Many attempts at education reform have been implemented. Of all the numerous and well intended reform efforts, the most controversial may be the discussion and debate concerning the school calendar. Year-round Education (YRE), which uses a balanced or modified school calendar versus the traditional school calendar, has become an issue being fiercely debated in all 50 states. An alternative to the traditional calendar, YRE has become a more accepted solution to some of the problems recognized in the educational system. This research study was designed to investigate the impact of YRE on student achievement in a modified school and traditional school. This was accomplished using a comparison of high school graduation test scores, before and after YRE. Effects on student achievement with YRE are the main area of concern of administrators and educators. Past and recent studies were included in the review that addressed this issue. In an attempt to examine which school calendar is most effective on student achievement, two Georgia high schools with similar demographics were chosen for comparison. High school A, which has been on a modified calendar for eight years, and high school B, which has completed the first year on a modified calendar were chosen for the study because of their similar demographics. Graduation test scores over an 11 - year period were researched and used to compare student achievement before and after implementation of a modified school calendar. The test scores provided a basis for comparison of student achievement under both calendars. Finally, a t-test was used to calculate the significance of comparing test scores between the two high schools. The results of the t-test were based on the difference between the mean of each group measured against the difference expected by chance. Findings supporting the success of modified calendars on student achievement were contradictory. Like the available literature, a definite conclusion to the success of year-round school with a modified calendar is hard to reach This study could only indicate an increase in achievement in the first year at school B based on the increase in students passing the graduation test The evidence is contradictory when looking at school A where the percentage of students passing the graduation test decreased once change was made to a modified calendar. The evidence cannot support which calendar is superior to improve achievement If anything, the outcome of this study supports previous studies that could not produce a definitive relationship between school calendar and student achievement.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-1475 |
| Date | 01 October 2005 |
| Creators | Powers, Gordon |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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