This study looks at the question of whether charter schools are more innovative in their provision of extended time policies than a matched set of traditional public schools. Data for this study was collected from a sample of traditional public and charter schools that partner with the Northwest Evaluation Association (NWEA) for interim achievement testing administration and services. Schools in the authors' analysis sample are located across 6 states and a range of inner city, suburban and rural locals. At least in this sample of schools the authors do not find evidence that charters are more or less innovative than traditional public schools as the pattern and level of usage of these policies appear to be similar in both sectors. This finding brings up a limitation of this study in that conclusions can only be drawn about this particular sample of schools and cannot speak to innovation in charter schools as a whole. Preliminary estimates on the relationships between extended time policies point to two conclusions. First, at least in this sample, it appears that the provision of voluntary extended time programs may be more effective than mandatory programs. Second, the policy with the clearest influence on student growth rates in both subjects is a year round instructional calendar. While estimated growth rates are lower during the school year than in traditionally calendared schools, the net effect of a longer school year is that students are exposed to the summer for a shorter period of time and therefore experience a smaller summer set back in achievement, leading to them returning to school in the following year at a higher level than peers in traditionally calendared school years. (Contains 2 tables.)