Year Round Education:

A Review of Literature

Katie Law

History, Philosophy and Trends, EDU 427

Dr. Merryellen Towey Schulz

November 15, 2004

            Year-Round Schooling is not a topic that is discussed or even considered among very many schools.  As with any new idea, there comes change.  With change, there comes conflict and opinions.  It makes sense that schools are keeping the traditional school calendar to avoid conflict or problems that may arise with the concept of year round schooling.  New ideas, with a lack of knowledge, can make some individuals unsure or hesitant about trying them when they could be greatly benefited.  Year Round Schooling has many advantages that benefit an array of people.  But it also involves many disadvantages.  This paper is not written for the intent of taking a position, but rather to provide information on the different perspectives that may arise from this fairly new concept. 

History of Year Round Schooling

          Most credit the idea of year round schooling to Bluffton, IN, in 1904 (Freeman & Hood, 2000, Glines, 1994; Glines, 1997). Although, while some relate this concept to “summer vacation schools” in 1870, others cite that urban schools in the United States in 1840 operated 240-250 days (Glines, 1994; Glines, 1997).  “Contrarily, the rural schools were functional only three to six months because of weather, transportation, and farm and ranch priorities” (Glines 1994, p. 2).  The September through May calendar was originally designed to allow students three months off in the summer to work in the fields, but did not promote sound learning practices (Sheane 1994). Charles Ballinger, executive director of The National Association for Year-Round Education, says that “the traditional day and calendar were designed for economic reasons, to have help around the farm (Grossman, 1998, p.2).   More specifically, four main reasons are given as explanation of the design of the rural calendar (1) The need for child labor on the farm, (2) Poor roads that made travel extremely difficult, (3) Lack of resources let to early school closing, and (4) The failure to see the value of a good education (Glines, 1995).

Despite the current attractiveness of year-round education, the concept of year round schooling is no new educational notion.  Year-round education programs began in American schools many decades ago (Dossett & Munoz, 2000).  However, the year-round programs were thought as natural extensions of the traditional year calendar with the primary purpose being addressing the needs of immigrant children (Piper, 1994, Glines, 1995).  Records of early 1900s, document programs in a variety of communities, including Newark, New Jersey (1912); Aliquipna (1928), and Ambridge, Pennsylvania (1931); Nashville, Tennessee (1925); Omaha, Nebraska (1924); and Minot, North Dakota (1917) (Glines, 1994, 1997, Sheane, 1994).  For various reasons, many early adoptions did not survive the depression of the late 1930s, or the national uniformity that was needed during World War II (Glines, 1994, 1997, Rasberrry, 1994, Freeman & Hood 2000, Sheane, 1994).  

The majority of districts that adopted the year-round education model, between 1970 and 1990, were primarily interested in generating space therefore, the education and community assests became better understood as the calendar variations spread across the nation (Glines, 1997).  The small explosion in growth of year-round education approaching the mid 90s, offers credence to the fact that a national transition is beginning to occur in regard to school calendars (Freeman & Hood, 2000, Glines, 1994).  The National Association for Year-Round Education (NAYRE, 1997) reported since the 1985-1986 school year, the sixteen states implementing year-round education schedules has grown from 16 to 39 (Freeman & Hood, 2000, Morris, 2002).  In 1976, there were six hundred schools on this plan nationwide, and has remained the most popular plan nationwide (Howell).  By the 2000-2001 school year, forty-four states had year-round schools for an increase of 175% over sixteen school years (Morris, 2002). 

Since the re-introduction of year-round education in 1968, most year round education communities have tried to offer the option of either the nine-month or year-round calendar (Glines, 1994).  Although year-round education exists in many different forms, it basically involves the reorganization of the traditional school calendar.  As a result, the long summer vacation is replaced with several shorter breaks evenly spaced throughout the year (McMillen, 2001).  Every futurist in the nation has noted there is great pressure on the old nineteenth century farm calendar because it is no longer applicable in today’s society (Ballinger, 1998). 

The primary purpose of year-round education is to reorganize the school calendar into instructional blocks and vacations distributed across the calendar year, therefore, learning is continuous throughout the year (Marsh, 2000; McMillen, 2001, Sheane, 1994).

How Year-Round Schooling Affects the Economy

            When thinking about implementing year-round education, one must consider youth serving agencies (Scouts, YMCAs), parks and recreation, police, churches/Bible schools, camping directors, child care providers, business managers, industrial employers, and all classified and certified staff, students, parents, boards, and universities affected by it (Glines 1994).  Portland, Oregon, discovered that student employment greatly increased when students were available to work in smaller numbers on more frequent vacation breaks (Howe, 1973).  Currently, students on a traditional school calendar must compete with their peers for employment opportunities during the 12 week summer break.  However, in states such as Arizona, the highest demand for student labor is during fall, winter, and spring because they are the state’s tourist season (Sheane, 1994).  Year-round schedules automatically stagger student availability during the year (Sheane, 1994).  According to Marsh (2000), experience and research suggest that camps are well equipped to participate in year-round schooling at the community level.  Programs can also be offered spring, summer, and fall if a camp has no winterized facilities (Marsh, 2000).  Another example at Yosemite Park, is school vacations are scheduled during off-peak seasons in November and March, therefore, modified school calendars are popular because they meet that region’s needs (Glines, 1997).

            Many nonsupporters of year-round education, say that without a long break, kids cannot attend camp or earn money at part time jobs (Should School be… 2003).  Therefore, many businesses lose money and a labor force.  Since high school students are unavailable to work during the summer, they lose opportunities to gain work experiences and as a result, community businesses suffer (Rasberry, 1994).  Marsh (2000) states “staffing of expanded programs and seasons may be one of the biggest challenges faced in meeting the needs of a year-round school calendar” (p. 4).   

Amusement park owners and managers generally agree that year-round schools pose a serious threat to their parks (Zoltak, 1996).  The overwhelming majority of amusement parks and attractions are seasonal and depend highly on young people to work in the parks; therefore if there is year-round school, the work force would be affected greatly.  Also, about one third of the visitors would not be there, because children would be in school (Powell, 1995).  Many six to eight week camping programs suffer when summer vacations are adjusted to meet the needs of year-round school schedules (Jordan, 1995).  Another negative outcome is some summer camps also have taken the calendar change  a threat to their existence as summer providers of youth developmental programs (Marsh, 2000).  There are quite a few people that look back upon the summer and remember camps, play, and reading as the most enjoyable and educational part of their childhood (Waterman & Watkins, 1999).

Student Achievement, Attendance, and Costs of Year-Round Schooling

    Waterman & Watkins (1999) suggest there are three reasons for implementing year-round education, “(1) house students, (2) improve student achievement, and (3) to save money” (p. 2).  Student achievement in year-round schools, according to existing evidence, is either equal to or superior to traditional calendar student achievement (McMillen, 2001).  Merino (1983) found no differences in achievement between students on a year-round calendar compared to a traditional calendar (McMillen, 2001).  Worthern and Zsiray (1994), reevaluated the effectiveness of year-round education on the basis of several studies that focused on achievement, cost, satisfaction, and other outcomes.  They concluded that 

“(a) achievement in year-round schools is equal to or greater than achievement in traditional schools, (b) teachers and students in year-round schools have more positive attitudes, (c) most parents are satisfied with a year-round program if it is well implemented, and (d) single-track programs cost as much or more than traditional school programs, whereas multi-track programs can result in significant cost savings if the programs are carried out well” (McMillen, 2001, p. 3).

Kneese (1996) also conducted a similar review of fifteen studies that focused specifically on “achievement in traditional calendar and year-round schools.”  She concluded that 

“achievement in year-round schools appears to be slightly higher than in traditional

calendar schools” (McMillen, 2001, p. 3).  In Kneese’s (2000) study, she found that year-round students outperformed traditional students in 67.8% of performance studies, based on thirty studies comparing the performance of year-round school students with traditional students (Morris, 2002, p. 9).

There have also been studies that have found no significant achievement differences (Should School be…2003).   Jill Parker, marketing director of Epley & Associates, and vice president of Time to Learn, states that “It has been proved that there is no significant difference in student achievement.  Test scores are fiat” (Powell, 1995, p. 2).  Campell (1994) found no educational achievement differences, and Gandara and Fish (1994), also found no differences in math and reading achievement, except at one year-round school (cited in Waterman & Watkins, 1999, p. 2).

Student testing and achievement have become the primary focus of school districts across America because more states have implemented accountability measures in more schools (Morris, 2002).  The increasing amount of research in this area is evidence, of the growing concern of the American school system, as to whether or not allowing more time to all students will result in higher levels of achievement (Dossett & Munoz, 2000).  One commonly asked question is Does year-round schooling increase test scores (Piper, 1994)?   A 1991 San Diego study showed reading, language, and math scores in year-round elementary schools improve more than those in traditional schools (Alcorn, 1991, cited in Piper, 1994).  A three year study was conducted in Oxnard, California found that year-round students in grades 1-3 earned significantly higher Comprehensive Test of Basic Skills scores than traditional calendar schools (Brekke, 1984, cited in Sheane, 1994).  Houston, after piloting a year-round program, found that the achievement scores of students enrolled are markedly higher than students remaining on a traditional calendar (Doyle & Finn, 1985, cited in Sheane, 1994).   A Los Angeles Unified School District evaluation found that

“the average verbal Scholastic Aptitude Test (SAT) scores for year-round students were much lower than at traditional schools and somewhat lower in math, based on the SAT mean scores, students on the year-round calendar were not as prepared for university-level work as those on a traditional calendar, and the study reported more student burnout for high school students on the year-round calendar” (1989 Integration Evaluation Report, publication #548, cited in Rasberry, 1994, p. 3).

In many earlier studies, students in year-round schools demonstrated significant gains in reading, math, and language from grades fourth to eighth (Shepherd & Baker, 1977, cited in Dossett & Munoz, 2000).  Peltier (1991) found that “elementary and junior high students’ scores on the state’s annual reading, writing, and mathematics have increased since the implementation of the extended school year” (Dossett & Munoz, 2000, p. 6).   A disadvantage to researching the effects of test scores in year-round schools is year-round education and achievement suffer from important limitations (McMillen, 2001).  The limitations include

“(a) failure to take student-level factors into account when estimating achievement effects, (b) loss of precision in the dependent variable due to collapsing achievement outcomes into categories such as “at or below grade level” (Shields & Oberg, 1999), (c) failure to report any tests of statistical significance or measures of effect size (Alcorn, 1992), and (d) failure to differentiate between year-round and extended-year schools” (Gandara & Fish, 1994, cited in McMillen, 2001 p.3).

            The goal of year-round schooling is to improve education (World News Tonight, 1998).  Parents and teachers have argued that the year-round calendar improves the educational process, but poses learning challenges when other students are out of school (Strader, 2004).  Students need consistent attention to make and sustain steady progress, therefore, long summer vacations can be educationally devastating (Dossett, Munoz, 2000).  Theolanda Harewood, principal of Horace Mann Elementary, states that “with year-round schooling you have a more continuous program, and with shorter breaks kids retain more and there is less review time needed” (Strader, 2004).  A long summer break can mean that children forget much of what they learned the previous school year (Inger, 1994, Should School Be…, 2003).

“Every year, teachers have to go over the previous year’s material to keep the class up to speed.  It leaves some students who are already are at risk behind the rest of the class.  Students need some sort of academic activity over the summer months besides sitting around the house watching television or playing video games,” (Year-Round Schools…2000 p.7). 

This can be a disadvantage for non-English speaking students and learning disabled students because it takes them longer to retain the information (Inger, 1994, Piper, 1994). 

With the concept of year-round schooling, children don’t forget as much on short breaks so considerably less time is spent on review (Piper, 1994, Should School Be…,2003).  Therefore, children have more opportunities to be put into remedial or enrichment classes during the intercessions, which produces a more constant flow of learning, instead of waiting until summer school (Piper, 1994).  Recent research by Gitlin (1988) and Parrish (1989) found that shortening the time spent way from learning, shortened the review time in fall (Sheane, 1994).  According to Patterson (1995), “most people, including children, have a far greater problem with short-term learning occurring within the first two to three weeks,” (Waterman & Watkins, 1999).  Special Education teacher, Alecia Barlow, states in response to the breaks in year-round education , “I don’t have to spend the whole first part of the new year reviewing everything we learned before, students remember what they learned because it wasn’t that long ago that they were in school”(Learning that Lasts…1997 p.2). 

Along with shortening review time, year-round schooling improves child attendance, makes finding day care over summer breaks easier and allows families to take vacations at off-peak times (Grossman, 1998, Should School Be…2003).  One survey of Los Angeles parents, by the University of Southern California, found that 60 percent of the parents reported improvements in their children’s attendance and attitudes toward school when implementing year-round schools (Sheane, 1994).

Depending on the type of year-round schooling and the size of the school, costs associated with this type of calendar vary greatly (Sheane, 1994).  Costs that occur in the following areas of intercession expenses include teacher compensation and program materials, transportation, and maintenance and energy (Sheane, 1994).  Many schools point out that improved attendance, reduced vandalism, increases in climate and self-esteem, savings in building costs, textbooks, desks, landscaping, and insurance outweigh the added costs of air conditioning, 12-month support staff, maintenance, and teacher/staff salaries (Hood & Freeman, 2000, Glines, 1994, Sheane, 1994).  One of the chief reasons to convert to a year-round education calendar is to avoid the cost of building a new school.  Unfortunately, there are additional costs associated with maintaining existing facilities (Inger, 1994, Sheane, 1994).  Some year-round programs are reducing the number of repeaters, which is also cost effective (Bradford, 1995).  Although, year-round school does not cost a great deal to implement, some seed money could greatly enhance the opportunities for many schools to realize the benefits associated with adopting a year-round calendar (Sheane, 1994).

Who does Year-Round Schooling Affect?

            The results of national surveys of parents who have children who attend year-round school have shown that a majority of parents support year-round education (Piper, 1994).  Parents perceive that schools with year-round calendars have higher attendance, better discipline, and are safer (Shield and Oberg, 2000, cited in Morris, 2002 p.5).  Many parents felt that the shorter, more frequent breaks allowed for children to remain focused and interested in school (Inger, 1994).  As a result, parental attitudes became progressively more positive with the idea of year-round education as the programs continued (Inger, 1994).  There are many parents who believe kids learn more when they go to class year-round and do find the schedule more convenient (Elliot, 2004).  When asked about the impact of the calendar, parents mentioned the change in vacation time and after-school routine, while other parents became more active in the schools (Morris, 1994). 

            Consequently, many parents are against year-round schooling.  They complain that summer vacations are the only chances families get to spend time together and year-round schools cost more to operate (Debate: Year-Round…2002).  Others say from the beginning to the end of the year-round school year, communication and parental input were the biggest concerns (Morris, 2002).   Still others claimed they thought year-round schooling was unpopular because by having kids in different schools, the whole family could never be together (Harp, 1996).  Another article “Is Year-Round School a Good Idea,” brings up a problem with families that have a bunch of kids in a family and if everyone is on a different schedule, there wouldn’t be a family vacation at all (1998).  It is the case in many articles, that single parents who have additional children in other schools find it hard to adjust both schedules to fit both sets of children (Piper, 1994).  Another issue is the multiple vacation schedules are often inconvenient for families (Curry, Washington, & Zykowski, 1997, cited in Hood & Freeman, 2000).  Many families complain it is hard to schedule vacations when children are on different schedules, as a result, their family schedules became chaotic without the result of higher test scores for their children (Jennings & Nissen, 1998, Rasberry, 1994). 

According to Lacey, “There is nothing to determine that year-round schools have helped and most parents would rather be back on a traditional schedule”(Interview, November, 1991, cited in Rasberry, 1994).  A positive to year-round schooling is for parents who cannot afford childcare during the summer months or before and after school, are provided with opportunities to have their children participate in supervised activities in neighboring schools, rather than be at home unsupervised (Sheane, 1994).  According to Payne, “The paramount problem is that year-round schools have the potential to break a family apart” (Rasberry, 1994).  Although parents voice concerns over year-round school, the article “Year Round Schooling Rejected,” reports that they’ve heard an overwhelming response from parents and staff members that say they like it too (1996).  Fox also points out that families have said they enjoyed having a chance to take a family vacation to see the leaves in the fall and many enjoy going to Disneyland in October (Harp, 1996).  Even after all the positive outcomes of year-round schooling, schools are still battling poor home situations, parents who weren’t successful in schools and those who don’t have a history of supporting schools (Grossman, 1998).

The year-round school movement must continue to focus on students and as school districts make decisions about year-round education, it is important that the decisions focus on what is best for the students (Ballinger, 1998).  An example would be students in low socio-economic groups, at-risk students and students from non-English homes tend to benefit in particular from year-round schooling (Waterman & Watkins, 1999).  Some students, like Kristin Brown, don’t mind giving up their summer vacation break because they get bored and forget everything they have learned (Grossman, 1998).  Kara Keale, 13, an eighth grader in Fair Haven, New Jersey, states that “year-round schooling would ruin our sense of being kids.”  She also added “When June comes around during the school year, many students find it difficult to do their best work because of the heat,” (Should School be…2003).  Student-athletes have an advantage by being able to take more difficult subjects opposite their sport’s season (Sheane, 1994).

A study performed in “Year-Round Education: Breaking the Bonds of Tradition,” stated that twelve weeks away from formal instruction had a negative effect on the majority of children, especially those classified as “educationally disadvantaged” (Sheane, 1994).  A year-round school calendar could use the several three week vacations, called intercessions, for remediation throughout the year.  Therefore, small group instruction can target the specific needs of students rather than limiting remediation just to summer school, after nine months of failure and frustration.  This can also be good for students who originate from homes in which English is not the primary language (Sheane, 1994).  Ballinger (1993) suggested schools that offer academic options during the intercessions can have an impact on the education of Hispanic migrant students because of the flexible schedule that is able to accommodate the seasonal schedules of  the migrant workers (Hood & Freeman, 2000).

Year-Round schooling stifles teachers’ incomes and does prohibit teachers’ professional development by not allowing them to have the summers to pursue their education and by eliminating their additional income from summer jobs (Rasberry, 1994).  A solution for the loss of income of teachers, who want to supplement their income, do have the option of joining the district’s pool of substitute teachers. This would not only benefit teachers’ own districts, but neighboring districts as well (Sheane, 1994).  They could also work the intercessions by teaching classes (Sheane, 1994).  Several teachers have commented on how kids get bored during long summer vacations, and how the shorter summer break have helped stimulate children’s’ curiosity toward learning (Piper, 1994).  Some teachers who initially embraced the opportunity of increasing their salaries by teaching all year, experienced burnout with time, and by the end of two years, many just used the intercession periods for vacations (Sheane, 1994).

            Year-round schooling puts a strain on administrators by giving them additional burdens, having them deal with the communities’ uncertainties and opposition to change.  It is stated when year-round schooling becomes institutionalized, then they can enjoy the benefits of more frequent vacation periods (Sheane, 1994).  More administrators, in year-round schooling, must be spending a greater percentage of their day in meetings and discussing grade by grade level strategies, all the while having to maintain a safe school environment with keeping a high morale among faculty and staff (Badal, 2002).  Administrators’ highest concern with year-round schooling is the burnout that is associated with it (Waterman & Watkins, 1999).  Many say that year-round school schedules make it difficult for administrators to take a vacation (Waterman & Watkins, 1999).  Principal, Delores Evans, states that she “has fallen in love with year-round school, because she believes it helps maintain the educational program for children and prevents backsliding during long summer breaks” (Elliot, 2004).  Superintendent David Splitek, says “year-round schooling can help get teachers and students up to speed so when the next grading period starts, they’re not behind” (Jennings & Nissen, 1998).

Society is not as convinced as some however, as Ballinger (1988) states that

“Despite the national call for overhauling the educational system as we know it today, the American public remains generally unconvinced that there is any need to change from the traditional agrarian nine month school calendar, which was originally organized around a predominantly agricultural-based economy” (Sheane, 1994).

Year-round school may help society, as well as, many people individually as well as society in general, by providing calendar, curriculum, and family options that more closely fit the changing lifestyles, work patterns, and community involvements for large segments of the population (Glines, 1997). 

Pros and Cons of Year-Round Schooling

            Year-round schooling creates space, and saves a growing state billions of dollars in construction, and in over construction (Glines, 1994).  As stated in Bradford (1995), several advantages of year-round schooling can be anticipated; better utilization of facilities and equipment, smaller numbers of students when compared to a school operating at over-capacity, increased student meal participation, shorter serving lines, less crowding, and fewer discipline problems (p. 5).  Aside from the cost savings, the primary benefit of year-round education is it facilitates continuous learning (Inger, 1994).  A few other advantages of year-round schooling are it enables students to enjoy vacation time without forgetting information, students who fall behind have more opportunities to catch up during the three week breaks, and kids will have a chance to continue with sports practices and games (Should School Be…2003).  Many supporters of year-round education claim these programs make more efficient use of school facilities, increase student and teacher attendance, and reduce the number of discipline problems (Hood & Freeman, 2000).  While year-round schooling may offer fewer opportunites for a traditional summer getaway, it does offer many more chances during the year for one-week or two-week vacations (The Herald, 2004).  It could also be good for children to have vacation time spread out (Debate of the…2003).  Because year-round schools means kids get different vacation times, that also means less overcrowding (Is Year-Round…1998). 

            Year-round schooling allows students, teachers, and parents the flexibility to provide quality education within the core curriculum while maintaining a high level of academic excellence.  It also allows the entire community an opportunity to continue to learn and grow the whole year round (Piper, 1994).  Many year-round school advocates claim that the less, more frequent vacation breaks alleviate some of the “forgetting” that occurs over the long summer vacation (McMillen, 2001, Piper, 1994, Simon, 1993). Year-round schools are considered to improve education, be innovative, relieve overcrowding or save money (Rasberry, 1994). 

            Many national leaders are promoting year-round education as one component designed to improve the educational experience of students (Sheane, 1994).  At one Ohio school, a year-round calendar boosted student achievement and teacher morale (Learning that Lasts…1997).  It has had a positive impact on problem behaviors and teacher-child closeness (Dossett & Munoz, 2000).  Because children were receiving such personal attention, dropout rates declined (Inger, 1994, Sheane, 1994).  Students also felt that the shorter, more frequent vacations reduced boredom and fatigue and helped them retain more of what they learned (Inger, 1994, Piper, 1994). 

A few pros of year-round schooling are it enhances learning, teachers and students return from breaks refreshed and motivated, reduces discipline problems, better student and teacher attendance, reduces teacher stress, provides time for student enrichment classes during intersessions, allows families to take vacations during other seasons  when vacation destinations are less crowded, allows children more time to spend with parents while siblings are in school, eases overcrowding and makes better use of facilities in multitrack schools, parents with seasonal jobs, or in the military, can choose a calendar that allows more time for the family to be together, day care is sometimes easier to arrange when fewer children are out of school, teachers can work in their profession year-round by substituting in schools with different calendars, and medical appointments can be scheduled during breaks (Glines, 1994, Glines, 1997, Year-Round School…2002, McMillen, 2001, Morris, 2002, Powell, 1995, Sheane, 1994).

            As the change to year-round education occurs, it is important to stress the educational values inherent in the year-round education concept:

·        “more continuous instruction leading to more continuous learning

·        less learning loss because of a shortened summer away from school

·        higher student attendance

·        higher teacher attendance and fewer substitute days

·        fewer dropouts

·        reduced vandalism

·        quicker diagnosis and remediation of student problems” (Ballinger, 1998).

The nation’s schools are facing many problems such as, decaying, overcrowding, poorly maintained, and obsolete school facilities (Bradford, 1995).  America’s children, like the school facilities, have been basically ignored in many states and school districts by the legislatures, electorate, school officials, and school board due mainly to limited financial resources (Bradford, 1995).  In a year-round school, major cleaning must be scheduled for the weekends and evenings, which could be more costly to longer term projects (Sheane, 1994).  There is also more wear and tear on the school buildings with little opportunity for preventative maintenance (Sheane, 1994).  Another issue in many communities that have year-round schooling is air conditioning and outdoor heat (Glines, 1994).  In fact, depending upon the climate, there may be additional expenses because of additional heating or cooling (Waterman & Watkins, 1999).  There are also problems for parents in the areas of child care and traditional summer plans (Piper, 1994).  They struggle to cope with different children in different schools on different schedules (Inger, 1994, Jennings & Nissen, 1998).

An issue that researchers argue is that the effects of year-round programs on student achievement might not be seen until the students have been in the program for at least four years (Dossett, Munoz, 2000).  There is also a problem with high school students getting jobs because the intercessions are just too short to interest any businesses in hiring a teenager (Strader, 2004, Waterman & Watkins, 1999).  Although some parents and teachers find that year-round schedules are more convenient, many who have experienced year-round schools primarily, students, parents, teachers, and administrators, have expressed frustration and dissatisfaction (Rasberry, 1994).  Many people have rejected the idea of year-round schooling because of a study done that showed

·        “no evidence of significant impact on quality education or academic achievement

·        year-round schools are more costly to operate

·        little community support for the calendar

·        concern for disruption in family life with few benefits” (Rasberry, 1994).

A few cons of year-round schooling are change is difficult, parents must arrange daycare during fall and spring breaks, there may be different schedules for elementary children and their older siblings, children of teachers might attend a school on a different calendar, in-service days for teachers are harder to schedule, working on an advanced degree during the summer can be difficult for teachers, summer vacation is shorter, getting students to study during summer might be difficult, teachers with other summer jobs might object to the change, administrators and clerical staff in multitrack schools are often overworked, communications with parents is more difficult in multitrack schools, families might not get their first choice for the preferred calendar, and students in multitrack schools will miss some school events (Hood & Freeman, 2000, Glines, 1994, 1997, Powell, 1995, Year-Round School…2002).

There are many issues for and against year-round schooling which makes

it rather difficult to lean more towards one side or the other.  I learned quite a bit writing this lit review and realized that the focus no matter what, has to be on the students in the school.  The school must find a calendar that benefits the students and helps them achieve.  There are always issues with every decision made, but the most important decision is the one made in the best interest of the child.

Works Cited

Badal, A.  (2002, February 11-16).  Management Strategies for Multi-Track, Year-Round

Elementary Schools.  Paper presented at the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies.  Abstract retrieved September 28, 2004, from ERIC online database  (479078).

Ballinger, C.  (1998).  The Growth of Year-Round Education.  Vital Speeches of the Day,

64 (21), 659.  Retrieved September 28, 2004, from EBSCOhost online database  (0042742X).

Bradford, J.  (1995, January 20).  Year-Round Education:  Impact on Support Services,

Transportation, Operation, Facilities, and Maintenance.  Paper presented at the Annual Meeting of the Association of School Business Officials of Maryland and Washington, DC.  Abstract retrieved September 28, 2004, from ERIC online database  (381872).

Debate:  Year-Round School—School Summer Vacation be Stopped?  (2002).  

Scholastic Action, 25 (14), 4.  Retrieved September 28, 2004, from eLibrary online database  (Item 01633570).

Debate of the Week:  Should School be Year-Round?  (2003).  Scholastic News (Senior

Edition), 72 (1).  Retrieved September 28, 2004, from eLibrary online database  (Item 07360614).

Dossett, D., Munoz, M.  (2000).  Year-Round Education in a Reform

Environment:  The Impact on Student Achievement and Cost-Effectiveness Analysis.  Retrieved September 28, 2004, from ERIC online database  (Item 464424).

Elliott, S.  (2004).  Year-Round Schools Please Parents.  Dayton Daily News.  Retrieved        September 28, 2004, from eLibrary online database.

Freeman, D., Hood, S. (2000).  Contrasting Experiences of White Students and Students

of Color in a Year-Rounds High School.  The Journal of Negro Education, 69, 349.  Retrieved September 28, 2004, from eLibrary online database  (Item 00222984).

Glines, D. (1994, February, 12-16).  YRE Basics:  History, Methods, Concerns, Future.

Paper presented at the Annual Meeting of the National Association for Year-Round Education.  Abstract retrieved September 28, 2004, from ERIC online database (Item ED406731).

Glines, D. (1997).  YRE:  Understanding the Basics.  7.  Retrieved September 28, 2004,

from ERIC online database  (Item ED369144).

Grossman, K.  (1998).  Schools find Learning is all in the Timing.  Chrisitian Science

Monitor, 90 (130), B6.  Retrieved October 28, 2004, from EBSCOhost online database  (08827729).

Harp, L.  (1996).  Year-Round Schooling Rejected.  Teacher Magazine, 7 (5), 10. 

            Retrieved September 28, 2004, from EBSCOhost online database  (10466193).

Is Year-Round School a Good Idea?  (1998).  Scholastic Action, 21 (12), 7.  Retreived

            September 28, 2004, from eLibrary online database  (01633570).

Inger, M.  (1994).  Year-Round Education:  A Strategy for Overcrowded Schools.  Digest

            #103.  Retrieved September 28, 2004, from ERIC online database  (088908049).

Jennings, P., Nissen, B.  (1998, September 2).  A Closer Look.  World News Tonight with

Peter Jennings.  Retrieved September 28, 2004, from eLibrary online database).

Jordan, D.  (1995).  Year-Round Schools, Children’s Needs.  Camping Magazine, 68 (2),

11.  Retrieved September 28, 2004, from EBSCOhost online database  (07404131).

Learning that Lasts Year-Round. (1997).  NEA Today, 15 (7), 19.  Retrieved September

28, 2004, from EBSCOhost online database  (07347219).

Marsh, P.  (2000).  Camp and Year-Round School:  Opportunity or challenge?  The

Camping Magazine, 73 (4), 19.  Retrieved September 28, 2004, from eLibrary online database  (07404131).

McMillen, B.  (2001).  A Statewide Evaluation of Academic Achievement in Year

Round Schools.  The Journal of Educational Research, 95 (2), 67.  Retrieved October 28, 2004, from eLibrary online database  (00220671).

Morris, R.  (2002).  A Case Study on the Perspectives of an Optional K-5 Year-Round/

Multi-Age Program in Virginia.  Retrieved September 28, 2004, from ERIC online database  (479350).

Piper, P.  (1994).  Year-Round Schools:  The Star of the Sea Model.  Retrieved

September 28, 2004, from ERIC online database  (370231).

Powell, T. (1995).  IAAPA Panel:  Year-Round Schools Threaten Amusement Industry’s

Biz.  Amusement Business, 107 (49), 2.  Retrieved September 28, 2004, from

EBSCOhost online database  (Item 9512181019).

Rasberry, Q. (1994, March 11-13).  Year-Round Schools May Not Be the Answer.  Paper

presented at the Conference for Private Child Care Centers and Preschools.  Abstract retrieved September 28, 2004, from ERIC online database  (Item 369548).

Sheane, Kim. (1994). Year-Round Education:  Breaking the Bonds of Tradition.  40.

            Retrieved September 28, 2004, from ERIC online database  (Item 375518).

Should School be Year-Round?  (2003).  Junior Scholastic, 106 (1), 5.  Retrieved

            September 28, 2004, from ERIC online database.

Simon, S.  (1993).  Year-Round Schools Not Popular with Camping Industry.  Weekend

Edition-Saturday (NPR).  Retrieved September 28, 2004, from eLibrary online database.

Strader S. (2004).  Getting Ready for School; Year-Round Students to Head Back. 

            Dayton Daily News.  Retrieved September 28, 2004, from eLibrary online

            database.

Waterman, K., Watkins, M. (1999).  The Effect of Year-Round Schooling on

Administrators.  Education, 119.  Retrieved September 28, 2004, from eLibrary online database  (Item 00131172).

Year-Round Schools can Stimulate Learning.  (2000).  USA Today Magazine, 129

(2663), 7.  Retrieved September 28, 2004, from EBSCOhost online database  (01617389).

Year-Round School.  The Herald.  Retrieved September 28, 2004, from eLibrary online

            database.

Zoltak, J. (1996).  Panel: Mobilize to Fight Year-Round School Plans.  Amusement

            Business, 108 (49), 19.  Retrieved September 28, 2004, from EBSCOhost online

            database  (9612175866).