This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Shields, C. M. Articles by Oberg, S. L. Search for Related Content Social Bookmarking                         What's this?

What Can We Learn from the Data?

Toward a Better Understanding of the Effects of Multitrack Year-Round Schooling

University of British Columbia

Steven Lynn Oberg

University of British Columbia

This study compares student academic and nonacademic outcomes between year-round and traditional calendar schools in a metropolitan district with 36% of its 31,500 elementary students in multi-track year-round schools (YRS). 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.

Urban Education, Vol. 34, No. 2, 125-154 (1999)
DOI: 10.1177/0042085999342002


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?