Hello, paulza-ga!
As you can imagine, the issue of year-round versus traditional school
calendars has valid arguments on both sides. I have presented these
arguments under three sections - a section for relatively unbiased
literature reviews and articles, a section for the biased
pro-year-round school arguments presented by the NAYRE website, and a
section for the biased traditional- school calendar arguments
presented on the "Summer Matters" website.
Some of the titles are research papers and others are simple
newspaper articles or opinions. I figured you could use as much as
possible.
I think you will see that there are valid opinions in support of both
types of school calendars. A multitude of factors can affect
performance outcomes in both traditional and year-round schools. The
research, at this point, does not definitively favor one calendar over
the other.
I hope the following information is helpful. If, after going through
these references, you would like to pursue this research further or
narrow down the topic, please feel free to address another question to
me. You can put "for Umiat" in the heading or you can leave it open
for another researcher. I will be happy to take this in other
directions if you so choose.
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A COLLECTION OF ABSTRACTS and ARTICLES
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For a very general overview (with no citations), please see "Year
Round Education - Pros and Cons," by Melissa Kelly. About.com
http://712educators.about.com/cs/reformtime/a/yearrounded.htm
==
"Year-Round Education," by ELISABETH A. PALMER AND AMY E. BEMIS.
University of Minnesota Extenstion Service. 1999.
http://www.extension.umn.edu/distribution/familydevelopment/components/7286-09.html
"An extensive review of literature from the last three decades
provided data regarding models of year-round education (YRE),
perceived advantages and disadvantages of alternative calendars, and
evidence to support or refute such claims. Many studies on the effects
of YRE suffer from inadequate research designs or incomplete reporting
of data making it difficult to draw conclusions. Still, in 75 analyses
of student achievement, 42 revealed no significant effect on
achievement for students attending year-round schools (YRS) while 27
indicated significant positive effects. Data on other outcomes such as
attitudes, attendance, professional development, and the impact on
families was for the most part inconclusive. In sum, it is reasonable
to conclude that students attending YRS are likely to perform as well
as if not better than their peers in traditional nine-month programs,
especially at the upper elementary school level."
(Read entire article...
==
"An Evaluation of the Transition to Year-Round School of the
University School," prepared by James E. McLean and Robin Adams. East
Tennessee Staet University. July, 2001.
http://www.etsu.edu/educator/us/yr5eval.pdf
Excerpt from the results:
"While studies related to year-round schedules report mixed results,
they do favor the year-round schedule over traditional ones. In
addition, it appears that parents, students, and teachers engaged in
year-round schooling feel quite positive about those experiences. Even
though the literature does not provide clear evidence that year-round
schedules improve student achievement, it does show clearly that
year-round schooling does not result in a decline in achievement.
Further, the literature shows that participants, their parents, and
their teachers perceive their experiences more positively than those
in traditional programs."
==
"What Can We Learn From the Data? Toward a Better Understanding of the
Effects of Multitrack Year-Round Schooling," by Shields C.M.1; Oberg
S.L. Urban Education, May 1999, vol. 34, no. 2, pp. 125-154(30)
http://www.ingentaconnect.com/search/expand?pub=infobike://sage/j208/1999/00000034/00000002/art00002
Abstract:
"This study compares student academic and nonacademic outcomes between
year-round and traditional calendar schools in a metropolitan district
with 36% of 31,500 elementary students in multitrack year-round
schools (YRSs). A regression analysis taking socioeconomic status into
consideration showed, over 6 years, 4% of YRS scores and 21% of
traditional school scores below their respective state predicted
ranges. No significant differences in nonacademic outcomes were found
between the two school calendars. Interviews with teachers and
administrators in six matched schools suggested that changes in
organizational arrangements, social climate, and conceptions of
curriculum and instruction helped to explain better academic
achievement in YRS."
==
"Is Year-Round Schooling the Answer?" by by Glori Chaika. Education
WorldŽ. 11/08/1999. http://www.education-world.com/a_admin/admin137.shtml
=
"Do year-round schools improve student learning? An annotated
bibliography and synthesis of the research," By Charlie Naylor, BCTF
Research and Technology Division. May 1995.
http://www.bctf.bc.ca/ResearchReports/95ei03/
Excerpt:
"The question of whether year-round education improves student
achievement is a key issue in the year-round schooling debate.
Proponents of year-round schools claim there are educational benefits
for students, reflected in improved test scores. Yet there exists a
substantial body of work (Zykowski, 1991, Harp, 1993) which shows no
significant differences in educational achievement between students in
year-round schools and students in schools with traditional calendars.
Another claim (Ballinger et al, 1987) is that long summer breaks in
traditional school calendars are harmful as students forget previous
learning, and valuable time is taken up in reviewing of curriculum at
the start of a new academic year. As an alternative to the traditional
calendar, it is often claimed that year-round programs reduce such
review time as students have less time to forget material. But the
work of Allinder et al (1992) and Wintre (1986) casts doubt on the
perception that students in traditional calendar schools retain less
than students in year-round sites. However, as with most of the
research on this issue, one can find some evidence to support either
side of the argument."
"How can one approach this issue and make an objective judgement? As
in most cases, the best decision is after a thorough and critical
review of the literature. From my reading of the literature I would
conclude that the case for improved educational achievement caused by
the implementation of year- round calendars is not proven and should
be treated with some scepticism, for the following reasons:
1. "Many of the studies which show increased educational achievement
for students in year round schools are published by the National
Association for Year-Round Education (NAYRE). This organization
appears evangelical in its promotion of the concept of year-round
education...."
2. "There are a substantial number of studies which are conducted by
researchers (with no vested interest in either supporting or opposing
year-round schooling) which conclude that there appears to be no
significant difference in achievement between students in year-round
and students in traditional calendar schools."
3. "One of the methodological problems with many of the studies,
whatever their conclusions, is the difficulty of islolating the
variable of school calendar in relation to student achievement....."
4. "Of the studies which conclude that students in yearround schools
do achieve at a higher level than students in year- round schools, the
differencees in achievement are rarely significant.............A
further concern is the narrowness of the measurement comparing
year-round with traditional calendars, with test scores used in all
cases."
5. "Issues of educational equity are rarely addressed, but may be
significant in terms of educational achievement."
6. "There appears to be little examination of alternatives to
year-round schools, or even posing of basic questions. What exactly is
the problem? Improving student achievement? Saving money? Why does
there only appear to be a single solution - year-round schools - in
much of the debate? If educational achievement is not significantly
and universally improved by the development of year-round schools, is
the concept worth the upheaval it causes? What else could be
considered?"
==
The following review highlights some limitations of the research
concerning the benefits of year-round versus traditional calendars:
"Examining the Effects of Year-Round Education. A Literature Review,"
by Gerd J. Bents. The Graduate School University of Wisconsin-Stout.
August, 2002.
http://www.uwstout.edu/lib/thesis/2002/2002bentsg.pdf
Conclusion:
"Year-Round Education is not just a trend; its documented history
dates back to the middle 1600?s and was commonly used in urban areas
in the 1800?s and prior to WWII (Zykowski et al, 1991). Consequently,
today?s push for YRE might be considered more of a "rebirth" than a
"reform." Currently, over two million students (nayre.org/statistics,
2001) attend a school practicing YRE, and the numbers are growing.
Many staff from districts using YRE programs report positive results
in their schools and communities. Research suggests that academic
achievement scores can rise (Allinder, 1992; Barber, 1996; Cooper et
al. 1996), teacher salaries and job satisfaction can increase
(Gandara, 1992), and the behavior problems, truancy and frustration
levels of students can be minimized as a result of YRE (Wildavski,
1992). However, there is some evidence that YRE may not be beneficial
for all districts and student groups (Wintre, 1986).
Implications for Practice: "The overall research to date, though
somewhat inconclusive, implies that summer learning loss is a real
occurrence, particularly for some student groups (Cooper et al, 1996).
In response to this, educators and leaders need to consider the
potential benefits of YRE. Does this mean all schools should change to
a YRE schedule? No. Some students, as in Wintre?s (1986) research, do
not demonstrate academic regression over the summer months. However,
educators and policy-makers need to confirm that their current
educational services are appropriate for their community needs, and
remain cognizant of which options are best for their students. For
example, districts with large numbers of "at risk" and low
socioeconomic students with difficulties in math may profit from a
year-round school schedule. Rather than stonewalling the possibility
of change, educator and policy-makers should conduct an in-depth
school and community needs assessment. Then, and only then, should
prioritization occur. Year-round education offers opportunities that
go beyond the school. Innovative thinking and the willingness to
change can optimize a school?s potential. With strong leadership and
community effort, many schools could enjoy positive growth as some
communities have after instituting YRE (Barber, 1996)."
Recommendations for Future Research: "Though masses of literature
exist surrounding year-round education, very little of it is
empirically-based research. By general consensus (Naylor, 1995; Palmer
and Bemis, 1999), the existing research is tainted by poor, incomplete
research designs. Further, those studies are limited due to the
difficulty isolating variables, reporting bias and subjectivity.
Additionally, the existing research is inconclusive as to whether YRE
is beneficial or detrimental to the academic achievement of all
students. The major push for YRE stems from the theoretical notion of
"summer learning loss." Despite varied evidence, support for this
theory is increasing. However, as long as proponents for YRE continue
to measure growth via standardized assessment instruments, the battle
will be uphill. More research regarding the effectiveness of YRE and
summer learning loss needs to be conducted using appropriate measures.
Allinder et al.?s use of CBM, rather than standardized assessment
instruments, is a central aspect of their study. It has been
empirically shown that CBM is "more sensitive to student progress and
related more consistently to a criterion measure of student growth"
than standardized, norm-referenced achievement tests (Marston et al.
p. 77, 1986). Because growth is reciprocal, Marston et al.?s work
supports CBM as an effective tool for measuring both progression and
regression: gains and losses. Furthermore, Marston et al. (1986)
explain, "norm-reference achievement tests are psychometrically sound
indicators of how a student performs in relation to other students,
but are inadequate tools for measuring progress or growth" (p. 87).
Why would a carpenter use a screwdriver to embed in a nail?
"Norm-referenced achievements tests do not have high
curriculum-related validity" (p. 87). High curriculum-related validity
is rather important when measuring how students perform on curriculum
measures. Future research on student growth should a) focus on
intra-individual growth and b) be generated from measures highly
correlated with the curriculum. Norm-references tests are not
designed, nor capable, of providing this imperative information.
Standardized, norm-reference measurements "prohibit meaningful
comparison?s between students? current performance with their past or
their expected performance," and "are not sensitive to gradual, but
important, improvements in students performance" (Good & Jefferson,
1998. p. 68). Thus, future research should focus on expanding on
Allinder et al.?s work by using growth sensitive measures to observe
gains or losses (growth) in academic achievement. Through this
research, evidence regarding the effectiveness of YRE and the
existence of summer learning loss can be substantiated or negated."
==
The Questia website is a good source for articles on both sides of the
issue. Access for a month is $14.95, which will allow you to read all
the articles cited:
http://www.questia.com/library/education/educational-administration/year-round-school.jsp
(be sure to look at the "additional articles" link at the bottom)
==
"Going to school year-round." NewsHour Extra. August 8, 2001
http://www.pbs.org/newshour/extra/features/july-dec01/year-round.html
==
"Scheduled for Success - A year-round school calendar helps low-income
Denver students achieve," by Urmila Subramanyam. NEA Today. 2001.
http://www.nea.org/neatoday/0111/learning.html
==
"Year-Round Education," by Sue E. Mutchler. Insights...on education
policy and practice. Number 2. March 1993
http://www.cybersmartcurriculum.org/downloads/htm/SEDL-Insights___Year-Round_Education.htm
==
"Year-Round Discontent at Hollywood High," by Duke Helfand. Los
Angeles Times. November 20, 2000
http://hometown.aol.com/donohoyrs/latimes.htm
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"Year-round schools had fewer days for studying before tests," by
Emily Richmond. Las Vegas Sun. July 23, 2004
http://www.lasvegassun.com/sunbin/stories/lv-ed/2004/jul/23/517223063.html
"Schools operating on year-round schedules were at a distinct
disadvantage when it came to proving they had made the "adequate
yearly progress" the federal No Child Left Behind Act
requires.....Many students at year-round schools were tested this
spring after as few as 96 days of instruction, McCormick-Lee said.
After hearing complaints from parents and educators about the
disparity, the Nevada Department of Education began investigating
whether year-round schools had significantly different test results
than campuses on nine-month calendars."
==
"Improving Student Achievement by Extending School: Is It Just A
Matter Of Time?" Research Paper by WestEd, the Regional Education
Laboratory for Arizona, California, Nevada and Utah
http://www.wested.org/wested/papers/timeandlearning/3_researchPV.html
==
"What does the research say about the benefits of Year-Round School to
"at risk" children?" (Letter from M. Christopher Newland, Ph.D. to
Board of Education, Auburn City Schools. 20 October 1998
http://www.auburn.edu/~enebasa/html/atrisk%3F.pp.html
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"Literature Review on Single Track Calendar Year Round Education," by
Candy Smiley. Staff Developer. Poway Unified School District.
http://powayusd.sdcoe.k12.ca.us/teaching/T&L/pdf_stuff/Yr%20Round%20Education.pdf
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"Academic Performance Index Scores for Traditional Calendar vs.
Year-Round Schools." Southern California Consortium on Research in
Education. Last Updated: January 15, 2004
http://sccore.org/2003/studentoutcomes/outcapical.shtml
==
The following is a lengthy and complex dissertation comparing the
effects of different school calendars in public schools. If the
"cached" link does not work, you will have to type the title into your
browser)
"Schools With Texas Traditional Calendar Schools," by Homer W. Cole,
B.A, M.A. Dissertation prepared for the Degree of Doctor of Education.
University of North Texas. May 2001.
http://scholar.google.com/scholar?hl=en&lr=&q=cache:AUsk-4TsI5IJ:www.leed.soe.ecu.edu/joynerr/7001/dissertations/yearround/cole.pdf+year-round+school+versus+traditional
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PROPONENTS OF YEAR-ROUND SCHOOL - NAYRE
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The National Association of Year-Round Education (NAYRE) has compiled
a wealth of information on their website. Some abstracts of research
results are available on the following link and can be purchased in
their entirety for a small fee.
http://www.nayre.org/research.html
=
Abstracts:
http://www.nayre.org/research.html
1. "Investigating the Effects of Single Track Year-Round Education on
Achievement of At-Risk Students," by Dr. Carolyn Calvin Kneese and Dr.
Stephanie L. Knight. Texas A&M University
"This study investigates the impact of the year-round calendar on
achievement, and the degree to which it differentially affects
students. 3rd, 4th, 5th, and 6th grade students enrolled in single
track year-round classes were individually matched with students in
traditional calendar classes in the same schools on both reading and
math. There were statistically significant differences in favor of
year-round education in both math and reading achievement for all
students, and especially in reading for at-risk students."
=
2. "The Effects of Summer Vacation on Achievement Test Scores: A
Narrative and Meta-Analytic Review," by Dr. Harris Cooper, et al.
University of Missouri, Columbia
"A review of 39 studies indicated that achievement test scores decline
over summer vacation. The results of the 13 most recent studies were
combined using meta-analytic procedures. The meta-analysis indicated
that the summer loss equaled about one month on a grade-level
equivalent scale, or one tenth of a standard deviation relative to
spring test scores."
=
3. Longterm Influences of Extended Year Schooling on Academic
Achievement," by Dr. Julie Frazier-Gustafson. Purdue University,
Indiana
"Research Goals: This research examined the impact of adding 30
mandatory instructional days to the school year on children's
achievement from kindergarten to third grade."
"Project Findings: Using cross-domain growth analysis, the effects of
an extended -year schooling schedule (210 days) on reading,
mathematics, general knowledge, and vocabulary growth from
kindergarten through third grade were examined (compared to a
traditional 180 day schooling schedule). Findings revealed that
achievement growth depended on mother's educational level and school
schedule."
"Overall, the pervasive and unique impact of extended-year schooling
on children's cognitive development suggested that it may be a key
reform in improving the American education system."
=
4. "An Analysis of 2000 API Scores for California Public Schools on
Traditional and Year-Round Calendars at the Elementary, Middle, and
High School Levels," by John Theodore Stenvall, Ph.D. and Marilyn J.
Stenvall, Executive Director. National Association for Year-Round
Education
"The focus of this research study was the comparison of achievement
between schools on year-round calendars and those on traditional
caldendars in the state of California. More than 7,000 schools were
reviewed using a cross sectional research assessment analysis to
interpret the significant of the 1999 Advanced Placement Index (API)
scores for all public schools."
"The results showed that in comparing schools at the elementary,
middle, and high school levels in 1999, the first year of testing ,
those schools on year-round calendar did not score as high as those on
traditional calendars. However, the first year of longitudinal study,
2000, showed that there was greater progress in schools with certain
year-round calendars than in those on traditional calendars."
"Schools on balanced calendars (single track) outperformed gains
recorded for traditional calendar schools at all levels. Multi-track
year-round schools on three-track and five-track calendars improved
their API's significantly in year 2000 over year 1999. Four-track
calendar schools gained significantly over the year but did not score
higher gains than traditional calendar shcools; however there was
significant impact of students in LEP and SES areas in these 4-track
schools, by comparison with traditional calendar schools.
With the availability of cross sectional API data for 1999 and 2000,
longitudinal studies can be initiated to investigate and to assess the
difference calendars make on schools reaching their target APIs."
NAYRE PUBLICATIONS FOR ORDER
http://www.nayre.org/publications.html
COMPARISON OF CALENDERS
http://www.nayre.org/calendar_comparison.htm
Basic Year-Round Education Types
http://www.nayre.org/basicyre.html
=====
The Rock Island-Milan schools in Illinois began to tackle the issue of
converting to a year-round calendar several years ago. An entire
website is devoted to the issues and concerns which arose as the
schools went through the process of changing their calendar.
The following link will bring you to a series of newspaper articles
written during the process:
http://homepage.risd41.org/yearround/stories/storyReader$5
-
A short article highlighting the differenct test results of two
schools using the year-round calender, and some opinions, can be found
in the following article:
"Test scores tell different stories," by By Leon Lagerstam,
Dispatch/Argus Staff writer. Dec. 5, 1999
http://homepage.risd41.org/yearround/stories/storyReader$21
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PROPONENTS OF THE TRADITIONAL SCHOOL CALENDAR - "Summer Matters"
*****************************************************************
The "Summer Matters" Website has a number of links to articles
supporting a traditional calendar versus year-round school.
http://www.summermatters.com/
I have excerpted some of the links below:
1. "Year-round schools had fewer days for studying before tests," By
Emily Richmond. Vegas Sun. July 23, 2004
http://www.lasvegassun.com/sunbin/stories/lv-ed/2004/jul/23/517223063.html
2. "An Economic Analysis of the Changing School Start Date in Texas."
Carole Keeton Strayhorn. Texas Comptroller of Public Accounts. Window
on State Government. December 2000
http://www.window.state.tx.us/specialrpt/ssd/
3. A host of article excerpts concerning year-round schools can be
found on the Summer Matters website:
http://www.summermatters.com/yrschools.htm
ADDITIONAL INFORMATION
***********************
"Teaching in Year-Round Schools," By Carolyn Kneese. ERIC
Clearinghouse on Teaching and Teacher Education Washington. August
2000
http://www.kidsource.com/education/teach.year.round.html
==
Again, I hope this information proves helpful to both you and your
local Teacher's Association!
Sincerely,
umiat
Search Strategy
year-round vs. traditional school
research concerning year-round school
year-round school versus tradtitional
are year-round schools better?
comparing school calendar for students |
