Quantitative outcomes demonstrate that lengthening learning time is the most successful inclusive practice carried out in the schools. This is an alternative to tracking students into different classrooms as done in schools that use streaming and it helps to improve learning among students who struggle most. The qualitative study data shows the different ways these practices are implemented. At the same time, it highlights how schools that link them to major instrumental learning and efficiently allocate the resources available from the Government and from the community to improve students’ academic learning.