School Calendar Reform Learning in All Seasons

There is a multiplicity of efforts to reform and restructure K-12 education. To date, however, reform efforts have yielded little significant change, in effect maintaining a status quo. Here, the authors urge the nation's citizenry to focus on the importance of education and to accept change as required to improve the overall learning of students.

Charles Ballinger serves as executive director emeritus of the National Association for Year-Round Education Carolyn Kneese is a associate professor of educational administration at Texas A&M University-Commerce

Acknowledgments

vii

Introduction

ix

Part I: The Concept of Year-Round Education and Calendar Modification

1 A Rationale for Modifying the Traditional School Calendar

3

(30)

The Impetus for Change

6

(2)

Rationale for Single-Track, Balanced Calendars

8

(2)

Reasons Given to Avoid Calendar Modification

10

(3)

Rationale for Multiple-Track Year-Round Education

13

(8)

Concerns of Those Hesitant About Implementation of Multi-Track

21

(8)

The Process of Decision Making Leading to Implementation of Multi-Track Year-Round Education

29

(1)

Selecting an Appropriate Means of Meeting the Problem of Overcrowding

29

(4)

2 Efforts to Modify the Calendar: Past, Present, and Future

33

(16)

Early Attempts at Calendar Modification

33

(1)

Beginnings of Year-Round Education

34

(4)

Year-Round Education Today

38

(1)

Organizing the Year-Round Movement

39

(1)

Year-Round Education in Other Countries

40

(1)

The Future of Year-Round Education

41

(8)

3 Rethinking the School Year: Flexibility in the Annual Calendar

49

(28)

The Three Strands of Year-Round Education

52

(1)

Single-Track

52

(8)

Multiple-Track (Multi-Track)

60

(9)

Extended Year

69

(1)

Intersessions

70

(2)

Synchronizing Curriculum Offerings With Calendar Choice

72

(5)

4 Frequently Asked Questions About Calendar Modification and Year-Round Education

77

(56)

Calendars

77

(6)

Implementation and Process

83

(13)

Community Concerns

96

(12)

Program Issues

108

(12)

Savings/Costs

120

(4)

Research/History/Rationale

124

(9)

Part II: Evaluating the Program

5 Evaluating the Program and Research Findings

133

(40)

Evaluation in Education

133

(1)

Evaluating Programs

134

(2)

Evaluating Student Academic Performance

136

(4)

The Single-Track/Balanced Calendar

140

(7)

The Multi-Track Calendar

147

(17)

The Extended-Year Calendar

164

(9)

6 A Dialogue for School Reform

173

(28)

Policy Implications

173

(8)

Meeting the Agenda of School Reform

181

(20)

7 Conclusion: A Promising Solution

201

(6)

Appendixes

A Single-Track/Balanced Calendar

Comparison of Achievement of Year-Round and Traditional Calendars by Inferential Statistics

207

(5)

Comparison of Achievement of Year-Round and Traditional Calendars by Descriptive Statistics

212

(3)

B Multi-Track Calendar

Comparison of Achievement of Year-Round and Traditional Calendars by Inferential Statistics

215

(2)

Comparison of Achievement of Year-Round and Traditional Calendars by Descriptive Statistics

217

(2)

Concept 6 Annual Data Report (2000-2001), Lodi Unified School District

219

(1)

Concept 6 Annual Data Report (2000-2001), Vista Unified School District

220

(1)

C Extended Year Calendar

Annual Data Report (2000-2001)

221

(6)

References

227

(12)

About the Authors

239

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School Calendar Reform Learning in All Seasons

Summary

Author Biography

Table of Contents

Supplemental Materials