The Effects Of Modified School Calendars On Student Achievement 40 of schools using modified calendars were on a multi track system Approxi mately 30 of schools on modified calendars used a 9 weeks on 3 weeks off con figuration and another 30 used a 12 weeks on 4 weeks off configuration The shortest cycle in use was 5 weeks on 1 week off the longest cycle was 18 weeks on 6 weeks off
The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes This review synthesizes studies of the effects of modifying the academic calendar in Grades K 12 to do away with the long summer break while not increasing the length of the school year The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes Authors Harris Cooper Duke University Jeffrey C Valentine University of Louisville
The Effects Of Modified School Calendars On Student Achievement
The Effects Of Modified School Calendars On Student Achievement
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Synthesizes studies of the effects of modifying the academic calendar in grades K 12 to do away with the long summer break without increasing the length of the school year Findings show that evidence on such modification is weak but that modified calendars are associated with higher achievement for economically disadvantaged students Explore millions of resources from scholarly journals books newspapers videos and more on the ProQuest Platform
Modified calendars were associated with higher achievement for economically disadvantaged students Students parents and staffs who participated in modified calendar programs were positive about their experiences Students may lose knowledge and skills achieved in the school year during the summer break with losses greatest for students from low income families Community Guide systematic review methods were used to summarize evaluations published 1965 2015 of the effectiveness of year round school calendars YRSCs on academic achievement a
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The dataset taken from Konstantopoulos 2011 contains the results from 56 studies each comparing the level of academic achievement in a group of students following a modified school calendar with that of a group of students following a The dataset taken from Konstantopoulos 2011 contains the results from 56 studies each comparing the level of academic achievement in a group of students following a modified school calendar with that of a group of students following a
In order to determine if the new modified calendar had a larger effect on academic achievement than the traditional calendar the 2006 scores of the SAT9 English and mathematics segments of the annual Hawaii State Assessment for Abstract This review synthesizes studies of the effects of modifying the academic calendar in Grades K 12 to do away with the long summer break while not increasing the length of the school year The synthesis indicated that the quality of evidence on modified calendars is
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https://www.jstor.org/stable/3516042
40 of schools using modified calendars were on a multi track system Approxi mately 30 of schools on modified calendars used a 9 weeks on 3 weeks off con figuration and another 30 used a 12 weeks on 4 weeks off configuration The shortest cycle in use was 5 weeks on 1 week off the longest cycle was 18 weeks on 6 weeks off
https://www.semanticscholar.org/paper/The-Effects...
The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes This review synthesizes studies of the effects of modifying the academic calendar in Grades K 12 to do away with the long summer break while not increasing the length of the school year
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The Effects Of Modified School Calendars On Student Achievement - Synthesizes studies of the effects of modifying the academic calendar in grades K 12 to do away with the long summer break without increasing the length of the school year Findings show that evidence on such modification is weak but that modified calendars are associated with higher achievement for economically disadvantaged students
