Year-Round Education 1

Running Head: Year-Round Education

Year-Round Education

Jennifer Gaddis

Problems in Curriculum and Instruction

Florida Gulf Coast University

May 21st, 2009

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Introduction

“Learning” does not equate to “schooling.” Learning is continuous, yet presently, in

most districts, schooling only occurs for nine months of the year. Schools, like hospitals, are

helping institutions. Would it make sense for hospitals to close for three months during the

summer? It simply doesn’t seem fit for learning centers to be empty and devoid of learning for

one quarter of the year (Glines, 1994a). As a result, the possibility of year-round education

(YRE) is something that many schools are considering.

The traditional nine month school calendar probably originated as early as 1870 and was

based on the agrarian calendar in which students were needed to work on family farms and to

accommodate parents who worked in textile mills (Glines, 1997). This calendar operates on a

timetable consisting of a nine month long school schedule with a three month summer break. In

fact, Glines (1997) found that there are several reasons for the development of the traditional

nine-month school calendar including the need for child labor on the farm and poor roads that

made travel extremely difficult in the winter months. Researchers have found that this calendar is

out-dated and creates significant learning loss among students during the lengthy summer break

(Dossett, Munoz, 2000; Varner, 2003).

Dossett and Munoz (2000) state, “In our post-industrial era, the school’s distribution of

time is being challenged to address new societal needs. As a response to the critiques on the

traditional use of time, the community of educators is considering new ways of rearranging the

school calendar” ( p. 3). One such way of rearranging the school calendar is a movement towards

year-round education. YRE “allows for continuous education with a shorter summer vacation

and more frequent breaks during the periods of instruction. This restructuring provides better
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learning conditions for students and better working conditions for teachers” (National

Association for Year Round Education [NAYRE]). The essential questions are: What is YRE,

does it effectively reduce summer learning loss and increase student learning, why should it be

considered as a viable alternative to the traditional calendar, and what is the best way to

implement such a reform?

Review of Literature

The traditional school calendar usually operates on a nine month in-session schedule. The

average school year begins with a staggering 70 in-session days with the first three day break

occurring at Thanksgiving. The students would then attend school for 15 days with a subsequent

10 day winter break. The winter break is followed by blocks of 55 and 40 in-session days,

respectively, with a 5 day spring break in between. A long summer vacation of 60 days would

follow. This totals 180 days of in-session school learning.

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For YRE, educators propose a “balanced calendar” which can be divided in several

different ways. The typical division is called “45-15” in which students learn for 45 days and are

off for 15. This calendar affords the typical 180 days of in-session learning but distributes the

long summer break throughout the year with the longest break being 30 days, usually in June, so

students still have a summer break.

(NAYRE).

There are two methods for implementing the balanced, or year-round, calendar. One is

the single track in which all students attend throughout the year. The other option is called a

multi-track schedule. In a multi-track option, students and teachers are divided into groups. Each

group attends school at the different times with different intersessions (breaks). The groups are

staggered with each other. The main reason many schools choose the multi-track option is

increasing student enrollment which translates to decreasing space for student learning. Such a

schedule significantly reduces over-crowding and actually increases the school’s student capacity
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by as much as 33%. Multi-tracking also translates to smaller class size (NAYRE). Surprisingly,

there are approximately thirty different year-round calendars from which schools can choose

(Glines 1997).

Using the traditional calendar, summer learning loss among students is a phenomenon

that has been observed by many educators. The three-month cessation of learning can be

detrimental to students’ education: “Students need consistent attention in order to make and

sustain steady progress: the long summer vacation can be educationally devastating” (Dossett &

Munoz, 2000, p. 3). Some research has indicated that one of the benefits of YRE is a significant

increase in retention of the material that would normally be lost during the summer. This

increase in retention has been shown to be especially substantial for economically disadvantaged

students. According to a meta-analysis of the available research conducted by Harris Cooper

(2001), “On some measure, middle class children showed gains in reading achievement over

summer, but disadvantaged students showed losses. Reading comprehension scores of both

income groups declined, but more so for disadvantaged students.” It is speculated that this

discrepancy is due to a lack of reading and educational opportunities in general for the

economically disadvantaged students (Cooper, 2001). Yet another loss occurs in instructional

time which would have to be used for review of the material when resuming in the fall (Varner

2003). Clearly, with in-session days spread throughout the year, a balanced calendar would

ameliorate this issue. Students would not lose the valuable time spent in the classroom on a

consistent basis.

In regards to summer learning loss, research has shown that both teachers and students

give preferentiality to the year-round calendar. Lynn Varner (2003) performed one such study:
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“[A] qualitative study examined the progress of nine third grade teachers (four

from a traditional school and five from a year round school) through their reading

and mathematics textbooks in order to determine if this purported benefit [of less

review time and forgetting less over the shorter breaks] in one year round

elementary school as compared with a similar school that used a traditional

calendar. The ten current third grade teachers at the two schools were interviewed

and test scores were reviewed. Student achievement test scores, lesson plan

analyses, and teacher interviews all favored the year round calendar over the

traditional calendar” (pp. 2-3).

While notable, the validity of these findings can be questioned given the small number of

subjects. Other studies along these lines seem to have the same problem. Dossett and Munoz

(2000) emphasize that “researchers in the area of year-round education suggest that future

studies need to include a longitudinal component instead of analyzing the program in cross-

sectional approaches” (p. 8). Obviously, because, as of 2007, only 2,764 schools have adopted a

year-round calendar, it is difficult to have a large enough population to have significant and

meaningful results of research (NAYRE). Shepard and Baker (1977) believe that the effects of

YRE may take as long as four years to be fully recognized (as cited in Dossett & Munoz, 2000).

Researchers may question many of the studies conducted and some, including Dossett

and Munoz (2000), even find that “not all studies have found a strong positive relationship

between year-round schooling and student achievement” ( p. 7). According to Winters and

Kneese (1995), research has been inconsistent in this area and has shown mixed results when

comparing year-round schools and traditional schools, however recent studies show at least some
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correlation between YRE and increased student achievement (as cited in Dossett & Munoz,

2000).

Regardless of the difficulty in researching the effects of YRE, disagreement over the

methods of research and findings, there are studies that have found a direct correlation between

YRE and increased student achievement. Most research has been conducted on math and reading

scores using such standardized tests as the California Assessment Program, the Comprehensive

Test of Basic Skills, and other individual state standardized tests. Peltier (1991) observed that

student scores increased in reading, writing, and math since the implementation of a year-round

curriculum (as cited in Dossett & Munoz, 2000). Another researcher, Alcorn (1992), conducted a

study comparing academic achievement among schools following a traditional calendar and

schools following a balanced calendar and “students in grades three, five, and six were tested in

reading, language, and mathematics … [and] overall findings indicated that students in the year-

round school had higher scores than those in schools with traditional calendars (as cited in

Dossett & Munoz, 2000). For those who disagree with these and believe that there is no

correlation between YRE and increased student achievement, why do so many educators

adamantly champion summer school for both remedial and enrichment opportunities for students

(Cooper, 2001)? Perhaps once more schools begin to implement the balanced calendar, great

strides can be made in determining the correlation between YRE and student achievement. Either

way, the chances of YRE being detrimental to student achievement are slim.

There are many concerns when implementing a balanced calendar. Before tackling these

concerns, it is important to address the rationale and philosophy of a balanced calendar.

According to Glines (1997), “YRE may help many people individually, and society in general by

providing calendar, curriculum, and family options which more closely fit the changing
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lifestyles, work patterns, and community involvements for large segments of the population” (p.

2). YRE advocates desire to create these exciting new programs derived from eight philosophical

advantages as affirmed by Glines (1994a):

1. Continuous Learning: Learning is a year-round (and life-long) endeavor.

Schools should not be closed for three months of the year.

2. Employment realities: Most jobs do not afford a summer break.

3. Lifestyle diversities: Families may appreciate more evenly distributed

intersessions and a 30 day summer intersession will still be included.

4. Curriculum facilities: Schools that are full, but not over-crowded, can create

“elbow room” and free up classroom space for things like drama, art, libraries, and

computers.

5. Improvement catalyst: Schools can use YRE as a means for restructuring:

a. Organization changes- nongrading

b. Curriculum Options- individualization

c. Facilities- remodeling for elementary science

d. Philosophy- more attention to the affective domain

6. Community enhancements: The community is enhanced through the adoption

of such programs as twelve-month swimming lessons, park and recreation programs,

ongoing volunteers for health and social agencies, and continuous help for limited-

English-speaking and special education students.

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7. People considerations: Considering the number of people in America living in

poverty, YRE offers a “continuous home/role model” and provides students with

breakfast, lunch, and snacks throughout the year.

8. Personal choices: “Ideally, year-round school should be a win-win decision; both

year-round and nine month learning should be offered as options. It should not be

mandated unless essential, but it should not be denied those who benefit” (Glines,

1994a, p. 7).

After examining these philosophical foundations of YRE, it is appropriate to address

some of the apprehension surrounding YRE, and one fiscal concern in implementing a balanced

calendar is how the tax payers’ dollars will be used. As a case in point, Buena Vista City Public

Schools in Buena Vista, Virginia operates on an extended year calendar in which there are three

trimesters with a voluntary summer quarter which is free and includes transportation. This

voluntary summer quarter can be used for enrichment, acceleration, promotion, or remediation.

Since students no longer had to repeat grades and students could fulfill their graduation

requirements more quickly, a great deal of tax payer money was saved through utilizing a

summer curriculum (Bradford, 2002).

Discussion also surrounds the use of the school buildings themselves. With the traditional

school calendar, the school is empty for three months of the year. While this provides time for

the maintenance staff to perform any necessary repairs, it still leaves a place of learning

essentially devoid of its inherent purpose. Since the multi-track option actually increases the

capacity of the buildings, new buildings will not have to be constructed which can save growing

communities millions of dollars. Furthermore, in declining communities, student bodies can be

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consolidated allowing for the demolition of older, dilapidated buildings, freeing up community

space and money spent in repairs by the school district (Glines, 1994a). Another argument Glines

(1997) mentions against YRE is the use of air conditioning throughout the summer months,

however, with the money that would be saved with student body consolidation, this ceases to be

a fiscal concern.

Unmistakably, there are advocates and adversaries of YRE and one argument against it is

that change is simply so difficult (Glines, 1997). So, when a school decides that a balanced

calendar would best fit their school, there are efforts the school or school district can make for a

smooth transition which will provide satisfaction for supporters of either side of the argument.

One important aspect in successfully establishing a calendar is that school districts or even

individual schools have full authority in deciding which calendar they will choose: “The

legislation should permit each local school district to make decisions about what is best for its

children in the development of year-round programs” (Bradford, 2002, p.10).

When implementing a balanced calendar, it is best to give students and parents as much

flexibility as possible having such flexibility would require full autonomy for the school district

with little or no exigency from the local, state, or federal legislature. Though granted full

autonomy, the district may experience dissension from students, parents, and staff. James

Bradford (2002) suggests, “A good way to introduce an extended school program is to begin

with the word voluntary. [The] plan may be in trouble if [the program is announced] as

mandatory” (p.7). Doing so takes the pressure off of students, teachers, and administrators.

Glines (1997) also asserts that instead of considering such a shift to a balanced calendar as

simply a way to restructure the traditional calendar, it should be thought of as way to implement

continuous education.
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In addition, Glines (1994a) cites four common organizational patterns present in balanced

calendar schools, which, due to their flexibility, tend to produce a smooth transition:

1. “School-within-a-school, offering both 9-month and year-round options in the

same building;

2. Pair geographically near schools, offering choice within a neighborhood;

3. Neighborhood cluster, offering one year-round schools (sic) out of three or four

traditional schools;

4. Structure that can accommodate 9-month and year-round schooling within the

same option” (pg. 4)

Many of the arguments against YRE are related to scheduling (“child care arrangements must be

revised, families can be on different calendars, teachers will not be home with their own

children, summer vacation is shorter, disrupts summer jobs, etc. [Glines, 1997],”) and by

offering such options, issues like these can be ameliorated.

When examining the feasibility of implementing a year-round school calendar, Glines

(1997) lists twenty aspects one must take into account. Here are a few as an illustration:

 “Analyze future enrollments;  Assess impact on

transportation;
 Consider ethnic balances;

 Plan new maintenance

 Determine how to offer
schedules;
choices;
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 Examine potential budget  Involve students in

impacts; understanding and planning the

curriculum.”
 Consider facilities

modification;

Educators who are considering implementing YRE should carefully examine all aspects of such

a reform and they should do so in a timely fashion. If deliberation takes longer than six to18

months, the topic becomes exhausted, committees become frustrated and chance for successful

implementation lessens.

Undoubtedly, there are many factors to take into account when implementing a balanced

calendar, but school districts can make an educated decision through thoughtful and thorough

discussion and careful consideration of how YRE will affect students, teachers, staff,

administrators, parents, and community members.

Conclusion

In life, learning does not occur for only nine months of year so why should students

simply stop learning for three months during the summer (Glines, 1994b)? Most jobs do not

provide summer breaks and many college students take summer courses. In our contemporary

society, schools would be better served by a balanced calendar that affords for year-long learning

opportunities for students which will translate to life-long learning in the coming future. A great

deal of research indicates that year-round education decreases summer learning loss and
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increases student achievement. Moreover, there are many options for a smooth transition to such

a schedule.

It should be noted that YRE is not a panacea for underachieving schools (Dossett &

Munoz, 2000). Many factors must be taken into account when assessing the effectiveness of a

school and YRE may or may not be the solution to its problem. Yet, many underachieving

schools have a high number of economically disadvantaged students and research show that

these students have the highest rate of summer learning loss, so perhaps YRE may be one

solution to this problem after all. In its essence, year-round schooling (especially optional year-

round schooling) is flexible and can be modified to fit many different families’ lifestyles in being

able to plan vacations and other non-school activities throughout the year. As Glines states,

“Such a desirable goal [as continuous education that fits the needs and preferences of each

family unit] is no longer theoretical, but practical, efficient, effective, and even politically

palatable when properly understood and implemented” (Glines 1997).

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References

Alcorn, R.D. (1992, April). Test Scores: Can year-round school raise them? Thrust for

Educational Leadership, 21, 12-15.

Bradford, James C., Jr. (2002). A Nationally Recognized Single Track, Tri-mester, Block

Program at the High School Level. (ERIC Document Reproduction Service No.

ED469454). Retrieved March 1, 2009, from ERIC database.

Cooper, H. (2001). Summer school: Research-based recommendations for policymakers.

Greensboro, NC: South Eastern Regional Vision for Education. (ERIC Document

Reproduction Service No. ED 456557). Retrieved February, 27, 2009 from ERIC

database.

Dossett, D., & Munoz, M.A. (2000) Year round education in a reform environment: The impact

on student achievement and cost-effective analysis. (ERIC Document Reproduction

Service No. ED464424). Retrieved March 1, 2009, from ERIC database.

Glines, D. (1994a). Philosophical rationale for year-round education. (ERIC Document

Reproduction Service No. ED 368075). Retrieved March 15, 2009, from ERIC database.

Glines, D. (1997). YRE: Understanding the basics. (ERIC Document Reproduction Service No.

ED 406731). Retrieved March 15, 2009, from ERIC database.

Glines, D. (1994b). YRE basics: History, methods, concerns, future. (ERIC Document

Reproduction Service No. ED 369144). Retrieved March 15, 2009, from ERIC database.
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Kneese, C.C. (1995). Review of research on student learning in year-round education. Journal of

Research and Development in Education, 29, 60-72.

National Association for Year Round Education. 2009. (www.nayre.org). Accessed spring, 2009.

Peltier, G.L. (1991, September). Year-round education: The controversy and research evidence.

NASSP Bulletin, 75, 120-129.

Shepard, M.A., & Baker, K. (1977). Year-round schools. Lexington, MA: Lexington Books.

Varner, Lynn. (2003). Instructional review time in year round and traditional calendar schools.

(ERIC Document Reproduction Service No. ED482688). Retrieved March 1, 2009, from

ERIC database.

Winters, W.L. (1995). A review of recent studies relating to the achievement of students enrolled

in year-round education programs. San Diego, CA: National Association of Year-Round

Education.