Returning Oklahoma’s Schools to a National Standard for instructional time.
Most of Oklahoma’s PK-12 school districts fall short of national standards for the number of instructional days and hours offered each school year[i]. The consequences of the state’s reduced school time are evident in Oklahoma’s low national ranking for academic performance[ii].
Brief Purpose
The purpose of this Impact Brief is to describe how requiring Oklahoma’s schools to meet national standards for instructional days (180 school days) and time (1,200 hours/school year) will help to establish the conditions necessary for the state to develop a more nationally competitive PK-12 public education system.
Current Conditions
The current national standard for instructional days is 180 days[iii]. Historically, Oklahoma mandated a 180-day school year. In 2019[iv], Oklahoma passed legislation requiring school districts to offer at least 165 days/school year (and 1,080 hours annually). Today many districts also fall far short of even 165 days if virtual days are excluded from the overall count of instructional days. State data indicate that some districts offer between 140-150 in-person days[v] each year in Oklahoma.
Regional Comparisons
Oklahoma’s movement toward lowering in-person school days conflicts with national trends in the post-pandemic era. Many states have moved to increase instructional days permanently as part of addressing learning loss incurred during the pandemic[vi]. Oklahoma’s regional competitors have also moved to increase instructional time and days considerably in recent years.
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Kansas requires 186 school days and is exploring legislation to further increase the number of days required each year[vii].
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Texas mandates 1,260 hours/school year, which is significantly higher than Oklahoma’s 1,080-hour statutory requirement[viii].
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Arkansas requires 178 (or 1,068 total hours) of in-person instructional days per school year[ix].
Consequences
Given the comparatively fewer number of instructional days offered in most districts in Oklahoma, a substantial share of Oklahoma’s students with perfect attendance would still be considered chronically absent in Kansas, Texas, and Arkansas (Note. Chronic absence refers to missing 10% of school days in an academic year). On the National Assessment of Educational Progress, the achievement gap between Oklahoma’s students and the national average is roughly equivalent to accumulated instructional time lost by operating on a 165-day school year instead of a national standard of 180 school days.
Research on Expanded School Time
Improved Academic Performance
Rigorous research evidence indicates that increased instructional time can accelerate academic growth[x]. In a 2024 meta-analysis of 74 causal studies, researchers found that increased instructional time is associated with generally positive effects on student achievement. Additionally, the summer months can lead to a decline in students' academic skills, particularly for low-income students[xi]. A longer school year could mitigate this effect by providing more consistent learning opportunities. Greater school time also allows for opportunities to deliver remedial instructional interventions (e.g., tutoring) within the school day.
Increased Enrichment Opportunities
Schools can leverage expanded school time to integrate enrichment and extracurricular activities into the school day, providing students with more 21st century learning opportunities[xii].
Enhanced health and wellness
By increasing instructional time, schools can allocate more time for recess and physical activity within the school day[xiii]. In an era when students spend considerable time with screens, time for recess and physical activity can be critical for some students[xiv].
Policy Recommendations
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Mandate a national standard 180-day school year with a two-day cap on the number of virtual school days allowed.
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Require schools to reach at least 1,200 school hours/academic year.
REFERENCES
[i] Education Commission of the States. (2020). Instructional time policies: Minimum number of instructional days/hours by state. https://www.ecs.org/instructional-time-policies/
[ii] State performance compared to the nation. National Assessment of Educational Progress (NAEP).
https://www.nationsreportcard.gov/profiles/stateprofile?sfj=NP&chort=1&sub=MAT&sj=&st=MN&year=2024R3
[iii] National Center for Education Statistics (2018). https://nces.ed.gov/programs/statereform/tab5_14.asp
[iv] Senate Bill 441 (2019). https://legiscan.com/OK/bill/SB441/2019
[v] Carter, R. (2024). Already short school year includes virtual days at some Oklahoma schools. https://ocpathink.org/post/independent-journalism/already-short-school-year-includes-virtual-days-at-some-oklahoma-schools?
[vi] Kraft, M. & Novicoff, S. (2025). Time for school. https://www.educationnext.org/time-for-school-assessing-inequality-access-instructional-time-united-states/?
[vii] 2012 Statute. https://kslegislature.gov/li_2012/b2011_12/statute/072_000_0000_chapter/072_011_0000_article/072_011_0006_section/072_011_0006_k/
[viii] Texas Senate Bill 2368. https://legiscan.com/TX/supplement/SB2368/id/344241
[ix] Arkansas Department of Education. (2025). https://adecm.ade.arkansas.gov/Attachments/2024-2025_School_Calendar_Guidance_Updated_March_2024_081504.pdf?utm_source=chatgpt.com
[x] Kraft, M. A., & Novicoff, S. (2022). Instructional time in U.S. public schools: Wide variation, causal effects, and lost hours (EdWorkingPaper No. 22-653). Annenberg Institute at Brown University. https://doi.org/10.26300/1xxp-9c79
[xi] Kuhfeld, M. (2023). What we know about effective summer learning programs. https://oej.scholasticahq.com/article/73376
[xii] Learning Policy Institute. (2025). https://restart-reinvent.learningpolicyinstitute.org/provide-expanded-learning-time?
[xiii] US Health and Human Services. (2010). The association between school-based physical activity, including physical education, and academic performance. US Department of Health and Human Services Atlanta, GA, USA.
[xiv] Council on School Health, Murray, R., Ramstetter, C., Devore, C., Allison, M., Ancona, R., ... & Young, T. (2013). The crucial role of recess in school. Pediatrics, 131(1), 183-188