LDOE presents HCR 72 study on later school start times; department recommends local pilots and stakeholder engagement

The Louisiana Department of Education presented research and stakeholder feedback gathered under House Concurrent Resolution 72 (HCR 72) on whether later school start times for middle and high schools would reduce chronic absenteeism, truancy and related academic problems.

Dr. Ernie Singleton, assistant superintendent for the Office of Career and College Readiness, told the task force the study was requested by the legislature to evaluate start times across the state, “with a particular focus on middle and high schools,” and to examine scientific evidence about adolescent sleep and the logistical, financial and community implications of changing schedules. The department released a survey and said it received more than 300 responses from transportation directors, child-welfare and attendance directors, administrators and school counselors.

Singleton defined key terms for the group. “A chronically absent student is a student who has missed a certain number of days in the year, and that includes all types of absences — unexcused, excused, as well as suspension,” Singleton said. By contrast, he explained, truancy is statutorily defined as five unexcused absences or five unexcused tardies in a semester; that definition is set by statute and can differ from the broader chronic-absence measure.

The study found many districts still start high schools earlier than elementary schools: 73.5% of respondents said high schools start earlier than elementary schools in their districts; about 50% of high schools reported typical start times between 7:00 and 7:30 a.m. Survey respondents and committee review identified multiple trade-offs to later start times, including effects on after-school athletics and activities, student jobs and elder/child care responsibilities.

Transportation and staffing challenges were a recurring concern. Several members noted that rural and urban districts face different logistical constraints: one district cited limited bus fleets and transfer stations that lengthen ride times; another noted that many bus drivers and other school support staff hold multiple jobs, which complicates schedule changes. Teacher recruitment and retention also factored into the discussion: task-force members said later schedules can complicate teachers’ graduate courses or outside employment and could affect their availability.

Labor rules for student employment were raised during the discussion. Jessica Malolongo of the Louisiana Department of Education reviewed state child-labor rules cited in the meeting: 14– and 15‑year‑olds are generally barred from working before 7 a.m. or after 7 p.m. (with expanded hours during summer), 16‑year‑olds are restricted from working between 11 p.m. and 5 a.m., and 17‑year‑olds are restricted between midnight and 5 a.m.; some rules vary by school days versus summer. The department noted that employers are responsible for complying with those rules.

The department recommended that, should the state consider statutory changes, lawmakers require local stakeholder engagement and pilot programs before any broad mandate. Suggested next steps included district-level pilots that delay middle- and high-school start times while adjusting elementary schedules, creation of a task force to plan implementation details, and careful study of transportation, food-service operations and the needs of working families.

Singleton told members the completed report was submitted to BESE in March; he said the department would accept additional input from the task force and could append an addendum if members provided new information. “We submitted it to our BESE support in March,” he said, and added the department had expected to solicit task-force input prior to submission but will consider updates.

Members asked the department to ensure any pilot includes a range of district types — urban and rural — and to study effects on extracurricular schedules, student employment and meal logistics. Several members suggested pilots be designed to collect ride-time and attendance data, and one asked the department to analyze the experience of districts that have already changed start times to measure impacts on attendance and achievement.

Ending: The department presented the HCR 72 study findings and recommended local pilots and stakeholder engagement; staff said they will accept follow-up input and noted the report has already been submitted to BESE, with the option to add an addendum.