Barrington Community Unit School District 220. School Start/End Time Survey Report

Transcription

1 Barrington Community Unit District 220 Start/End Time Survey Report January 2016

2 Start/End Time Survey Report January 2016 Table of Contents Executive Summary... 2 Methodology... 3 Inference and Reporting... 3 Data Collection and Analysis... 4 Summary of Findings... 5 Sleep Habits... 5 Student Fatigue... 7 Afterschool Activities... 8 Transportation... 9 Considerations Employee Impact Preferred Start/End Times Open-Ended Comments Appendix and Student Survey Parent Survey Employee Survey

3 Start/End Time Survey Report January 2016 Executive Summary Barrington 220 is considering the feasibility of adjusting school start times to better match the learning and developmental needs of all students. Without adequate sleep, adolescents are prone to fatigue, emotional distress, deficient neurocognitive functioning, and a weakened immune system. As students transition to middle and high school, research shows their circadian preference results in delayed sleep onset compared to their elementary years by about 90 minutes. 1 2 There is national momentum to delay school start times, particularly at the secondary school level. The American Academy of Pediatrics encourages school systems to optimize sleep in students, [urging] high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal levels of sleep and to improve physical and mental health, safety, academic performance, and quality of life. 3 Success of delayed start policies is dependent on the manner in which they are implemented, and successful implementation requires community engagement and disciplined planning. To inform decision-making, the Input 220 Advisory Council, which is studying this topic on behalf of the Board of Education, requested stakeholder participation in a survey about school start and end times in Barrington 220. ECRA Group, Inc. ( ECRA ), a third-party research firm, administered the survey, collected data, and analyzed results. Across stakeholder groups, there is support for moving the elementary school start time earlier in the morning and the middle and high school start times later. Barrington 220 middle and high school students are not getting adequate sleep according to National Sleep Foundation guidelines for their age group. Given two more hours of sleep in the morning, middle and high school students report they would use the time to sleep and do homework. When asked what the District should consider when examining school start times, ensuring students do not spend more than 60 minutes on the bus ride to school and allowing students to get more sleep were selected as greatest importance by the largest percentage of respondents. When asked to explain why they selected their preferred start times, respondents shared they considered adequate sleep for students as well as time to complete homework and participate in activities. 1 Asarnow, L. D., McGlinchey, E., & Harvey, A. G. (2014). The effects of bedtime and sleep duration on academic and emotional outcomes in a nationally representative sample of adolescents. Journal of Adolescent Health, 54(3), Carskadon, M. (2011). Forget a's, b's, and c's - What students need is more zzzz's. Chronicle of er Education. 3 American Academy of Pediatrics (2014). start times for adolescents. Pediatrics, 134(3),

4 Start/End Time Survey Report January 2016 Methodology The methodology section includes an explanation of ECRA s inference and reporting standards as well as a description of the data collection and analysis incorporated in the survey report. Inference and Reporting ECRA follows the major principles of Standards for Reporting on Empirical Social Science Research, published by the American Educational Research Association (AERA), when reporting research findings. AERA was founded in 1916 and is considered a premier authority related to educational research, best practices, and standards for reporting research grounded in the empirical traditions of the social sciences. The following are from Standards for Reporting on Empirical Social Science Research. AERA defines two overarching principles that underlie the development of reporting standards: 1. Reports of empirical research should be warranted, that is, adequate evidence should be provided to justify the results and conclusions. 2. Reports of empirical research should be transparent, that is, reporting should make explicit the logic of inquiry. ECRA adheres to the first principle by providing evidence in the form of data, statistics, and information from a variety of analyses that support findings contained in this document. This is considered best practice by AERA, which states: WHILE MANY STATISTICAL ANALYSES MAY BE CARRIED OUT IN A STUDY, TYPICALLY ONLY A SUBSET IS CRITICAL TO THE EVENTUAL RESULTS AND INTERPRETATIONS. IT IS IMPORTANT TO REPORT THE RESULTS OF ANALYSES THAT ARE CRITICAL FOR INTERPRETATION OF FINDINGS. ECRA adheres to the second principle by clearly articulating the rigorous analysis employed. AERA states: IT IS THE RESEARCHER S RESPONSIBILITY TO SHOW THE READER THAT THE REPORT CAN BE TRUSTED THE WARRANT FOR THE CLAIMS CAN BE ESTABLISHED THROUGH A VARIETY OF PROCEDURES INCLUDING TRIANGULATION OR COMPARISON OF EVIDENCE FROM DIFFERENT SOURCES. ECRA uses the process of triangulation, as described by AERA, to arrive at the findings contained in this report. Triangulation yields accurate findings because it incorporates multiple methods (quantitative and qualitative) and sources to validate results. 3

5 Start/End Time Survey Report January 2016 Data Collection and Analysis The following section details the data collection efforts employed to allow stakeholders the opportunity to provide individual input. This section also explains the analysis techniques utilized by ECRA. Response Rate Survey data were collected in November of Students, parents, and employees were surveyed online. There were multiple communications inviting stakeholders to share input regarding their opinions and experiences to ensure all stakeholders had the opportunity to participate. Response rates are listed in Table 1. In all, over six thousand stakeholders completed the survey. Table 1: Survey Response Rates Stakeholder Group Surveys Completed Number of Invitations Sent Response Rate and Students 2,309 5,152 45% Parents 3,148 7,794 40% Employees 917 1,201 76% All Stakeholders 6,374 14,147 45% Analysis Survey instruments were developed in collaboration with the Input 220 Advisory Council and based on a review of current literature on school start and end times. A range of questions were asked on the surveys including student sleep habits, fatigue, afterschool activities, transportation, planning considerations, employee impact, and preferred start/end times. Participants were asked to prioritize planning considerations on a Likert-type scale ranging from 1 to 5, where 1 signified lesser importance and 5 signified greater importance. Priority questions were reported based on the percentage of respondents in each stakeholder group who selected a 5, signifying greatest importance. All aggregations across surveys assigned equal weight to each stakeholder group, as each group was considered of equal importance. 4

6 Start/End Time Survey Report January 2016 Summary of Findings Sleep Habits Student and parent survey responses indicate a trend between student age and student sleep and wake times, as seen in Figure 1 and Figure 2. The older the student, the later they tend to fall asleep and the earlier they tend to wake up. Figure 1: Average Student Sleep Time on Nights by -Level Student and Parent Respondents Combined, Percentage Selected 40% 30% 20% 10% 0% 6:00 PM 6:30 PM 7:00 PM 7:30 PM 8:00 PM 8:30 PM 9:00 PM 9:30 PM 10:00 PM 10:30 PM 11:00 PM 11:30 PM 12:00 AM 12:30 AM 1:00 AM Average Student Sleep Time by -Level Figure 2: Average Student Wake Time on Days by -Level Student and Parent Respondents Combined, Percentage Selected 50% 40% 30% 20% 10% 0% 4:00 AM 4:30 AM 5:00 AM 5:30 AM 6:00 AM 6:30 AM 7:00 AM 7:30 AM 8:00 AM Average Student Wake Time by -Level 5

7 Start/End Time Survey Report January 2016 The National Sleep Foundation recommends elementary and middle school students receive between nine and 11 hours of sleep a night and high school students receive between eight and 10 hours of sleep a night. 4 Currently, elementary school students are the only group of students that receive, on average, the recommended hours of sleep a night, as detailed in Figure 3. Figure 3: Average Hours of Sleep a Night by -Level Compared to NSF Recommendations Student and Parent Respondents Combined Students Students Students Recommended Hours of Sleep If given two additional hours in the morning, middle and high school students report they would sleep and do homework, as detailed in Figure 4. Figure 4: How Students Would Spend Two Additional Hours in the Morning* Student Respondents, Percentage Selected 91% 93% 62% 65% 23% 24% 22% 12% 16% 15% 16% 13% 15% 11% Sleep Do homework Extracurriculars Watch TV Social media Socialize Work * Only options selected by 10 percent or more of students are included. 4 Hirshkowitz, M., Whiton, K., Albert, S. M., Alessi, C., Bruni, O., DonCarlos, L., Catesby Ware, J. (2015). National sleep foundation s updated sleep duration recommendations: Final report. Sleep Health: Journal of the National Sleep Foundation, 1(4),

8 Start/End Time Survey Report January 2016 Student Fatigue Student fatigue is reported most commonly among high schools students followed by middle school students, as seen in Figure 5. school-aged student fatigue is less prevalent. Students are most likely to struggle staying awake while doing homework and while in class. Among employees, 21 percent agree that their students struggle to stay awake in class, and 22 percent agree that their students arrive late to school because they overslept (Appendix, Table AH). Figure 5: Student Fatigue Assessment Student and Parent Respondents Combined, Percentage Agree/Strongly Agree 12% 27% 46% 37% 19% 23% 17% 20% 19% 12% 12% 5% 6% 10% 5% I struggle to stay awake while doing homework. I struggle to stay awake in class. I miss extracurricular activities because I am tired. I arrive late to school because I overslept. I stay home from school because I am tired. Survey responses indicate a strong relationship between the hours of sleep students receive per night and agreement that they experience fatigue, as detailed in Figure 6. Students receiving less sleep were more likely to agree with each statement. For instance, 53 percent of students receiving six or fewer hours a sleep a night agreed that they struggled to stay awake in class, while only nine percent of students receiving nine or more hours a sleep a night agreed with the same statement. Figure 6: Relationship between Fatigue and Hours of Sleep Student and Parent Respondents Combined, Percentage Agree/Strongly Agree 6 or Fewer Hours Hours Hours 9 or More Hours I struggle to stay awake in class. 60% 40% I stay home from school because I am tired. 20% 0% I struggle to stay awake while doing homework. I miss extracurricular activities because I am tired. I arrive late to school because I overslept. 7

9 Start/End Time Survey Report January 2016 Afterschool Activities Parents report that elementary students typically spend o4 hours a week on extracurricular activities, compared to 7 hours a week for middle school students and 8 hours a week for high school students. school students report they typically spend 7 hours a week on extracurricular activities compared to 11 hours a week reported by high school students. Overall, 96 percent of students are involved in sports, fine arts, clubs, and/or other extracurricular activities, as seen in Figure 7. The majority of students participate in both school-sponsored and nonschool-sponsored activities (55 percent), with 29 percent participating only in non-school-sponsored activities and 12 percent participating only in school-sponsored activities. Figure 7: Percentage of Students Who Participate in Sports, Fine Arts, Clubs, and/or Other Extracurricular Activities Student and Parent Respondents Combined -Sponsored Only 12% Do Not Participate 4% Participate 96% Both 55% Non-- Sponsored Only 29% 8

10 Start/End Time Survey Report January 2016 Transportation The majority of elementary school students take the bus five days a week in the morning (59 percent) and in the afternoon (61 percent), as seen below. Fifteen and 12 percent of elementary school students do not typically take the bus in the morning and in the afternoon, respectively. Figure 8: Number of Days Students Take the Bus per Week* Parent Respondents Take the Bus in the Morning 0 days 15% Take the Bus in the Afternoon 0 days 12% 1-4 days 26% 1-4 days 27% 5 days 59% 5 days 61% A larger percentage of middle school students take the bus compared to elementary school students. Seventy-one percent of middle school students take the bus every day in the morning compared to 67 percent who take the bus every day in the afternoon, as seen in Figure 9. Only 8 percent of middle school students do not typically take the bus in the afternoon. Figure 9: Number of Days Students Take the Bus per Week* Student and Parent Respondents Combined Take the Bus in the Morning 0 days 12% 1-4 days 17% Take the Bus in the Afternoon 0 days 8% 1-4 days 25% 5 days 71% 5 days 67% * Only respondents who indicated they/their children were eligible to take the bus were asked this question. 9

11 Start/End Time Survey Report January 2016 Bus use is lower among high school students than elementary and middle school students. Over half of high school students report not taking the bus to school in the morning, as seen in Figure 10. Fifty-nine percent of high school students report taking the bus home at least once a week. Figure 10: Number of Days Students Take the Bus per Week* Student and Parent Respondents Combined Take the Bus in the Morning Take the Bus in the Afternoon 5 days 33% 0 days 53% 5 days 29% 0 days 41% 1-4 days 14% 1-4 days 30% * Only respondents who indicated they/their children were eligible to take the bus were asked this question. As detailed in Figure 11 and Figure 12, middle schools students were more likely than elementary and high school students to change their behavior if school started later and/or if the bus ride was shorter. In addition, students were more likely to change their behavior if the bus ride was shorter versus if school started later. Figure 11: Would You Take the Bus More Often if Started Later? ** Student and Parent Respondents Combined Figure 12: Would You Take the Bus More Often if the Bus Ride Was Shorter? ** Student and Parent Respondents Combined Yes No Yes No 74% 36% 49% 53% 32% 41% 26% 64% 51% 47% 68% 59% (n=692) (n=737) (n=1,888) (n=695) (n=732) (n=1,884) **Only respondents who indicated they/their children were eligible to take the bus were asked this question. Respondents who reported they/their children take the bus five times a week in the morning and afternoon were excluded from this analysis. 10

12 Start/End Time Survey Report January 2016 Considerations Stakeholders were asked to prioritize areas they would like the District to consider when examining school start and end times. The percentage of stakeholders overall and in each stakeholder group who rated each survey item as greatest importance is detailed in Table 2. Stakeholders were asked to rate each survey item on a scale of 1 to 5, where 1 signified lesser importance and 5 signified greater importance. Of all the consideration survey items rated, ensuring students do not spend more than 60 minutes on the bus ride to schools and allowing students to get more sleep were among the survey items that were selected as greatest importance most frequently. Table 2: Percentage Who Selected Each Consideration as Greatest Importance by Group Student, Parent, and Employee Respondents, Sorted Descending by Percentage of ALL Respondents ALL Students Parents Employees Ensuring students do not spend more than 60 minutes on the bus ride to school 60% 54% 72% 53% Allowing students to get more sleep 50% 64% 59% 28% Offering high school students the flexibility to take elective classes 38% 49% 38% 28% Ensuring students are not picked up for the bus before 7 AM 37% 40% 50% 22% Maintaining current instructional time 37% 26% 42% 42% Allowing time in the afternoon for student involvement in school-sponsored extracurricular activities 34% 43% 34% 25% Allowing time in the afternoon for student involvement in non-school-sponsored extracurricular activities 33% 48% 32% 20% Providing additional time for teacher collaboration and staff development 28% 29% 21% 35% Easing traffic patterns around the high school 26% 38% 27% 14% Keeping costs as low as possible 26% 33% 27% 19% Ensuring high school students are available for work responsibilities 21% 32% 17% 15% Allowing time in the morning for student involvement in school-sponsored extracurricular activities 17% 22% 18% 11% Ensuring high school students are available for childcare responsibilities for younger siblings 16% 25% 10% 14% Allowing time in the morning for student involvement in non-school-sponsored extracurricular activities 13% 22% 10% 7% Five Areas Selected as Greatest Importance Least Often Five Areas Selected as Greatest Importance Most Often 11

13 Start/End Time Survey Report January 2016 In addition, the percentage of stakeholders who selected each survey item as greatest importance by grade-level affiliation was examined. Stakeholders were asked to rate each survey item on a scale of 1 to 5, where 1 signified lesser importance and 5 signified greater importance. Overall, there was consistency in the areas selected as greatest importance most frequently with minor exceptions, as seen in Table 3. Across all grade-levels, ensuring students do not spend more than 60 minutes on the bus ride to school and allowing students to get more sleep were the survey items selected as greatest importance most frequently. Table 3: Percentage Who Selected Each Consideration as Greatest Importance by Grade-Level,, and Affiliated Respondents, Sorted Descending by Percentage of ALL Respondents ALL Ensuring students do not spend more than 60 minutes on the bus ride to school 61% 69% 63% 52% Allowing students to get more sleep 49% 44% 52% 51% Maintaining current instructional time 38% 43% 38% 34% Ensuring students are not picked up for the bus before 7 AM 38% 42% 43% 29% Offering high school students the flexibility to take elective classes 37% 33% 37% 40% Allowing time in the afternoon for student involvement in school-sponsored extracurricular activities 33% 27% 36% 36% Allowing time in the afternoon for student involvement in non-school-sponsored extracurricular activities 31% 24% 36% 33% Providing additional time for teacher collaboration and staff development 28% 31% 27% 26% Keeping costs as low as possible 25% 24% 28% 24% Easing traffic patterns around the high school 25% 18% 25% 31% Ensuring high school students are available for work responsibilities 20% 17% 21% 21% Allowing time in the morning for student involvement in school-sponsored extracurricular activities 16% 17% 17% 15% Ensuring high school students are available for childcare responsibilities for younger siblings 16% 14% 19% 15% Allowing time in the morning for student involvement in non-school-sponsored extracurricular activities 12% 11% 14% 10% Five Areas Selected as Greatest Importance Least Often Five Areas Selected as Greatest Importance Most Often 12

14 Start/End Time Survey Report January 2016 Employee Impact Employees were asked to rate the impact of each survey item below on a scale of 1 to 5, where 1 signified very negative impact and 5 signified very positive impact. Of the four survey items rated, employees indicated that reducing high school class periods by at most seven minutes would have the most negative impact with 62 percent of employees rating the item as negative or very negative. Figure 13: Employee Impact Questions Employee Respondents Very Negative Negative Neutral Positive Very Positive Changing the time of day set aside for staff development 5% 13% 53% 18% 11% Commuting at a different time of day if elementary schools started (and ended) earlier and middle and high schools started (and ended) later 15% 17% 35% 18% 14% Fulfilling family responsibilities if elementary schools started (and ended) earlier and middle and high schools started (and ended) later 18% 21% 32% 16% 12% Reducing high school class periods by at most seven minutes 26% 36% 26% 7% 4% * Percentages may not add to 100 percent due to rounding. 13

15 Start/End Time Survey Report January 2016 Preferred Start/End Times Stakeholders were asked to choose their two most preferred start/end times for each grade-level (elementary, middle, and high school). The charts in this section summarize the elementary, middle, and high school schedules selected by respondents with a grade-level affiliation. For example, only parents with elementary school children and employees whose primary work location is an elementary school were included in Figure 14. For information on preferred start times including respondents without direct affiliation, refer to the Appendix (Tables L-M, Tables AE-AG, and Tables AJ-AL). Parents and employees with an elementary school affiliation express a preference for an earlier elementary school start time than the current 9:00 AM start time for elementary schools, as seen in Figure 14. Figure 14: Preferred Start Times Parent and Employee Respondents with Affiliation, Percentage Selected 80% Parents with Children Employees 60% 40% 20% 0% 7:00 AM 7:30 AM 8:00 AM 8:30 AM 9:00 AM 9:30 AM 10:00 AM Current Start Time 14

16 Start/End Time Survey Report January 2016 Survey respondents with a middle school affiliation express a preference for a later middle school start time than the current 7:55 AM middle school start time, as seen in Figure 15. Figure 15: Preferred Start Times Student, Parent, and Employee Respondents with Affiliation, Percentage Selected 80% Students Parents with Children Employees 60% 40% 20% 0% 7:00 AM 7:30 AM 8:00 AM 8:30 AM 9:00 AM 9:30 AM 10:00 AM Current Start Time Survey respondents with a high school affiliation express a preference for a considerably later high school start time than the current 7:20 AM high school start time, as seen in Figure 16. Figure 16: Preferred Start Times Student, Parent, and Employee Respondents with Affiliation, Percentage Selected 80% Students Parents with Children Employees 60% 40% 20% 0% 7:00 AM 7:30 AM 8:00 AM 8:30 AM 9:00 AM 9:30 AM 10:00 AM Current Start Time 15

17 Start/End Time Survey Report January 2016 Open-Ended Comments Student, parent, and employee survey respondents were asked to explain why they picked their preferred school start and end times. Figure 17 summarizes the major themes that emerged in response. Overall, the reasons provided were consistent across stakeholder groups with the exception of some employee-specific responses marked Employee Only. As seen in the figure below, students, parents, and employees considered students sleep as well as time for activities and homework when selecting their preferred start times across grade-levels. In addition, respondents expressed concern over long bus rides for middle and high school students. Among employees, some expressed concern that middle and high school students would not get additional time to sleep as a result of any shift in start times; this concern was not shared by a large number of parent or student respondents. Figure 17: Themes from Open-Ended Comments by Grade-Level Responses to Please explain why you picked your preferred school start and end times. Ensure sufficient sleep/matches students internal clocks Time for activities Time for homework Employees' personal obligations (Employees Only) Ensure sufficient sleep/matches students internal clocks Time for activities Time for homework Decrease bussing time Students will not use the time to sleep (Employees Only) Ensure sufficient sleep/matches students internal clocks Time for activities Time for homework Decrease bussing time Employees' personal obligations and commute time (Employees Only) Students will not use the time to sleep (Employees Only) 16

18 Start/End Time Survey Report January 2016 Appendix and Student Survey Table A: Which of the Following Times is Closest to the Time You Typically Fall Asleep on Nights? Frequency Percent 6:00 PM 5 < 1% 6:30 PM 0 0% 7:00 PM 2 < 1% 7:30 PM 8 < 1% 8:00 PM 19 1% 8:30 PM 40 2% 9:00 PM 168 7% 9:30 PM % 10:00 PM % 10:30 PM % 11:00 PM % 11:30 PM % 12:00 AM 113 5% 12:30 AM 67 3% 1:00 AM 58 3% Table B: Which of the Following Times is Closest to the Time You Typically Wake Up on Days? Frequency Percent 3:00 AM 8 < 1% 3:30 AM 1 < 1% 4:00 AM 15 1% 4:30 AM 37 2% 5:00 AM % 5:30 AM % 6:00 AM % 6:30 AM % 7:00 AM 107 5% 7:30 AM 21 1% 8:00 AM 5 < 1% 17

19 Start/End Time Survey Report January 2016 Item # Table C: Student Fatigue Assessment er Means Indicate Greater Agreement, Sorted est to Lowest Mean (Scale 1-5, 1=Strongly Disagree to 5=Strongly Agree) Question Strongly Disagree Disagree Neutral Agree Strongly Agree Mean 4 I struggle to stay awake while doing homework. 16% 23% 24% 23% 14% I struggle to stay awake in class. 14% 25% 30% 20% 11% I miss extracurricular activities because I am tired. 44% 22% 16% 12% 6% I arrive late to school because I overslept. 47% 23% 15% 9% 6% I stay home from school because I am tired. 56% 19% 12% 8% 6% 1.89 *Percentages may not add to 100 percent due to rounding. Table D: Please Type the Number of Hours a Week You Participate in Sports, Fine Arts, Clubs, and/or Other Extracurricular Activities that are Sponsored. Frequency Percentage 0 hours a week % 1-4 hours a week % 5-9 hours a week % hours a week % 20+ hours a week 94 4% Table E: Please Type the Number of Hours a Week You Participate in Sports, Fine Arts, Clubs, and/or Other Extracurricular Activities that are Non- Sponsored.* Frequency Percentage 0 hours a week % 1-4 hours a week % 5-9 hours a week % hours a week % 20+ hours a week 109 5% *Percentages may not add to 100 percent due to rounding. Table F: Are You Eligible to Take the Bus to? Frequency Percentage Yes 1,925 86% No % 18

20 Start/End Time Survey Report January 2016 Table G: Please Select the Number of Days in a Week You Typically Take the Bus to in the Morning* Frequency Percentage** 0 days a week % 1 day a week 35 2% 2 days a week 49 3% 3 days a week 78 4% 4 days a week 130 7% 5 days a week % * Participants who indicated they were not eligible to take the bus were excluded. ** Percentage may not add up to 100 percent due to rounding. Table H: Please Select the Number of Days in a Week You Typically Take the Bus to Home from in the Afternoon* Frequency Percentage 0 days a week % 1 day a week 81 4% 2 days a week 106 6% 3 days a week % 4 days a week 177 9% 5 days a week % * Participants who indicated they were not eligible to take the bus were excluded. Table I: Would You Take the Bus More Often if Started Later?* Frequency Percentage Yes % No % * Participants who indicated they were not eligible to take the bus and participants who took the bus both in the morning and afternoon five times a week were excluded. Table J: Would You Take the Bus More Often if the Bus Ride Was Shorter?* Frequency Percentage Yes % No % * Participants who indicated they were not eligible to take the bus and participants who took the bus both in the morning and afternoon five times a week were excluded. 19

21 Start/End Time Survey Report January 2016 Table K: Student Consideration Questions er Means Indicate er Priority, Sorted est to Lowest Mean (Scale 1-5, 1=Lowest Priority to 5=est Priority) Item # Question Lowest Priority to est Priority Mean 15 Allowing students to get more sleep 4% 4% 10% 19% 64% Offering high school students the flexibility to take elective classes 3% 3% 15% 30% 49% Ensuring students do not spend more than 60 minutes on the bus ride to school 6% 5% 13% 21% 54% Allowing time in the afternoon for student involvement in non-school-sponsored 3% 5% 17% 27% 48% 4.12 extracurricular activities 23 Allowing time in the afternoon for student involvement in school-sponsored extracurricular 4% 5% 17% 31% 43% 4.04 activities 16 Easing traffic patterns around the high school 7% 9% 21% 25% 38% Ensuring high school students are available for work responsibilities 5% 7% 26% 30% 32% Ensuring students are not picked up for the bus before 7 AM 13% 9% 19% 19% 40% Keeping costs as low as possible 8% 11% 26% 23% 33% Providing additional time for teacher collaboration and staff development 7% 10% 29% 26% 29% Ensuring high school students are available for childcare responsibilities for younger siblings 9% 13% 27% 26% 25% Maintaining current instructional time 10% 13% 29% 23% 26% Allowing time in the morning for student involvement in school-sponsored extracurricular 14% 17% 26% 22% 22% 3.21 activities 22 Allowing time in the morning for student involvement in non-school-sponsored extracurricular activities 17% 18% 25% 19% 22% 3.11 *Percentages may not add to 100 percent due to rounding. 20

22 Start/End Time Survey Report January 2016 Table L: Student Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time % 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time % 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time 174 9% 10:00 AM Start Time - 4:30 PM End Time 114 6% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=1,973) not based on the number of start times selected (n=3,369). Table M: Student Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time % 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time % 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time 187 9% 10:00 AM Start Time - 4:30 PM End Time 125 6% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=2,045) not based on the number of start times selected (n=3,546). Table N: Please Mark Your. Frequency Percent BMS - Prairie % BMS - Station % Barrington 1,311 62% Table O: Please Mark Your Grade. Frequency Percent 6 th Grade % 7 th Grade % 8 th Grade % 9 th Grade % 10 th Grade % 11 th Grade % 12 th Grade % *Percentages may not add to 100 percent due to rounding. 21

23 Start/End Time Survey Report January 2016 Table P: If You Had Two Additional Hours in the Morning before Started, How Would You Spend Your Time?* Frequency Percent** Sleep 1,901 92% Do homework 1,317 64% Watch TV % Play videogames 133 6% Social media % Surf online 188 9% Socialize % Work % Provide childcare 110 5% Extracurriculars % *Participants were instructed to select all that apply. **The percentage is calculated based on the number of participants who answered the question (n=2,061) not based on the number of activities selected (n=5,327). 22

24 Start/End Time Survey Report January 2016 Parent Survey Table Q: Please Mark the (s) Your Child(ren) Attends.* Frequency Percent** Arnett C Lines 257 8% Barbara B Rose 260 8% Countryside 232 7% Grove 272 9% Hough 199 6% North Barrington 247 8% Roslyn Road 201 6% Sunny Hill 75 2% BMS - Prairie % BMS - Station % Barrington 1,419 45% Early Learning Center 148 5% * Parents were instructed to select all that apply. **The percentage is calculated based on the number of participants who answered the question (n=3,131) not based on the number of school selected (n=4,616). Table R: Which of the Following Times is Closest to the Time Your Child(ren) Typically Falls Asleep on Nights? - Aged Child(ren) - Aged Child(ren) -Aged Child(ren) Frequency Percent Frequency Percent Frequency Percent 6:00 PM 0 0% 0 0% 2 <1% 6:30 PM 3 <1% 0 0% 0 0% 7:00 PM 12 1% 0 0% 1 <1% 7:30 PM 60 4% 1 <1% 0 0% 8:00 PM % 11 1% 7 1% 8:30 PM % 43 3% 14 1% 9:00 PM % % 66 5% 9:30 PM % % 111 8% 10:00 PM 146 9% % % 10:30 PM 31 2% % % 11:00 PM 7 <1% 63 5% % 11:30 PM 1 <1% 3 <1% 111 8% 12:00 AM 0 0% 2 <1% 64 5% 12:30 AM 0 0% 0 0% 21 2% 1:00 AM 2 <1% 1 <1% 20 1% 23

25 Start/End Time Survey Report January 2016 Table S: Which of the Following Times is Closest to the Time Your Child(ren) Typically Wakes Up on Days? - Aged Child(ren) - Aged Child(ren) -Aged Child(ren) Frequency Percent Frequency Percent Frequency Percent 3:00 AM 0 0% 1 <1% 0 0% 3:30 AM 1 <1% 0 0% 1 <1% 4:00 AM 1 <1% 0 0% 3 <1% 4:30 AM 0 0% 0 0% 15 1% 5:00 AM 3 <1% 5 <1% % 5:30 AM 13 1% 40 3% % 6:00 AM 75 5% % % 6:30 AM % % 122 9% 7:00 AM % % 25 2% 7:30 AM % 10 1% 6 <1% 8:00 AM % 1 <1% 2 <1% Item # Table T: Parent Assessment of -Aged Student Fatigue er Means Indicate More Favorable Ratings, Sorted est to Lowest Mean (Scale 1-5, 1=Strongly Disagree to 5=Strongly Agree) Question My child(ren) struggles to stay awake while doing homework. My child(ren) misses extracurricular activities because he/she is tired. My child(ren) struggles to stay awake in class. My child(ren) arrives late to school because he/she overslept. My child(ren) stays home from school because he/she is tired. *Percentages may not add to 100 percent due to rounding. Strongly Disagree Disagree Neutral Agree Strongly Agree Mean 42% 32% 15% 9% 3% % 27% 12% 9% 3% % 33% 15% 2% 2% % 23% 8% 3% 2% % 22% 6% 3% 2%

26 Start/End Time Survey Report January 2016 Item # Table U: Parent Assessment of -Aged Student Fatigue er Means Indicate More Favorable Ratings, Sorted est to Lowest Mean (Scale 1-5, 1=Strongly Disagree to 5=Strongly Agree) Question My child(ren) struggles to stay awake while doing homework. My child(ren) struggles to stay awake in class. My child(ren) misses extracurricular activities because he/she is tired. My child(ren) arrives late to school because he/she overslept. My child(ren) stays home from school because he/she is tired. *Percentages may not add to 100 percent due to rounding. Strongly Disagree Disagree Neutral Agree Strongly Agree Mean 24% 29% 22% 21% 5% % 30% 28% 13% 4% % 27% 15% 15% 4% % 25% 13% 9% 4% % 25% 12% 8% 3% 1.87 Item # Table V: Parent Assessment of -Aged Student Fatigue er Means Indicate More Favorable Ratings, Sorted est to Lowest Mean (Scale 1-5, 1=Strongly Disagree to 5=Strongly Agree) Question My child(ren) struggles to stay awake while doing homework. My child(ren) struggles to stay awake in class. My child(ren) misses extracurricular activities because he/she is tired. My child(ren) arrives late to school because he/she overslept. My child(ren) stays home from school because he/she is tired. *Percentages may not add to 100 percent due to rounding. Strongly Disagree Disagree Neutral Agree Strongly Agree Mean 14% 19% 19% 31% 16% % 20% 28% 27% 11% % 25% 18% 17% 8% % 23% 14% 13% 10% % 25% 14% 13% 7%

27 Start/End Time Survey Report January 2016 Table W: Please Type the Number of Hours a Week Your Child(ren) Participates in Sports, Fine Arts, Clubs, and/or Other Extracurricular Activities that are Sponsored. - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage 0 hours a week % % % 1-4 hours a week % % % 5-9 hours a week 72 5% % % hours a week 2 < 1% 0 0% % 20+ hours a week 0 0% 0 0% 87 7% Table X: Please Type the Number of Hours a Week Your Child(ren) Participates in Sports, Fine Arts, Clubs, and/or Other Extracurricular Activities that are Non- Sponsored. - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage 0 hours a week 116 7% % % 1-4 hours a week % % % 5-9 hours a week % % % hours a week 1 < 1% % 0 0% 20+ hours a week 0 0% 21 2% 0 0% * Percentages many not add up to 100 percent due to rounding. Table Y: Is Your Child(ren) Eligible to Take the Bus to? - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage Yes 1,272 77% 1,107 81% 1,201 86% No % % % Table Z: Please Select the Number of Days in a Week Your Child(ren) Typically Takes the Bus to in the Morning* - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage 0 days a week % % % 1 day a week 30 2% 17 2% 32 3% 2 days a week 41 3% 20 2% 31 3% 3 days a week 90 7% 49 5% 48 4% 4 days a week % 69 7% 50 4% 5 days a week % % % * Participants who indicated they were not eligible to take the bus were excluded. ** Percentage may not add up to 100 percent due to rounding. 26

28 Start/End Time Survey Report January 2016 Table AA: Please Select the Number of Days in a Week Your Child(ren) Typically Takes the Bus to Home from in the Afternoon* - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage 0 days a week % 79 8% % 1 day a week 36 3% 24 2% 76 6% 2 days a week 47 4% 31 3% 76 6% 3 days a week 94 8% 92 9% % 4 days a week % 95 10% 75 6% 5 days a week % % % * Participants who indicated they were not eligible to take the bus were excluded. ** Percentage may not add up to 100 percent due to rounding. Table AB: Would Your Child(ren) take the Bus More Often if Started Later?* - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage Yes % % % No % % % * Participants who indicated they were not eligible to take the bus and participants whose child(ren) took the bus both in the morning and afternoon five times a week were excluded. Table AC: Would Your Child(ren) Take the Bus More Often if the Bus Ride Was Shorter?* - Aged Child(ren) -Aged Child(ren) -Aged Child(ren) Frequency Percentage Frequency Percentage Frequency Percentage Yes % % % No % % % * Participants who indicated they were not eligible to take the bus and participants whose child(ren) took the bus both in the morning and afternoon five times a week were excluded. 27

29 Start/End Time Survey Report January 2016 Table AD: Parent Consideration Questions er Means Indicate er Priority, Sorted est to Lowest Mean (Scale 1-5, 1=Lowest Priority to 5=est Priority) Item # Question Lowest Priority to est Priority Mean 49 Ensuring students do not spend more than 60 minutes on the bus ride to school 6% 2% 7% 14% 72% Allowing students to get more sleep 8% 5% 11% 18% 59% Offering high school students the flexibility to take elective classes 5% 4% 20% 32% 38% Ensuring students are not picked up for the bus before 7 AM 13% 6% 14% 18% 50% Allowing time in the afternoon for student involvement in school-sponsored extracurricular 5% 5% 21% 34% 34% 3.87 activities 55 Maintaining current instructional time 7% 8% 21% 23% 42% Allowing time in the afternoon for student involvement in non-school-sponsored 7% 7% 23% 32% 32% 3.74 extracurricular activities 54 Keeping costs as low as possible 12% 11% 32% 18% 27% Providing additional time for teacher collaboration and staff development 12% 11% 32% 24% 21% Easing traffic patterns around the high school 17% 12% 24% 20% 27% Allowing time in the morning for student involvement in school-sponsored extracurricular 20% 15% 28% 19% 18% 3.00 activities 46 Ensuring high school students are available for work responsibilities 21% 16% 29% 18% 17% Allowing time in the morning for student involvement in non-school-sponsored 38% 19% 24% 9% 10% 2.33 extracurricular activities 47 Ensuring high school students are available for childcare responsibilities for younger siblings 46% 15% 20% 10% 10% 2.23 *Percentages may not add to 100 percent due to rounding. 28

30 Start/End Time Survey Report January 2016 Table AE: Parent Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 80 3% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time 1,441 60% 9:00 AM Start Time - 3:30 PM End Time 1,340 56% 9:30 AM Start Time - 4:00 PM End Time % 10:00 AM Start Time - 4:30 PM End Time 58 2% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=2,405) not based on the number of start times selected (n=4,389). Table AF: Parent Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 47 2% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time 1,293 53% 8:30 AM Start Time - 3:00 PM End Time 1,701 69% 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time 197 8% 10:00 AM Start Time - 4:30 PM End Time 25 1% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=2,451) not based on the number of start times selected (n=4,489). Table AG: Parent Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 134 5% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time 1,364 50% 8:30 AM Start Time - 3:00 PM End Time 1,573 58% 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time % 10:00 AM Start Time - 4:30 PM End Time 98 4% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=2,731) not based on the number of start times selected (n=4,995). 29

31 Start/End Time Survey Report January 2016 Employee Survey Item # 1 2 Table AH: Employee Assessment of Student Fatigue er Means Indicate More Favorable Ratings, Sorted est to Lowest Mean (Scale 1-5, 1=Strongly Disagree to 5=Strongly Agree) Question My students struggle to stay awake in class. My students arrive late to school because they overslept. Strongly Disagree Disagree Neutral Agree Strongly Agree Mean 27% 26% 26% 15% 6% % 25% 23% 17% 5% 2.42 Table AI: Employee Consideration Questions er Means Indicate er Priority, Sorted est to Lowest Mean (Scale 1-5, 1=Lowest Priority to 5=est Priority) Item # Question Lowest Priority to est Priority Mean 8 Ensuring students do not spend more than 60 minutes on the bus ride to school 3% 4% 10% 29% 53% Maintaining current instructional time 5% 6% 20% 27% 42% Providing additional time for teacher collaboration and staff development 6% 7% 24% 29% 35% Offering high school students the flexibility to take elective classes 6% 5% 25% 36% 28% Allowing time in the afternoon for student involvement in school-sponsored extracurricular 5% 6% 24% 39% 25% 3.73 activities 3 Allowing students to get more sleep 8% 8% 25% 31% 28% Allowing time in the afternoon for student involvement in non-school-sponsored 8% 9% 31% 33% 20% 3.48 extracurricular activities 13 Keeping costs as low as possible 11% 10% 38% 23% 19% Ensuring students are not picked up for the bus before 7 AM 14% 13% 27% 24% 22% Ensuring high school students are available for work responsibilities 13% 14% 33% 24% 15% Ensuring high school students are available for childcare responsibilities for younger siblings 13% 17% 31% 25% 14% Allowing time in the morning for student involvement in school-sponsored extracurricular activities 18% 19% 30% 23% 11% 2.91 *Percentages may not add to 100 percent due to rounding. 30

32 Start/End Time Survey Report January 2016 Table AI (Continued): Employee Consideration Questions er Means Indicate er Priority, Sorted est to Lowest Mean (Scale 1-5, 1=Lowest Priority to 5=est Priority) Item # Question Lowest Priority to est Priority Mean 4 Easing traffic patterns around the high school 22% 16% 27% 20% 14% Allowing time in the morning for student involvement in non-school-sponsored extracurricular activities 28% 21% 32% 12% 7% 2.50 *Percentages may not add to 100 percent due to rounding. Table AJ: Employee Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 51 6% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time % 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time 62 8% 10:00 AM Start Time - 4:30 PM End Time 9 1% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=801) not based on the number of start times selected (n=1,536). Table AK: Employee Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 41 6% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time % 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time 40 5% 10:00 AM Start Time - 4:30 PM End Time 8 1% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=740) not based on the number of start times selected (n=1,414). 31

33 Start/End Time Survey Report January 2016 Table AL: Employee Most Preferred Start Times* Frequency Percent** 7:00 AM Start Time - 1:30 PM End Time 65 8% 7:30 AM Start Time - 2:00 PM End Time % 8:00 AM Start Time - 2:30 PM End Time % 8:30 AM Start Time - 3:00 PM End Time % 9:00 AM Start Time - 3:30 PM End Time % 9:30 AM Start Time - 4:00 PM End Time % 10:00 AM Start Time - 4:30 PM End Time 40 5% *Participants were instructed to select their two most preferred school start times. **The percentage is calculated based on the number of participants who answered the question (n=777) not based on the number of start times selected (n=1,491). Item # Table AM: Employee Impact Questions er Means Indicate More Favorable Ratings, Sorted est to Lowest Mean (Scale 1-5, 1=Very Negative Impact to 5=Very Positive Impact) Question Changing the time of day set aside for staff development Commuting at a different time of day if elementary schools started (and ended) earlier and middle and high schools started (and ended) later Fulfilling family responsibilities if elementary schools started (and ended) earlier and middle and high schools started (and ended) later Reducing high school class periods by at most seven minutes Very Negative Impact Negative Impact No Impact Positive Impact Very Positive Impact Mean 5% 13% 53% 18% 11% % 17% 35% 18% 14% % 21% 32% 16% 12% % 36% 26% 7% 4%

34 Start/End Time Survey Report January 2016 Table AN: Please Mark Your Primary Work Location Frequency Percent Arnett C Lines 42 5% Barbara B Rose 43 5% Countryside 39 5% Grove 45 5% Hough 27 3% North Barrington 37 4% Roslyn Road 38 4% Sunny Hill 51 6% BMS - Prairie 98 11% BMS - Station 88 10% Barrington % Early Learning Center 39 5% Other 36 4% Table AO: What is Your Position? Frequency Percent Administrator 39 5% Teacher % Support Staff % Table AP: Do You Currently Reside in Barrington 220 Boundaries? Frequency Percent Yes % No % Table AQ: How Long is Your Commute? Frequency Percent Less than 20 minutes % minutes % minutes % 60 or more minutes 38 4% 33

35 Student Open-Ended Responses Grade- Level Please explain why you picked your preferred school start and end times. (Any information shared below will be shared with committee members and the Board of Education as provided. Please refrain from communicating identifiable information if you wish to remain anonymous.) I think getting up at 5am as a high school student, when most adults/college students don't realistically get up until 6-7am is unrealistic and should definitely be taken into consideration. I feel like if we have school earlier then we have more time in the evening to do other things because there not usually much to do in the morninga As a high school student, I think there should be a later start time in school, so that other teenagers have the chance to get the sleep they actually need. They should also change the time for extra-curricular activities, like sports. They should put a less time in sports, as an athlete. More time in practice, the more tired the athlete would be. My idea is 20 minutes after school, athletics should have the most 2 hour practices, even in the weekends. Morning practices should be optional. I really like the idea of pushing back school start times, but realise that the times I picked might be logistically difficult / impossible. Personally, I find it that if I wake up later I am able to function better in classes - for example, in first through third hour I'm not always the most awake. I prefer to be completely conscious throughout the entire school day, not sure about other people though... On the science side of things, there have been studies that have proved that later start times and more sleep result in greater academic performance, but *only* if more sleep is gained. That part is really crucial - you probably want children to use that later start to sleep, and you need a good way to convince us to do that (we as kids are difficult to convince psychologically to do something, and I'm not thrilled with the idea of lectures in sleep schedules added to freshman advisory). So, all in all, that is the reason why I chose the start and end times that I did. The later school ends, the later activities go, the longer you do homework, and the later you get to bed. I have a specific sleep routine and I don't want it to be heavily affected (especially with sports ending later) If school started later we could have some time for sports or activities in the morning as well as still having sufficient time in the afternoon. If classes were slightly longer we would also have the possibility of less homework, meaning that we could start later and end later, without stressing kids out if they have after school activities. I know that if I had an extra hour or 2 in the morning I would most likely eat breakfast, something that doesn't happen that often because it's too early and I'm not hungry that early. I would also spend it doing more homework, which would allow me to get to sleep earlier the night before, knowing I would have time the next morning to finish my homework. I want to sleep more because we get a crap load of home work and no one goes to bed until like 10 at the earliest so move back the freaking start time because no one uses the extra time in the morning you morons I like it early because then we have a lot of time after school and school is done early and we can sleep after school if we wanted to also. I think that the extra time in the morning is inevitable for the student to be successful. It would be nice to have more sleep and not feel drowsy during class. Although I a senior and it wouldn't benefit me next year but I know other students would benefit One extra hour of sleep for high schoolers is more beneficial to then given their heavy workload and excessive extracurriculars. schoolers do not require the same Page 1