The Impact of Year-Round Schooling

Merino, Barbara J.

doi:10.1177/004208598301800303

Cited by 34 publications

(31 citation statements)

References 1 publication

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“…In the face of overcrowding, there is a general consensus that multi-track year-round school calendars save in costs relative to traditional calendars, with estimates in the range of 5-15% (Daneshvary and Clauretie, 2001;CDE, 2007;Cooper et al, 2003;Merino, 1983). However, the question of the academic impact of multi-track year-round schools has not yet been thoroughly tackled by economists.…”

Section: Background and Calendar Discussionmentioning

confidence: 99%

“…With a large but inconclusive literature, many review papers attempt to synthesize what is known of the effects of year-round education on academic outcomes. Both Cooper et al (2003) and Merino (1983) discuss the inconclusiveness of the literature as arising from poor research methods. 6 Another synthesis of research conducted by the British Colombia Teachers Federation (Naylor, 1995) notes that many literature reviews are flawed in that they rely disproportionately on publications from organizations that passionately support year-round schools and tend to interpret results favorably.…”

Section: Background and Calendar Discussionmentioning

confidence: 99%

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The academic impact of multi-track year-round school calendars: A response to school overcrowding

Graves

2010

Journal of Urban Economics

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Section: Background and Calendar Discussionmentioning

confidence: 99%

Section: Background and Calendar Discussionmentioning

confidence: 99%

The academic impact of multi-track year-round school calendars: A response to school overcrowding

Graves

2010

Journal of Urban Economics

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“…While past reviews of the research on year-round schooling are inconclusive (Merino 1983;Cooper et al 2003), recent work by Graves (2010Graves ( , 2011 indicates the year-round calendar may have detrimental effects on academic performance.…”

Section: Relevant Literature On School Schedule Changesmentioning

confidence: 99%

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

Anderson

Walker

2015

Education Finance and Policy

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Public schools face difficult decisions on how to pare budgets. In the current financial environment, school districts employ a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. An increasing number of schools are implementing four-day school weeks hoping to reduce overhead and transportation costs. The four-day-week policy requires substantial schedule changes as schools must increase the length of their school day to meet state-mandated minimum instructional hour requirements. Although some schools have indicated that this policy eases financial pressures, it is unknown whether the restructured schedule has an impact on student outcomes. In this study, we use school-level longitudinal data from the state of Colorado to investigate the relationship between the four-day school week and academic performance among elementary school students. We exploit the temporal and spatial variation in the four-day school week using a difference-in-differences empirical strategy. Our results suggest that student academic achievement has not been hurt by the change in schedule. Instead, the evidence indicates that the adoption of a four-day school week shares a positive and often statistically significant relationship with performance in both reading and mathematics; the math results in particular are generally robust to a range of specification checks. These findings have policy relevance to the current U.S. education system, where many school districts must cut costs. The four-day school week is a strategy currently under debate.2 "There's no way a switch like that wouldn't negatively affect teaching and learning." -Tim Callahan, spokesman for the Professional Association of Georgia Educators (Wall Street Journal)"We took our budget savings and plowed it right back into instructional content." -Riley Ramsey, Webster County, Kentucky school district director of personnel and technology (TIME Magazine)

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“…When exploring teacher attitudes in traditional and YRE workplaces, YRE teachers generally have a more positive outlook toward YRE than teachers on the traditional, agrarian school calendar (Costa, 1987;Elsberry, 1992;Fardig, 1992;Loyd, 1991;Merino, 1983;Nygaard, 1974;Pelavin, 1978;Prohm & Baenen, 1996). Shields & Oberg (2000) reported that after having some experience with a YRE calendar, 95% of the teachers preferred it to the traditional agrarian calendar.…”

Section: Intent To Turnover In the Educational Contextmentioning

confidence: 99%

A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

Mattingly¹

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The Impact of Year-Round Schooling

Abstract: The benefits of year-round schooling are less than had been hoped.

Cited by 34 publications

References 1 publication

The academic impact of multi-track year-round school calendars: A response to school overcrowding

The academic impact of multi-track year-round school calendars: A response to school overcrowding

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

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