Author : James M. Pedersen
Publisher :
Page : 256 pages
File Size : 15,30 MB
Release : 2011
Category : Academic achievement
ISBN :
Author : James Pedersen
Publisher : Rowman & Littlefield
Page : 155 pages
File Size : 41,88 MB
Release : 2015-01-22
Category : Education
ISBN : 1475812566
As American educational reformers continue to find innovative ways to address the global achievement gap, many experts seem to agree that increasing instructional time is a viable option. In addition to extending the school day, some educational leaders have looked to modifying the traditional academic calendar to address some of the academic losses that occur when students have 8-10 weeks of summer vacation each year. Re-examining how students spend their summer vacation, although considered by many to be a cultural taboo, may be the answer to addressing global competition and decreasing the national achievement gap. The need for a two month break from schools harkens back to a pre-industrial time that no longer is pertinent for our students. Although an answer may be staring us in the face, are we willing to give up on the American tradition of summer vacation all in the name of reform and student success?
Author : Charles E. Ballinger
Publisher : R & L Education
Page : 260 pages
File Size : 42,39 MB
Release : 2006
Category : Education
ISBN : 9781578862788
The element of time is crucial in the discussion of school reform. Modifying the school calendar is a primary reform effort that enhances the academic agenda of the schools and responds to current issues in American education. School Calendar Reform: Learning in All Seasons reviews all aspects of restructuring the school-year calendar: presents concepts and research pertaining to school-calendar reform; and examines the theory of year-round education so the general public, educators, and policymakers might better understand the issues involved. It also includes definitions of the various types of year-round education, the historical background and recent developments of calendar restructuring, responses to common questions posed by those involved in calendar reform, an explanation of program evaluation, and indicators of school quality. This book will be of interest to administrators, educators, school officials, parents, and the general public. Book jacket.
Author : Andrea Bray
Publisher :
Page : 31 pages
File Size : 39,11 MB
Release : 2013
Category : Academic achievement
ISBN :
The debate between the year-round school year vs. the traditional school year has been an ongoing one. For what groups of students would a year-round schedule benefit? In this study, schools eligible for Title I funds are compared. ACT and SAT scores from twelve year-round Title I eligible high schools in California are compared with twelve traditional calendar high schools that were Title I eligible during the 2010-2011 school year. The results of this study show that although all test scores were higher from the year-round high schools, no significant difference was found between the two school calendars compared.
Author : Carolyn Kneese
Publisher : Rowman & Littlefield
Page : 193 pages
File Size : 45,15 MB
Release : 2009
Category : Education
ISBN : 1578868785
Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.
Author :
Publisher :
Page : 760 pages
File Size : 10,17 MB
Release : 2001
Category : Education
ISBN :
Author : Monica Lucille Huband
Publisher :
Page : 217 pages
File Size : 36,56 MB
Release : 2015
Category : Education
ISBN :
The quantitative, causal-comparative study posed two research questions: (1) What is the relationship between the type of academic calendar and achievement in reading and mathematics for students from low socioeconomic backgrounds? and (2) Does the type of academic calendar affect the amount of summer learning loss experienced by students from low socioeconomic backgrounds. The sample was comprised of 33 year-round schools and 33 traditional calendar schools in a Southeastern state where at least 40% of the student populations were eligible for the federally supported free or reduced-cost lunch program. Archival achievement data were analyzed using an independent samples t test to determine the statistical significance of the relationship between the academic achievement of students from year-round and traditional calendar schools. The summer learning loss experienced in year-round and traditional calendar schools was measured by calculating improvement scores and compared using an independent samples t test. Study results indicated that school calendars did not significantly influence academic achievement or summer learning loss among fourth grade classes from economically disadvantaged schools in a Southeastern state. These results implied that both year-round and traditional school calendars are equally valuable in terms of academic outcomes. This work contributes to the body of knowledge on school calendar modification and the socioeconomic achievement gap. The theoretical foundation for this study was provided by the spaced learning effect because it addressed the potential of spaced learning intervals to increase the rate of students' information retention.
Author :
Publisher :
Page : 834 pages
File Size : 24,89 MB
Release : 2002
Category : Education
ISBN :
Author : Priscilla Terrazas
Publisher :
Page : 348 pages
File Size : 10,66 MB
Release : 2001
Category : Academic achievement
ISBN :
Author : Ida Perales
Publisher :
Page : 0 pages
File Size : 40,18 MB
Release : 2023
Category :
ISBN :
This study examined Additional Day School Year Intersession Calendar Program (ADSY ICP) effectiveness and its student outcomes for students in Grades 3 through 8 in an urban school district in Texas. This study evaluated the structures and processes of the ADSY ICP and provided evidence to support or oppose implementing an intersession calendar for all student populations. Specifically, the study evaluated the program’s impact on student achievement as measured by STAAR among low-socioeconomic status (SES) students. Three research questions were answered: (a) Does the ADSY ICP meet the goal of closing the achievement gap for low-SES students in Grades 3 through 8? (b) How has the implementation of ADSY ICP been consistent? (c) What are the educators’ perceptions of the ADSY ICP and its effectiveness? The design of the program review incorporated an explanatory sequential mixed-methods approach. In the first quantitative phase of the study, TEA data (e.g., STAAR results) were collected from a district that implemented an ADSY ICP to assess the effectiveness of the program in closing the student achievement gap. The second phase included qualitative data to help explain the quantitative results. This qualitative phase explored the implementation process of the ADSY ICP in an urban school district to analyze its impact on student outcomes, specifically low-SES students. The first research question showed that the gaps were closed based on attendance and SES status for Grades 3 through 5 in reading and Grades 6 through 8 in mathematics. However, the two null hypotheses for elementary students in mathematics and middle school students in reading lacked evidence to suggest that intersession helps close the student achievement gap. For the second and third research questions, each question was answered by six themes of (a) effective communication, (b) intentional planning, (c) use of data, (d) at-risk students, (e) accountability and compliance, and (e) challenges affect effectiveness. The proper implementation of ADSY ICP can effectively provide support to at-risk students, contingent on the fidelity of the program and the competence of the principals and teachers delivering appropriate instruction. Therefore, districts should ensure the development of principals’ leadership skills and train teachers to have the skills for closing the gaps that affect students of economic disadvantage. It is imperative to recognize that the success of all students, particularly those at-risk or economically disadvantaged, is contingent on this focus
