| This study focused on sixth grade time allocations for subjects and other activities and the mandates that may influence these time allocations. Sixth grade teachers (105) and their principals in 27 school districts were surveyed to obtain 1987-88 time allocation practices. These results were then analyzed.;The surveys questioned practitioners about state mandates and allowed respondents to express opinions about time use in the sixth grade. Results were compared with each other and also with results of a time allocation study done in 1926.;Analysis of the data yielded information on the school day, school year, and descriptive information about respondents and their districts. The data also yielded time allocation practices for math, science, social studies, reading, language arts, gym, art, physical education, music, lunch, study hall, recess, foreign language, Technology, Home and Careers, band, chorus, library, morning exercises and released time for religious instruction. Also, data on field trips, assemblies, testing, parties and special days were gathered and analyzed.;Wide variation in practice was reported with ranges in minutes per week being: Reading 450, Language Arts 295, Math 320, Social Studies 210, Science 210, and total basics 720. Some sixth graders may be receiving the equivalent of seventy average school days less of instruction in the basics than others. The other subjects and activities also reflected a wide range of practices. A comparison between current time allocation practices and those of 1926 revealed some results that may not have been expected.;State mandates were addressed in the districts studied in a variety of ways. Over 80 percent of the respondents felt that they did not have enough time to teach all that was required. Mandates were identified by many as a reason. Both state and local decisionmakers influence time allocation practices.;It is likely that we are asking our school to do too much today and a thorough evaluation of the curricular requirements now expected of sixth graders should be made with an eye on reorganization and reduction. The pressure on schools to do it all may have significantly impacted the academic mission of schools in New York State. |
