Culminating Project Title
Relationship Between Time Allocated to Instruction and Elementary Student Achievement Across Select Minnesota Public Schools
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. John Eller
Dr. Frances Kayona
Dr. Amy Christensen
Dr. James Johnson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
elementary, instructional time, student achievement
This study investigated the amount of instructional time allocated tp reading/language arts, mathematics, science, social studies, art, music, and physical education as reported by select public elementary schools in Minnesota during the 2018-2019 school year. The purpose of this study was to investigate the average amount of time allocated to each subject area, as well as the correlation between the amount of time allocated and the relationship to student achievement outcomes in both reading and mathematics as measured by the Minnesota Comprehensive Assessments (MCAs).
This quantitative study collected and utilized secondary data which was gathered from the Minnesota Department of Education’s data center via a public data request. The findings of this study reported the average amount of time allocated to instruction in each subject area as reported by 68 select public elementary schools in Minnesota. The findings of this study also reported the effect size of the relationship between the amount of time allocated to instruction and student achievement outcomes.
The findings of this study suggested that a majority of reported instructional time allocations were devoted to tested subjects, similar to the findings of previous research (Center on Education Policy, 2008; Judson, 2013). The findings of this study also noted significant positive relationships between the amount of time allocated to both reading/language arts instruction as well as physical education instruction.
Key words: elementary, instructional time, student achievement
Lewis, Cody, "Relationship Between Time Allocated to Instruction and Elementary Student Achievement Across Select Minnesota Public Schools" (2022). Culminating Projects in Education Administration and Leadership. 92.
Throughout my career, I have been granted opportunities to learn and grow as an educator. Throughout this journey I have had the opportunity to work with so many amazing educators who each pushed me to challenge my own thinking, and for that I am grateful to them.
To my committee members, Dr. John Eller, Dr. Frances Kayona, Dr. Amy Christensen, and Dr. Jim Johnson, thank you for your advice along the way. I appreciate your support.
To my cohort members, Dr. Michele Baron-Albers and Dr. Anita Johnson, I am extremely grateful for the tremendous amount of support and motivation you provided over the past few years to finally make it to this point. I truly would not have made it through without you!
Finally, to my husband, Tyler, thank you for your patience, love, and encouragement to continue to achieve my goals.