Studies on Attendance in Year-Round Education

Credit:  Dejarnett, S.W. (1994). Year-Round Education: A Synthesis of Research. Unpublished Doctoral Dissertation, University of Georgia, Athens, Georgia.

Study No. 1

This study, while not about year-round education per se, is an oft-cited study in YRE literature where the issues of learning retention and long summer vacations are addressed. This study looks at ways to improve retention levels at three stages, namely during the school year, over the summer, and over extended time. Obviously, some learning loss occurs over night, even instantaneously. During the school year, teachers work with their students. Periodic tests show that learning loss occurs over a matter of days, weeks and months. If the subject matter is necessary for the subsequent unit of study, teachers spend some time reviewing or even reteaching previously taught information.

Numerous research studies indicate that a long summer break results in the forgetting of much that was learned during the school year. Paralleling these studies are those that show that learning does not stop during the summer months. Indeed, there are instances where students score higher on fall tests of reading than they did in the previous spring. Regardless, it is here that proponents of year-round education focus, for the data in favor of a shorter summer vacation outweighs the data in favor of a longer one. And, on a more practical level, in almost every elementary school in the country the first three to four weeks of each school year are spent reviewing much of

what was covered the previous year. Such activities are vivid evidence of the fact that much forgetting does occur over the summer.

One chart is presented to show the dramatic differences in the amount of forgetting over the summer between advantaged and disadvantaged children. Low achievers and children from lower income families suffer the most in reduction of cognitive growth over the summer. Additional charts show the increase in learning retention with the implementation of a modified school calendar, either a 45-15 YRE calendar, or a compensatory education in-session and inter-session program that spans the entire calendar year. Variables:

The dependent variable relevant to this study is academic achievement, based on the amount of subject matter retained over a shorter summer break utilized in year-round education calendars. Results:

The problem of retaining knowledge acquired in school cannot be separated from learning and teaching. This problem, magnified by such factors as limited English proficiency and low-income family background, will never be totally solved, However, there are remedies that can minimize the loss of learning. One of the most effective is the modification of the school calendar. The research in this study clearly shows that the year-round calendar can reduce the learning loss over the summer months, especially in disadvantaged students.

and eliminating double sessions while not increasing the cost of education. In fact, the cost went down an average of 4-5%. At the same time, the program was well-accepted by parents, teachers, and the community at large.

This paper addresses the economic consequences of a year-round school. A cost model was developed by the author that compares the fiscal situation at a year-round school with a simulation of what it would cost to operate the same school as a traditional-calendar school. The cost model compares per-pupil cost under each calendar in order to determine the "break-even enrollment". The model has been used successfully in several school districts. Usually the YRS program results in cost savings of 4% - 5%. However, where programmatic changes are introduced at the same time the schedule is changed, the potential YRS savings often are eroded rapidly and it becomes problematic to separate the fiscal effects. Two different analyses were done, one on the Pajaro Valley Unified School District, and one on six other California school districts.

Dependent variables are costs avoided by YRS, operating costs of YRS, and transition costs to YRS.

Concerning the Pajaro Valley Unified School District, the total cost savings in construction costs realized by the PVUSD's year-round use of five schools was thus $1,524,713, Assuming this amount would be financed by a 20-year bond at 6% interest, with a bond broker's fee of 4%, the total capital cost was calculated as $2,764,597, for an annual savings of $138,248 over the 20-year period, PVUSD realized a savings of $13,393 in operating costs in 1975-76, although the board had estimated an increase of $47,730. Annual transition costs were calculated by amortizing the amount over a 20-year period at 6% interest. This procedure yielded an annualized transition cost of $826, which could be combined with the annual capital and operating costs to determine the overall impact of the year-round program on PVUSD's yearly budget. The net result is an annual savings of $150,815, or an overall annual savings of $56.53 per pupil served by the YRS program, in this case 4.1% of the district's total annual per-pupil cost.

The California Legislature's Office of the Auditor General collected fiscal data from 11 California school districts. Six school districts, Berryessa, Cabrillo, Chino, Encinitas, Escondido, and San Diego School district, were reanalyzed for their cost data. Construction costs avoided because of the implementation of YRS were not computed consistently across LEA's in the Auditor General's analysis. A reanalysis treated simulated school construction consistently, A summary of LEA savings/cost due to YRS programs revealed savings by five of the six school systems. Only Encinitas recorded a cost increase, in this case about $50,000. The other five districts showed savings, from $9,066 in Cabrillo to $251,437 in Escondido.

Study No. 6

The purpose of this study was to locate and describe various types of year-round school models in operation at least one year as of December, 1981. The germane portions of the study to this current research topic are that of cost, student and teacher attendance, and discipline. The information was gathered through a survey sent to 230 schools identified throughout the country. 174 (75%) of the school principals surveyed responded. Variables:

The dependent variables in this study useful in this research topic were cost, student and teacher attendance and discipline. Descriptive statistics were utilized in the form of tabulated data, actual responses, and percentages. Results:

Construction costs were avoided in all of the multi-track systems reporting, but otherwise no significant savings in operating costs were realized. Pupil attendance remained stable or improved slightly under the year-round school calendar. No schools reported a decrease in student attendance. Student referrals for discipline and vandalism decreased approximately 50% after conversion to year-round school calendar. 77 of the principals noted that teacher attendance improved. The other 97 noticed either no change or a slight decrease. In summary, the only significant statistic in this study was the decrease in discipline and vandalism problems. after implementation of a year-round calendar.

Study No. 7

Starr-Hearn, S. (1982). The effect of implementing a staggered 45-15 year-round school calendar on student and teacher absenteeism in a rural unified school district. (Doctoral Dissertation, University of San Francisco, 1982). Dissertation Abstracts International, 43/03A 619.

The purpose of this study was to examine the effect of the staggered 4515 year-round school calendar on the unexcused absences of students and the absences of teachers in the Cabrillo Unified School District, Half Moon Bay, CA. This analysis also included the cost of lost average daily attendance (ADA) and the cost of hiring substitute teachers. This study was compiled using attendance records from four years (two years before the implementation of a year-round calendar and two years after the implementation) and the months of the school year varied according to the specific track on the staggered 45-15 year-round school schedule; hence the months were grouped by weeks/days rather than using calendar month identification. The proportion of days absent in a given group was used in the data analysis for consistency. Variables:

Attendance data was compiled and analyzed. To compare the proportion of absences among the groups (students and teachers) a multivariate analysis of variance with repeated measures was used. Cost was Identified as follows: absences x $ per student = cost of student absences. Absences x $ per substitute = cost of teacher absences.

Results:

The amount of student and teacher absences was not significantly different between calendars. The average annual cost in lost revenue due to unexcused student absences was reduced by $16.16 by changing to a year-round calendar. The number of substitute teacher days increased from 322.5 to 329 when the year-round calendar was implemented Thus the changes in attendance and cost were so slight as to be negligible.

Description:

This study focused on the 95 schools in the LAUSD that were on a year round schedule at the time of publication. These schools served over 121, 000 students on a multi-track YRE calendar. The study assessed the following areas in order to judge the progress of LAUSD in meeting dual goals of relieving overcrowding while providing a quality education for all students:

1 pupil attitudes toward school

2. student achievement

3. pupil attendance

4, teacher absenteeism

5. staff morale

6. site vandalism

7. use of facilities

8. parental attitudes toward school

9- curricular offerings

10, instructional process

A set of evaluation questions was developed, supplemented by interviews for the Concept 6 schools. A sampling of 40 schools in five different grade configurations covering K-12 (26 elementary schools, 10 junior highs, and 4 high schools) were chosen for the study. The same schools were chosen for a similar study in 1981-82. Respondents within the schools were designated as: principals, YRE coordinators, teachers, students and parents.

Attitude and perception of self -efficacy were measured by the School Attitude Measure (SAM) a Scott Foresman-produced instrument. Achievement data was collected on the Survey of Essential Skills (SES) and the Comprehensive Tests of Basic Skills (CTBS). Four survey instruments were developed or modified to gather data on attitudes of parents and others: the YRS Parent Survey, the Student Post-Secondary Expectation Questionnaire, the YRS Roster, and the YRS Opinion Survey.

Results:

Data for the study represents a more positive picture of the progress of YRS overall. Teachers and administrators have a more positive view of the program as measured by the YRS Opinion Survey. Mean score for administrators was 3.53 on a scale of 1-5, with a SD of .99 (N=81). Mean score for teachers was 3.28 on a scale of 1-5, with a SD of 1.05 (N=269).

Student performance improved as measured by the SES and the CTBS. Mean scores increased in reading, math and composition in grades 5, 6, 8, and 12. There was no significant difference in achievement between YRS and non-YRS schools when general school and community characteristics were matched.

Discipline and vandalism reports at the elementary and junior high schools were reduced, while the high schools showed a slight increase. Parent reaction to YRS was mixed, but was slightly more positive than in the previous year's survey.

Description:

This study is one part of an evaluation of the Los Angeles Unified school District's Predominantly Hispanic, Black, Asian and Other Non-Anglo (PHBAO) student integration program. This section describes a sub-study of instruction in year-round schools in the district conducted during the 1982-83 school year. The year-round schools program was established by the district to relieve overcrowding in neighborhoods where enrollment exceeded school capacity. However, the focus of this study was instruction and academic

achievement. Two questions were formulated: 1) How do the achievement levels of YRE students compare to those of students in similar schools on traditional schedules? 2) What is the nature of instruction in year-round

schools? Information was gathered for the first question through examination of archival data. The second question required on-site teacher and principal interviews and classroom observations.

Dependent variables for this study are student achievement and teacher attitudes regarding quality of instruction.

Results of examination of academic achievement data revealed that systematic differences in performance between year-round and matched schools were not observed, In nine of the pairs, YRS schools showed higher mean performance on the Survey of Essential Skills (SES) than their counterparts. In eight of the pairs, the traditional schools showed higher mean performance than their YRS counterparts. There were marked improvements in the performance of fifth grade students on the SES in schools categorized as lower-achieving in the 1982-83 sub-study.

In the area of teacher attitude, teachers (and principals) tended to have positive views of their school's academic focus and learning environment. All of the principals and a majority of the teachers favored the YRS schedule to the traditional schedule, from an educational point of view. They generally agreed that teacher stress, teacher stamina and student retention rates improved under the YRS calendar. Teachers viewed the primary strengths of the YRS calendar as increased continuity of instructional program, improved teacher morale, opportunities for productive use of vacation sessions, improved student behavior, and more sustained contact with parents.

Johnson, N.P. (1984). The effects of year-round school programs on pupil achievement in selected schools in the Los Angeles Unified School District. (Doctoral dissertation, Pepperdine University, 1984). Dissertation Abstracts International, 45/10A 3061.

The purpose of this study was to determine whether fifth grade students who had participated in year-round school programs would show higher reading and mathematics scores than a similar group of fifth graders who participated only in traditional school programs. Twelve year-round and twelve traditional schools from the Los Angeles Unified School District ,ILAUSD) were selected to participate in this causal-comparative study. The year-round schools selected were those that had been in year-round programs since 1980 and could be matched with traditional schools as far as socioeconomic, racial-ethnic, special programs, school size, and community demographics factors were concerned. The 1,041 students in the study were selected from fifth grade populations of the 24 schools. Pupil selection was based on the following factors: 1) they had been in the school as third graders two years prior to the study and continued to the fifth grade; 2) they were fluent English speakers, and 3) they had complete CTBS scores in reading and math for both third and fifth grade years.

Data on academic achievement was collected and analyzed using ANOVA and Pearson Correlation computer statistical programs. Results:

There was a significant interaction effect on reading between calendar and sex of the student. Year-round school girls scored significantly lower than year-round school boys, and lower than traditional school boys and girls. There was a significant main effect of calendar on math. Pupils in the traditional schools scored significantly higher than pupils in the year-round schools. The relationship between absence and achievement in both reading and math, though low, was significant in most cases, and always negative.

Summarily the effect of the year-round calendar on academic achievement was slightly negative. This study result controverted many other studies included in this research that showed slightly higher gains in academic achievement.

Kuner-Roth, B. (1985). A comparison of academic achievement of students in a year-round school district with a conventional school year district. (Doctoral dissertation, Temple University, 1985). Dissertation Abstracts International. 47/03A, 776.

This study examined the differences in academic performance between students who attended school on a 45-15 year-round plan and students who attended school on a traditional nine-month calendar. Specifically, the study proposed to examine whether there was a difference in teacher grades and achievement test scores of students in the subjects of language arts, mathematics, and reading as well as the number of days of student absence between the school districts and within each school district by gender. The schools participating in the study are located in two suburban school districts in the suburbs of Chicago, IL. 90 male and 90 female students were selected at random from grades three through seven to compose each group. The experimental design of pretest-posttest control group was chosen for this study because equivalent groups were achieved by randomization with the measure of significant differences tested in 7th grade, using the 3rd grade as the covariates.

The dependent variable for this study was academic achievement, as measured through teacher grades and achievement test scores.

The findings of this study indicated that year-round students earned higher teacher grades in language arts than traditional school year students. By contrast, traditional year students scored higher on reading and language arts achievement tests. Only in reading achievement scores was there a significant difference in the interaction of school and gender. Within the traditional school year group females scored higher than males, but within the year-round school group females scored lower than males. there was no significant difference between groups for teacher grades and achievement test scores in mathematics. One finding was repeated for each hypothesis: there was not significant difference within each school district group by gender.

Summarily, the study was unable to conclude that an advantage has been demonstrated for either type of school district based on teacher grades and achievement test scores,

Description:

This study examines the effect of year-round education programs on

academic achievement in the Oxnard, CA School District. Even prior to moving to YRE, a concerted effort had been instituted to improve student achievement. Standardized test scores from the California Assessment Program (CAP) are used to gauge improvement. Scores are compared to the state average. Variables:

Dependent variable for this study was standardized test scores from CAP.

Achievement test scores in Oxnard lag behind the state average, but over the period between 1981 and. 1985 in Grades 3,6, and 8, scaled scores in reading, written expression and mathematics showed the following gains:

1. Reading, Gr.3: Scale score gain: +39 points

2. Written Expression, Gr. 3: Scale score gain: +43 points

3. Mathematics, Gr. 3: Scale score gain: +40 points

4. Reading Gr. 6: Scale score gain: +35 points

5. Written Expression Gr. 6: Scale score gain: +32 points

Reduction between OSD and state differential: +22 points

Reading Gr. 8: Scale score gain: -3 points

Reduction between OSD and state differential: +7 points

Written Expression Gr- 8: Scale score gain: 0 points

Reduction between OSD and state differential: +4 points

Mathematics Gr. 8: Scale score gain: +14 points

Reduction between OSD and state differential: +13 points

Overall, there appeared to be evidence that the academic achievement of

students were generally enhanced by the YRE program.

This cost analysis reported on the year-round education program in Oxnard School District, CA. Twelve of the district's fifteen K-8 schools operate on four staggered year-round tracks. This move was made in 1976 to accommodate a sudden increase in enrollment during a period of limited funding.

Mathematics, Gr. 6:

Scale score gain: +28 points

Reduction between OSD and state differential: +22 points

Reading Gr. 8:

Scale score gain: -3 points

Reduction between OSD and state differential: +7 points

Written Expression Gr. 8:

Scale score gain: 0 points

Reduction between OSD and state differential: +4 points

Mathematics Gr. 8:

Scale score gain: +14 points

Reduction between OSD and state differential: +13 points

2). Cost, as calculated by computing only those operational costs incurred by a YRE program during the summer months when the traditional calendar schools were not in session;

3). Cost as computed by the per student (ADA) operational expenses during the 12-month period for those pupils enrolled in the district's YRE and traditional program;

4). Cost as computed by capital costs and operational expenses that could be avoided by use of a year-round calendar.

Transportation costs, also identified in a later (1990) study, were reduced by virtue of the fact that all students were not riding the buses every day. If the district was on a full traditional calendar, the system would require 36 buses to transport all students in attendance. With the year-round 3chedule in effect, the district only required 32 buses, bringing a savings of W6, 420 overall. All savings in this area were directly attributable to the year-round calendar.

A cost analysis limited to only those expenses which occurred from mid-June through August indicated that the total of one-time and continuing costs would be $55,137.

A comparative analysis of the costs attributed to the traditional calendar program and the YRE program showed that the operational expense per unit of ADA was significantly less for the YRE schools. Traditional

calendar schools spent $1,443.17 per ADA for their students. YRE schools spent S1.312.25 per ADA for their students. However, the quality of instruction was no different. The gains resulted from being able to maintain a larger student population with classes spread through a 12-month calendar. Because the Oxnard School District enrolled 644 more students during the school year than could be accommodated in a traditional school year calendar the district's YRE program essentially precluded the present need for one 644-student facility. Total cost, in capital expense and up-to-the-moment operating expenses, was $5,082,468.

Description:

This report, part of a long-range plan by San Diego Unified School District, CA, examined the degree to which the multi-track year-round program should be expanded to meet facility and curriculum needs. This

study was conducted because the school system expected an enrollment growth of 45,000 students between 1987 and 2000. Prior to this study, year round schools had been implemented primarily for educational program

considerations. Current policy on the implementation of a year-round calendar in a given school dictated that the change had to receive approval rating of 60% of the parents who voted. The superintendent directed the

Planning Department to assess the impact of a new multi-track year-round school policy based primarily on housing considerations. Findings were provided in fifteen separate areas, but for the purposes of this research, only the findings in the areas of academic achievement, teacher attitudes, and cost were examined. The other areas, such as legislative analysis and district policy and procedure, fell outside the purview of this research.

Variables for this study included academic achievement, teacher attitudes, and cost. Data for this study were gathered through interviews of teachers and administrators, visits of year-round schools in other districts, including Los Angeles, and examination of test scores.

In the area of academic achievement, the study concluded: 1) that there appeared to be no decrease in academic achievement of students in year-round schools. Several major studies document an increase in achievement levels. 2) A study of a large suburban school district in Jefferson County, CO, found that academic achievement in year-round schools was equal to that of traditional schools. 3) Both Houston and Oxnard school districts reported higher achievement for students in year-round schools. Researchers attributed some of the Houston gains to the enrichment program. There was no longitudinal report to see how students performed over more than one or two years.

In the area of cost, there would obviously be a considerable cost savings in the reduction of the number of school buildings needed to house new students. Some of this cost, however, would be offset by the increase in the need for certificated and classified staff, especially specialists. Most staff would need to be offered a 12-month contract. Extra staffing and system modifications in the computer information services bureau would cost $421,000 alone. Custodial services costs were expected to increase $376,000 - $626,000. Concern was expressed over possible deterioration of school buildings in use for 12 months. There would be an added administrative cost .n terms of special programs, standards monitoring, and budget planning. transportation costs would increase significantly as well. Special Education programs would have to be restructured. Significant problems were anticipated with extra-curricular schedule coordination.

In spite of the relatively ambiguous nature of the report, the Planning Department recommended that the school district expand its multi-track rear-round school program, primarily because of the facility relief offered by t. "Despite the impact statements that appear to provide a negative assessment of multi-track year-round schools, this response can be understood in light of the district's traditional calendar orientation and lack )f experience with multi-track programs in secondary schools." The planning department went on to recommend that year-round schools be implemented ~o both reduce school size where possible, and accommodate more students when necessary.

This study compared achievement in reading, mathematics and language of elementary students attending both traditional and year-round calendar schools. The year-round schools operated on a 45-15 multi-track plan. Attendance and teacher attitudes were also examined. The school sample consisted of 75 elementary schools, sixth grade schools and middle schools in the Clark County School District, Las Vegas, Nevada. Variables:

An analysis of covariance using student socioeconomic status, percent minority students, and student school ability as the covariates, school calendar structure as the independent variable, and mean school test scores on district-developed criterion-referenced tests at grades 2-6 in reading, math, and language arts as the dependent variables was conducted, Attendance analysis was conducted by taking the average daily attendance and dividing it by the average daily membership. This ratio was adjusted to take into account reduced student summer enrollment in the year-round schools.

No consistent statistically significant differences were found in favor of either type of school, although a statistically significant difference in favor of traditional nine-month school was found in six out of ten comparisons at grade three. Attendance at year-round schools was found to be only slightly lower than at the nine-month schools before adjustment for the effects of reduced summer enrollment. Adjustment for this phenomenon showed significantly reduced summer attendance at the year-round schools.

Teacher questionnaire data on their attitudes towards their respective school calendars and their attitudes toward school showed no difference in favor of either calendar.

This report focused on the effects of a year-round schedule on pupil and teacher attendance in the Jefferson County, Colorado, School District. Information was taken from a 1977 district study involving high schools, junior high schools and elementary schools. Interviews with faculty and administrators were also conducted to determine the effect of YRE on their attendance. Data were collected before the program and after its first year.

Pupil and teacher attendance was the dependent variables drawn from this study.

Pupil attendance increased in elementary schools by 1% (from 96-97%). Junior high schools held at 96%, and high schools' attendance increased slightly from 94.5% to 95%. Teachers' attendance improved as well, demonstrated by fewer sick and personal days. Over the year the per-pupil cost savings was 74 cents, adding up to a district savings of $10,286. Drop-out statistics showed a decline in the drop-out rate because of increased opportunities in the "fifth quarter" program of enrichment and remediation classes.

Study No. 26

Kuhn,L, (1988). Visalia unified school district: Analysis of traditional school cost versus year-round school cost. Unpublished manuscript. Visalia, CA.

This report was prepared by the author, business manager of the Visalia Unified School District, California, as reference material for the board )f trustees (board of education). The purpose of the report was to determine .he savings resulting from implementation of a year-round program. For purposes of analysis, a model school was designed which had a capacity of 600 students in the traditional setting. Since a multi-track year-round school can accommodate up to one-third (1/3) increase in student population without an increase in facilities, it was determined that the model school could accommodate 800 students by merely changing to a year-round schedule. It was decided that the student population, for purposes of analysis, would be increased by 90 students at a time to simplify the process. In the case of the model traditional school, as the student population increased by 90, three portable classrooms were added. It was further assumed that these portable classrooms would be leased over seven years, after which time they would become the property of the district.

For purposes of the study, all special services normally provided to a site, such as special education, counseling, nursing, and other ancillary services, increased at the same rate as the student population; thus they were excluded from the study.

The study addressed two major areas of cost: 1) salaries and 2) services and supplies.

Results:

Traditional Year-round

Item school school

Salaries $788,459 $803,644

New facilities $0 $0

Utilities $ 25,558 $ 33,156

Transportation $ 56,301 $ 56,301

Maintenance $ 33,364 $ 43,283

Material supplies $ 11,850 $ 11,850

Total cost $915,531 $948,234

Cost per student $ 1,526 $ 1,580

Based on total attendance of 690 and a traditional school capacity of 600:

Traditional Year-round

Item School School

Salaries $888,329 $903,514

New facilities $ 29,880 $0

Utilities $ 28,393 $ 33,156

Transportation $ 64,746 $ 64,746

Maintenance $ 37,065 $ 43,283

Material/ supplies $ 13,628 $ 13,628

Total cost $1,062,040 $1,058,326

per student $ 1,539 $ 1,534

I Based on total attendance of 780 and a traditional school capacity of 600:

In each chart, the new facilities cost for traditional school was based on annual debt retirement of the number of classrooms needed, at a cost of $50,000 per classroom, based on a seven-year loan amortization. In this case study, the cost savings of operating a year-round school was largely realized through the reduction in facilities costs. A single-track year round school would not be able to realize these savings because there would be no opportunity for increasing the student population without expanding the existing facility.

This study focused directly on elementary school libraries that operate h year-round schools in Riverside, CA. The study focused on two aspects of Impact: personnel/ student impact, and resources (equipment, materials and Facilities). Particular attention was paid to schools on the 60-20 plan four-track plan. Study data were obtained through on-site interviews and document research.

Dependent variable identified in this study was cost, subdivided into personnel impact and resources impact.

Adapting existing procedures and personnel to provide continuous services at the District level proved to be less complex and more easily accomplished than at the site level. Personnel contracts may be extended for support staff and media may be circulated continuously. The Riverside School District would need to extend the work years of two instructional media supervisors and two processing clerks in order to provide services on a year-round basis. All three district librarians would need to be 11-month employees. School staff activity schedules would have to be revised.

At the site level, no overall solution was found that could be easily and economically implemented. An increase in repair and maintenance, start-up and continuation budgets would be necessary. Yearly inventory would have to be completed in August, necessitating closing the library for 1 to 2 weeks. In most schools the library was closed on the fifth day each week, because clerks still worked a total of 10 months. This schedule proved controversial.

A final recommendation was made to work more closely with local public libraries in the best interests of the students enrolled in year-round programs.

Study No. 30

This study described the year-round program at Crockett Intermediate School in the Conroe, (TX) Independent School District. Surveys were distributed to parents of 55 students who participated in the 1989-90 year-round pilot program, and parents of 55 students who attended the same school on a traditional nine-month calendar. Both groups were selected at random. A 29-question survey (called an "opinionnaire"' in this study), 3rinted in both English and Spanish, was distributed to each set of parents in each group.

Selected questions directly related to parent calendar satisfaction were subjected to the chi-square test of statistical significance.

Parent satisfaction was measured in the calendar-related areas where conflicts were believed to exist (these are referred to as "interference indicators"): child -care arrangements, family vacation planning, family appointments (doctor, etc.), church/ community activities, school-related activities, and pupil attendance.

The study further addresses parent perceptions of pupil )behavior /discipline, grades/ achievement, pupil enjoyment of school, homework difficulty, school-parent communication, retention of learning, and involvement with planning.

When asked about overall satisfaction with the year-round calendar, 16 )f 19 parent respondents (84%) were "very satisfied" or "satisfied" with it. The parent respondents of traditional calendar students reported a 70% rate of very satisfied" or "satisfied". The Chi-square value calculated for this combined ratio was 0.41 with a level of significance of .82. 15 of 19 of year-round school respondents (79%) would make the same choice again, as )opposed to 100% of the traditional calendar respondents. The calculated Chi-square value for this was 0.00, with a significance level of .96. When asked what overall grade they would give their school, 84% of year-round respondents would give their school an A or B, as opposed to 60% of the traditional calendar parents. Calculated Chi-square test for school report card was 3.01, with a level of significance of .22. Statistical significance at the predetermined level of .05 was not proven.

Data processing generated raw scores and percentages for each of the other areas mentioned above. Based on the data for "interference indicators' the following generalizations were made:

1. There was little relationship (10%) between calendar choice and child care availability.

2. There was no significant relationship (11%) between family vacation planning and calendar choice.

3. Church /community activities were not a significant factor in calendar choice (16%).

4. Family appointments were almost no factor in calendar choice.

5. There was little difference (10%) in participation in school-related activities between calendar groups when "frequently" and "moderately" groups were combined.

6. Pupil attendance was perceived as much better (28%) in the year round school when the "excellent" category was examined alone. However, there was little difference in perceived attendance rates between calendar groups when "excellent" and "very good" categories were combined. All parents surveyed believed their child's attendance merited at least a "good" rating.

Based on the pupil indicators the data yielded the following results:

2. There was almost no difference in perceived pupil discipline instances between the parents of the two groups.

3. Perceived student enjoyment of school was much greater for year-round students.

Parent indicator data revealed the following;

1 There was little difference in school-parent communication between the two calendar groups (14% in favor of the year-round parents).

2. There was no difference in parent involvement between the two groups.

3. High to moderate percentages of both groups believed that short, frequent breaks improved student learning retention. 95% of year-round parents and 50% of traditional calendar parents felt this way.

4. Parents of both groups were generally satisfied with their chosen calendar.

5. Parents selected the year-round calendar for the following reasons, in order of importance: learning retention, quality time with the individual child, an example for life-long learning, and flexibility of vacation scheduling.

6. Parents rejected the year-round calendar for the following reasons, in order of importance: breaks do not match up for siblings or friends, already satisfied with traditional calendar, difficulty in scheduling family vacations or church/community activities, change would be disruptive to the child.

Description:

Outcomes of a four-quarter extended school year plan implemented in a Buena Vista, VA high school in 1973 were described in this study. Tuition free voluntary enrollment for an extended school year of up to 218 days was allowed. A 10-year evaluation was conducted by the school board in 1987.

Variables:

Dependent variables identified in this study were pupil attendance and academic achievement, including the drop-out rate.

Results:

From 1984-19990, between 47% - 59% of the students enrolled in the extended year plan that allowed them to go to school all four quarters instead of three. There was an increase in room utilization, an increase in pupil attendance with the implementation of the voluntary fourth-quarter plan. 15% enrolled for promotion, 41% for enrichment, 43% for remediation, and 1% for acceleration during the summer of 1990. SRA achievement test scores increased to a level above or at the national average. There was a decrease in the drop-out rate from 5.8% to between 2.9% - 5.4%, as compared to the state range of 4.4% - 5.6%.

Study No. 32

Brekke, N.R., (1990b). YRE: a break from tradition that makes educational and economic sense. Oxnard, CA: Oxnard Unified School District. (ERIC Document Reproduction Service No. ED 324 818)

This review discussed cost factors that impacted on year-round schools and gave cost figures from five school districts in California, as well as estimates of costs for implementing single-track and multi-track calendars.

The dependent variable was the cost per pupil calculated for three school systems, Oxnard, Visalia, and Cajon Valley.

When a school reached a YRE multi-track capacity ranging between 115% to 120% of its traditional year capacity, the operational costs per student reached a " break-even point with the costs per student in the same school operating at capacity on a traditional calendar. In large part, this reduction in per-pupil cost is a product of an economy of scale.

The Oxnard schools were loaded at 120% of their traditional year capacity; thus the per pupil cost averaged 5.5% less than operating the same school at capacity on a traditional calendar. A YRE school, therefore, with its traditional year capacity increased from 800 to 920 students provided the identical educational program and services for $123 less than the per pupil cost for 800 students in the traditional school. A cost savings of $123 per pupil multiplied for a 920-pupil YRE school generated a total operational savings of 3113,000. The Oxnard study also found that a YRE school loaded at only 110% if its traditional year capacity would incur an operational cost increase which was approximately 5.5% greater than the District's cost per pupil on the traditional school calendar.

The Cajon Valley Union School District in a similar cost study found that a YRE program which accommodated a 25% enrollment increase -- from 600 to 750 students -- generated $99,982 of net revenue in excess of expenses. The Cajon study calculated a "break-even" per pupil cost when a school's traditional year capacity is increase d by 17% in a multi-track YRE program.

The Visalia Unified School District in its "Analysis of Traditional School Cost and Year-Round Cost" found that a 600-student traditional school which increased its enrollment in a YRE program by 15% to 690 students can reduce the operational cost per student by $9 per year. A 30% enrollment increase from 600 to 780 students generates a 51% reduction in operational costs per student -- a savings of about $40,000 annually.

This report provided an in-depth discussion of the YRE program in the Oxnard School District, one of the pioneers of YRE in California. Although the cost benefits to Oxnard have been enumerated in another study, this study also reports on benefits of YRE in other areas.

Dependent variables identified in this study were teacher absenteeism, vandalism, burglary, cost of categorical and special programs, and academic achievement.

Results:

The average annual rate of teacher absenteeism for illness during the 1-year study was reduced in YRE schools. Traditional calendar teachers averaged 6.4 absences per year. YRE teachers averaged 5.5 absences per year.

There was a reduction in burglary and vandalism cost/loss during the past 13 years at YRE schools. Prior to the implementation of YRE in the 197677 school year, the school district had been experiencing annual losses of about $80,000 due to burglary and vandalism. In more recent years, such loss had been less than $10,000 per year. Reasons cited were the fact that the school building was now occupied until midnight each school day of a 12 month calendar year by the custodial staff. Previously the buildings were unoccupied during the summer months after 5pm.

The school district did not incur greater costs on a per-pupil basis for YRE students eligible for compensatory and/or special education services because members of the professional staff worked a modified duty year. A modified work year contract addendum was completed by mutual agreement between the staff member and his/her immediate supervisor.

Approximately 25% of the school district's students rode the bus to school. If the district maintained a traditional school year, it would have required 41 buses to cover all transportation needs. Under the YRE program, with 1/4 of the students always on vacation, only 35 buses were needed. 'here was no significant cost difference in busing 2,250 students per day for 42 days with 35 buses, and 3,000 students being bused daily for 180 days. Cost analysis was estimated for YRE program at $543.15 per student per year. Thirteen years of YRE experience had generated a firmly held belief among teachers, parents and administrators that all students, especially those identified as educationally disadvantaged, fared much better on a YRE 3,rogram. The district's CAP scores indicated an impressive rate of improvement in the academic achievement of students, measured from 1982-1989.

- Grade 3:

Oxnard math scores increased from 198-239 (+41) state math scores increased from 250-269 (+19) Oxnard science scores increased from 215-243 (+28) state science scores increased from 250-267 (+17) Oxnard history/social science scores increased from 215-231 (+16) state history/social science scores increased from 250-259 (+9) Parent questionnaires revealed that they were very satisfied with the year-round program, Survey results showed a satisfaction level of 85-88% in many areas, from their feelings about the academic offerings, to their perceptions about the helpfulness of the school staff and their child's feelings about school. Only two areas received less than glowing responses, the management of the school bus system, and the management of the district by the administration and the board of trustees, though the responses in these areas still were 48-60% positive. Teachers responded overwhelmingly (74%) that they liked teaching in a year-round school better than a traditional one. 3% did not like the program, and the rest (22%) had no preference.

Description:

This feasibility study was designed to gather and analyze data to determine the potential cost-effectiveness of year-round education, compared to the cost of traditional calendar programs in California. A special category of "hidden" and "opportunity" costs was added to create an expanded version of the Stanford Research Institute's cost model, one that enabled school districts with differing accounting systems to follow a methodologically sound approach to cost-analyzing a YRE program. Six systems across the state piloted the model.

Dependent variable identified in this study was cost, divided by the authors into capital costs, operations costs, transition costs, special revenue, total costs and savings, student enrollment costs, and per-pupil costs and savings.

Pilot data indicated that the school district always saved money by converting to YRE, whereas the state and taxpayer could either realize savings or costs. The key component appeared to be operating expenses. If significant changes were made in the delivery of services to insure that programs remain intact, then the district likely incurred a cost. Additionally, if construction costs were not district expenses, or if the state did not provide significant revenue incentives, the system may have found conversion to a YRE calendar expensive. Theoretically, it was possible for a system to spend so much in transition costs that a conversion to a YM calendar was expensive, however, this was highly improbable.

This study examined community concerns about the implementation of a year-round calendar in the Anaheim, CA School District. Parents in two sub-groups were surveyed about the calendar. In the first sub-group were parents whose children had attended both a traditional and a year-round school. In the second sub-group were parents whose children had attended only a traditional school.

The only dependent variable in this study was parent attitudes, divided into two sub-groups: those parents who had children who had attended both traditional and year-round schools, and parents who had children who had only attended traditional schools.

The following conclusions were drawn, based on the data. Parents considered year-round education an advantage over traditional year school with reference to their child's academic achievement, enthusiasm toward school, and attendance. However, parents were ambiguous with reference to the effect of year-round school on their child's social development, behavior at school and attitude toward school. Parents whose children had attended both year-round and traditional schools did not feel that year-round education would cause a conflict in scheduling of family vacations, while those whose children had only attended traditional year school foresaw a conflict. Parents perceived that year-round education allowed for improved use of school facilities. Parents also perceived that their children would not prefer year-round education over traditional year education. Parents preferred year-round education over traditional year education.

For all comparisons except scheduling of family vacations there were no significant differences between the responses to the questionnaire items in .he two sub-groups. 59% of the parents whose children had attended both traditional and year-round schools indicated that year-round school would lot complicate the scheduling of family vacations, while 58% of the parents /whose children had only attended traditional schools indicated that year-round school would complicate the scheduling of family vacations.

Study No. 36

This study summarized the data gathered from the 65 Utah schools that operate on a year-round schedule. At the time of publication, 12.4% of he total public school population currently attended year-round schools.

Proponents of YRS claim that in addition to reducing capital outlays for few school buildings, year-round schools will reduce learning loss during vacations, improve student achievement, permit more make-up :)opportunities, improve student behavior, allow for enhanced teacher compensation, provide for greater flexibility, reduce student and teacher burnout, provide varied vacation opportunities for families and teachers and omit employment opportunities for students.

Variables:

Data were gathered to calculate operating costs. Surveys were compiled and combined to determine parent, student and teacher attitudes about YRS.

Results:

Surveys showed that 83% of the parents with children in year-round schools are happy with the program, and 84% of the teachers in the program preferred to teach in a year-round school. Growth in the number of year-round schools had been steady since the first year of a pilot program (1984), when 2 schools switched to a year-round calendar. The report sited the following advantages:

1. Reduced construction and debt service costs. Utah cut capital outlay expenditures from $142.9 million in 1985-86 to $69.6 million in 1988-89, despite continued enrollment growth.

Savings in capital outlay were used to strengthen school maintenance and operation expenditures.

2. Reduced school overcrowding. Although YRS will not necessarily reduce average classroom enrollment, it will alleviate overcrowding in the total school on a multi-track calendar.

3. Reduced operating costs. An evaluation of year-round schools in Utah revealed that the per pupil operating costs in the year-round schools were slightly less than the per pupil costs in the traditional schools.

4. Improved learning and reduced learning loss. While no quantitative data are given, YRS proponents claim this to be a major benefit, as shorter breaks in summer reduce learning loss and shorten review time needed in the fall.

5. Allowance for make-up opportunities. Intersession programs and extended school years keep school open more often, giving students who need extra time the opportunity to make up work.

6. Improved student behavior. Nearly all year-round schools report significant reductions in student discipline problems, absenteeism, truancy and vandalism.

7. Enhanced teacher compensation. Year-round schools provided some teachers with opportunity to work throughout the year with proportionately higher compensation. This could possibly draw more qualified college graduates into the teaching profession.

8. Greater teacher control and flexibility over their work year. Teachers may have the option of teaching 190 days or 225 days in YRS programs.

9. Reduced student and teacher bum-out. Both groups indicated that there was less bum-out when there were more frequent breaks during the school year.

10. Varied vacation options and more student employment opportunities. Flexible scheduling in YRS programs spread the student labor pool out over the year, rather than all in the summer months. Vacations were similarly spread out.

Despite the promise shown by YRS programs, there were reports of difficulties encountered throughout the state.

1. Necessary modification of buildings. Air conditioning buildings for summer use was a start-up cost of YRS.

2. Other start-up costs, such as planning and preparation, registration changes, and new student tracking systems, all were potential problems for YRE programs.

3. Building maintenance was more difficult when students were in the building all year. Major maintenance projects needed to be revised to deal with this issue.

4. Child care problems frequently arose in families that avail themselves of this service.

5. Family lifestyle changes. YRS programs occasionally interfered with traditional family activities, especially where families had children on different calendars.

6. Summer-oriented businesses, such as day camps and amusement parks depend on three summer vacation months for the bulk of their revenue.

7. Support service staff, such as cafeteria workers, bus drivers, and clerical staff found it difficult to adjust to year-round schedules. Professional development opportunities were frequently impacted as well.

8. Instructional materials frequently were developed for nine-month academic years, and were not suited for year-round calendars.

9. Resistance to change was probably the biggest obstacle to successful implementation of a year-round calendar.

Some observations of teachers and parents about YRS:

1. 84% of the teachers in the program preferred to teach in a year-round school.

2. 76% of the teachers felt that students in a year-round school had a more positive attitude about school.

3. 73% of the teachers felt that students seemed to learn more on a year-round schedule.

4. 68% of the teacher believed that changing to year-round scheduling encouraged educational improvement.

5. 83% of the parents with children in year-round schools were happy with the program.

6. 78% of the parents had an overall positive evaluation of the program.

7. 89% of the parents believed that their child had the same or better opportunity to learn under the program.

8. 83% of the parents had not found it difficult to adjust their family schedule to the year-round schedule.

9. 38% of the parents with children on different schedules, however, found this to be an inconvenience.

This study described the cost savings that became apparent when after fourteen years a "year-round" suburban school system of over 100 schools made the decision to revert back to a traditional nine-month calendar in 1988. Jefferson County Schools in suburban Denver, CO. had been on a multi-track year-round calendar since the mid-70's, the primary reason being to relieve overcrowding through increasing the capacity of buildings and save building costs. No savings in operating costs were expected. In fact there was considerable discussion and concern for the increase in costs that would be required to put on a full staff to keep the building open an extra three months of the 252 day school year.

Principals and teachers became aware over the years that there were savings in operating costs which accrued as they expanded the capacity of their buildings to serve children in new communities without schools. For each two schools on a year-round calendar, the district gained the capacity of third school free. At a future date when the "phantom schools" became real buildings on a traditional calendar, they not only required the 100% start-up costs but they required 60% to 100% more operating funds in many areas, such as transportation, supplies, and services. However, during the 14 years on the multi-track system, no record of reduction in operating costs per pupil achieved by YRS was ever acknowledged by the local board of education.

Once the new schools were opened, the district noticed immediate increased costs of operation in each elementary school of about $260,000, in each junior high about $700,000, and in each high school about $1,000,000.

Dependent variable for this study was the cost of operating year-round schools versus the cost of operating new schools on a traditional calendar.

All in all, over $87.7 million was spent in bond funds for new construction. $20 million was spent from capital reserve for new construction as well. Increased operating costs for the new schools totaled $6.6 million. Flat grants and phase-in costs to the new schools totaled $1.88 million. Total expenditure for Jefferson County to convert to a traditional calendar was $116,180,000 through the end of the first year.

Balanced against this was the estimated $3.56 million saved per year on the last 20 year-round schools. If these funds had been identified and paid to teachers in the year-round schools as salary to teach during the intersessions there would have been enough money to pay each of the 900 YRS teachers an extra $4,000 in salary. Unfortunately for all, the opportunity was lost.

Although a year-round calendar was implemented in the South Bay Union School District (CA) for the purposes of relieving overcrowding, this study was conducted to determine the impact of the modified calendar on the academic achievement of third grade students in eight elementary schools in the district. A statistical analysis was conducted comparing mean- score gains on the Comprehensive Test of Basic Skills (CTBS) between 1989 and 1990, using scores of third grade students (N=525) in six YRE schools and two traditional calendar schools. Four subgroups were identified: two schools in their third year of YRE, two schools in their second year of YRE, two schools in their first year of YRE, and two traditional calendar schools.

Dependent variable for this study was academic achievement, derived from scores of third grade students from the Comprehensive Test of Basic Skills (CTBS), Form U, administered in May, 1989 and May, 1990. Data were entered into a computer and analyzed using a statistical analysis software program, Number Cruncher Statistical Systems (NCSS 4.2).

Using ANOVA, a significant difference (at significance level 0-5) between pre and post tests was demonstrated by all eight schools in the, study. Using ANOVA, ANCOVA, and Fishers' Least Significant Difference analyses, a consistent pattern was found throughout the observations. As a group, YRE schools showed significantly greater mean score gains than the traditional calendar schools. However, mean score gains were greater in the first and second-year YRE schools than in the third-year YRE school. In fact, the traditional calendar schools showed a slightly higher, although not significantly different, mean score gain than the third-year YRE schools. In examining the impact of potential covariates, it was determined that the number of years a student was in attendance in YRE was not significant.

Drops occurred. Because of the drastic differences from the other three schools and comparison sites, the data for this group were questioned.

In absentee rates, attendance rose only slightly in all YRE schools in the study. Teacher absences, however, rose .6% - 1.8% in all four schools. Data showed that absentee rates correlated with level of teacher satisfaction, suggesting that the teachers who experienced some dissatisfaction with the program were mostly located at one school.

Parent satisfaction with the program showed that all schools had a majority of parents who were satisfied with the program.

School capacity increased by 20% in three of the four schools, and 9% in e fourth, Hiawatha. Hiawatha had previously announced to their district at they would use the incentive to reduce class size, reducing the increase in enrollment.

Teacher salaries did increase 18%-20% in all schools. Not surprisingly, % of the teachers did not want to revert to a nine-month calendar with a new-month salary.

Overall, the experiment was deemed successful. Overall achievement 3res did not drop, compared to other scores in the comparison schools, and school officials anticipated a rise in the next years, based on research that may not improve for four years (Shephard & Baker, 1977).

This dissertation showed that the implementation of multi-track year-round school programs varied according to school specific factors. The study also documented how a policy that relied on rather straightforward decisions resulted in complex consequences across different sites. Surveys were distributed to teachers in four schools in San Diego, one of the true bastions of YRS in California.

Teacher attitudes about the quality of classroom environment and educational program were identified as the dependent variable.

Although the rhetoric of policy planners painted the multi-track year-round system as a solution for overcrowded school facilities, it did so, according to respondents, at a cost to the classroom environment and 2ducational program. Teachers felt strongly that their needs for adequate and dependable space to accomplish their professional goals were not being met. Overall, the feeling of survey respondents was negative toward year-round school programs, especially of the multi-track variety.

Ingle, M. (1991). Planning for year-round education. Unpublished manuscript. Hendersonville, NC: Hendersonville City School System.

In 1991 the Hendersonville City School System implemented a plan for operating a year-round calendar school-within-a-school as a part of their educational program in grades K-6. This plan was touted to parents as an option between a traditional calendar year, with summer for remediation, and a modified 45-15 single-track school, where remediation or enrichment could take place during the breaks (intersessions) between quarters. A survey was sent out to parents to determine the level of interest. Based on the responses and questions, a preliminary plan was developed and the modified calendar school- within-a-school was opened in fall of 1991.

Dependent variables in this study were parent attitudes and student attendance.

Based on the responses of parents wanting to enroll their children in the K-6 program, the following parents responded as being "very interested" or "interested": 182 parents were very interested, and 142 parents were interested. This accounted for over 40% of the students in the school attendance zone where the program was being implemented. This response was found to be significant.

NOTE: The school system recently consolidated with the surrounding county school system, and the year-round calendar program has increased to include a total year-round elementary school, and two year-round schools within-schools, an elementary and a middle school. Both of the latter enroll between 40% - 50% of the students in the school in the volunteer year-round program. Attendance at the year-round schools has increased since the implementation of the program.

This study focuses on a school identified in another study, Crockett Intermediate School in Conroe TX The pilot program at Crockett was begun primarily to determine the impact of a year-round school calendar on the retention of learning by sixth grade students. Information was also gathered to determine the effect of a year-round program on other factors, such as discipline, attendance, morale, vandalism and operational costs. An experimental group of 54 students (1/4 of the total enrollment of the sixth grade) participated in the year-round on a voluntary basis. The control group of the other 3/4 of total enrollment followed the traditional September - June calendar.

Achievement test results for both groups were measured. and analyzed. In addition, teacher grades were measured and analyzed. Other data collection and recorded included attitude surveys of students, parents, and teachers, student and teacher attendance records, student discipline and vandalism records, and cost expenditure or savings.

According to scores on the California Achievement Test, the YRE students showed seven more months of growth in reading, and four more months of growth in math over one school year.

On average, the YRE students demonstrated more appropriate behavior than their traditional counterparts. The average number of discipline referrals for YRE students for the year was 1.82 as opposed to 3.73 for students on the traditional calendar. There were 8% more YRE students on the conduct honor roll. Vandalism did not appear to be significantly altered. Attendance figures for the two students groups were virtually identical. YRE teachers were present an average of 3 more days than the traditional calendar teachers. Surveys of parents in the YRE program indicated that they were more satisfied with their child's education. (94% to 88%). Cost of administering the program was $15,000, the amount projected. No cost savings were realized during the first year.

Description:

The independent accounting firm of Price Waterhouse, Inc. was engaged to assist the Cherry Creek, CA School District in identifying cost differences between year-round education (YRE) and nine-month education

(NME) in their elementary schools. The firm was appointed to perform two major objectives:

to develop an unbiased, third-party report for measuring cost differences between the two calendars;

to present the conclusions to the District's administration as a beginning point for discussion on the financial benefits of YRE.

A cost model was developed by the firm that included interviews with district personnel and examination of financial reports and other data. An interesting dimension to this cost analysis is the inclusion of cost avoidance statistics as well as cost savings statistics. Cost avoidance data are not commonly found in such reports and are rarely mentioned except as hindsight in summary reports

The scope of the study was limited to certain fixed costs, e.g., physical facilities and various operating costs, which are spread over a constant student population, thereby reducing annual fixed costs per student. The study does not analyze variable costs, such as instructional costs and student supplies; however one of the assumptions in the cost model is that such costs tend to remain fairly constant on. a per student basis.

The study found that an overall cost savings would be achieved by implementing three multi-track YRE schools that would house as many students as four NME schools, thereby saving the construction and operating costs of one NME facility. These numbers were based on a YRE school that could serve 800, students in the same size facility as a NME school that could serve 600 students. Estimated square footage for either school is 55,000 ft2. Total capital cost of such a school was estimated at $4.5 million, based on current construction costs in nearby school districts.

Operational costs were calculated using district-provided information. Utilities and custodial costs for the individual schools in the district were individually identified. Maintenance related costs were allocated to each school using square footage and acreage information provided by the district.

The estimated amount of annual capital costs avoided was determined to be $430,000. This was derived by spreading the cost differential of building one less school per 2,400 students ($4.5 million) over 20 years at 7.28% interest, the life and interest rate agreed upon in the terms of the District's 1990 bond election.

The estimated annual operating costs saved was determined to be $235,000. This figure was arrived at as the average operating cost of one of the District's elementary school buildings.

These cost avoidance and savings figures are calculated for 2,400 students. As enrollment grows, so will the savings.

Description:

This article summarized a study done in the San Diego Unified School District, where 34 elementary and 3 middle school on YRS calendars. Of the 37, at some point since 1972, 29 chose single-track calendars as a strategy for improving the educational program for children.

Variables

Between 1984 and 1990, the school district tested grades three and six with the California Assessment Program (CAP) and grade five with the California Test of Basic Skills (CTBS). The results were reported as scaled scores for grades three and six and percentile ranks for grade five. For purposes of this study, there was considered no significant difference in comparisons between traditional and YRS calendar schools when both the difference in the scaled score change was 2.0 or less, and the difference in the percent of objectives achieved was 10% or less.

Year-round schools exceeded traditional schools in the degree of achievement of CAP and CTBS objectives in each subject (reading, language and math) at each grade level (grades 3,5 and 6) and at each testing interval (6-3-1 years for CAP and 8-4-1 years for CTBS) over the period 1982-1990, with one exception (language, grade 5 at the one-year interval). Year-round schools were most successful overall in math at grade 3. There was no significant difference in grade 6 reading or grade 5 language. The aggregate average scaled score change in the 9 comparisons at the full testing interval was +64.8 for traditional and +124.4 for year-round. The aggregate average scaled score change in the 9 comparisons at the mid-testing interval was -45.5 for traditional and -33.4 for year-round schools. the aggregate average scaled score change in the 9 comparisons at the one-year testing interval was -26.3 for traditional and +1.8 for year-round.

Study No. 49

New Orleans Public Schools. (1992). Extended year 12ilot: the first year. New Orleans, LA: New Orleans Public Schools.

This study was done after one year of the extended year pilot program at two elementary schools in the New Orleans Public Schools. The school year had been extended to 220 days to cut down on the failure rate of students in high risk groups at Lockett and Moton schools. Lockett school has a student population of 729 and a staff of 65. Moton school has a student population of 756, and a staff of 69.

Percent of staff attendance, percent of pupil attendance, suspensions, and expulsions were used as comparison data between the last year of the traditional calendar and the first year of extended year-round calendar. No test data were available.

Lockett school reported an increase of 1.5% in staff attendance, 2.1% increase in pupil attendance, a decrease of 24% in suspensions (50 to 38), and a decrease of 75% (8 to 2) in expulsions. Moton school reported no change in staff attendance, 2.3% increase in pupil attendance, and a reduction of 49% (87 to 45) in suspensions.

This study compared the math achievement scores of two homogeneous classes of gifted and talented sixth grader, with one group attending year-round school (N=22) and the other group following the traditional school calendar (N=26). Both groups were taught the same prealgebra math program in the 1591,92 school year, and data were gathered using two tests, one at mid-year and one at end-of-year.

Academic achievement, using math test scores, was the only variable examined in this study.

At mid-year, the students in the traditional calendar program outscored their counterparts in the year-round calendar program. However, by the end of the year the year-round calendar students outscored the traditional calendar students. Additionally, the year-round students' scores remained constant during the year, while the traditional year students' scores experienced a sharp rise at mid-term and a sharp decline at the end of the year, At the end of the year, the difference in scores was not statistically significant, leading to a conclusion that there was no statistically significant difference in the math achievement of the two groups. The consistency of year-round students scores did indicate that there might have been a more steady learning process in the year-round calendar program.

This review of studies examined studies completed since 1985 on the relationship between year-round education and student achievement. The author referred to several studies completed before 1985, all of which are cited elsewhere in this paper, and posed possible reasons for the early mixed reviews on YRE as it relates to student achievement. For the purposes of the study data were collected from two groups;

The criterion for selection in the post-1985 group was as follows:

-the YRE program must have been in place at least two years;

-a minimum of three testing points must have been employed;

-a comparison group must have been present.

The criterion for selection in the post-1985 group H was as follows:

-they contained interesting and relevant information, but did not include all of the three criteria listed in group 1.

Variables:

The dependent variable for this study was academic achievement, as derived through student assessment scores.

Results:

Overall, the results of the 13 studies favored the year-round education programs. Ten of the studies favored year-round education; seven of the ten found results between year-round and traditional programs that were statistically significant. In the remaining studies, statistical significance was not reported and/or the results were inconclusive.

Three of the studies reported subgroup results. Two studies reported results for Chapter I students (California Orchard Plan and Oxnard) and one reported result for Spanish-speaking students (San Ysidro). The results suggested that the educationally-disadvantaged (Chapter I) year-round students benefited more than their traditional-calendar counterparts. Results for the Spanish-speaking students were inconclusive.

Of the studies that included both single-track and multi-track programs, only two reported for single-track and multi-track programs separately (San Diego and State of California). In one study, students in the single-track programs generally outperformed students in the multi-track programs; in the other study, results were mixed, with multi-track schools outperforming single-track schools at some grade levels.

Comparison groups ranged from carefully matched samples to using the average scores of all students at a grade level. One study reported longitudinal information for before- and after- implementation of a year-round program (Utah), Another study used state norms for comparison purposes (Oxnard).

Four of the studies used cohort analysis rather than., or in addition to, cross-sectional analysis. Three of the four favored year-round programs over the traditional programs, The fourth had no comparison group.

Overall, the results of this review presented no particular significant advantage of year-round programs in boosting academic achievement. These results are consistent with most previous research that reported no significant achievement disadvantages associated with year-round programs.

The reviewer expected to be able to identify particular sets of conditions that contribute to or explain the generally positive academic results in year-round schools. Even so, varied as the studies were in methodology, population studied, and duration of study, there is a cautious affirmation for school systems examining YRE as a means of increasing student performance.

This study examined the social adjustment that students, parents, and public school personnel make when changing from traditional calendars to multi-track year-round calendars. School policymakers are aware that organizational change precipitates conflict. It is theorized that such changes precipitated by the planning and implementation of a multi-track year-round calendar resulted in conflict between and within the many social groups affected by the change. Accommodation to the new calendar was dependent upon cultural issues from the outside and organizational issues from the inside. This study asks the question: is it possible that conflict brought upon by the implementation of year-round calendars is likely to dissipate over time as the change becomes more institutionalized?

Data were collected via electronically scannable survey forms in the following social adjustment categories: physical considerations, personal considerations, student considerations, school personnel considerations, instructional considerations. Surveys were issued to students, parents, and school personnel in twelve (12) schools of various levels at varying stages of year-round school implementation. Four were operating YRE schools, four were converting to YRE, and four were exploring the option of moving to YRE.

For students and parents, data were reduced to three clean reliable factors: achievement, personal considerations, and school climate. For school personnel, the data were reduced to three clean reliable factors: achievement, school organization, and personnel /contract considerations.

It was found that students, parents, and school personnel had basically the same group of concerns in terms of year-round education. They were: (1 issues related to student achievement, (2) personal concerns, such as child care and vacations, and (3) school organization issues such as the number of combination grade classrooms and school schedule designs.

A second significant result was in the level of satisfaction with year-round calendars. For all groups, the length of time had a curvilinear relationship with satisfaction. When the length of time in YRE was between 0 - 2 years, satisfaction was high, After three years in YRE, all groups became less satisfied.

Study No. 56

This study , conducted by the California Educational Research Cooperative (CERC), was based on research on the fiscal impact of converting school sites from traditional nine-month calendar schools to year-round calendar operations. The primary research questions addressed were as follows: What public policy and district context factors bring year-round education to the top of the governance agenda? What management decisions shape the fiscal, educational, and political impact of year-round education? What are the cost/savings factors to districts considering conversion to year-round operations?

Six activities were undertaken as procedures in the study.

1. A comprehensive study of over 300 reports and research studies on YRE and numerous interviews with knowledgeable practitioners and state policymakers were conducted.

2. A YRE cost model was developed and computerized in consultation with and in cooperation with CERC members and staff. It is as

3. Data were collected in four school districts - three CERC member school districts and another in northern California.

4. The research team identified public policy and district context factors which drive year-round discussions, such as community values, community beliefs, community and district educational goals, rapid growth of the district, changing ethnographic characteristics within the school district and community.

5. Key management decisions influencing cost/savings were identified, such as calendar selection, facility utilization, implementation period, class size, staff utilization, transportation, program design, and allocation of instructional materials.

6. Results were analyzed using a cost comparison profile.

Capital costs, e.g., capital improvements, relocatable leases, interest payments, broker fees, furnishings, construction costs. Operations costs, e.g., salaries, benefits, maintenance, textbooks and supplies, utilities, and transportation. Transition costs, e.g., facilities modification, staff development, air conditioning, consultants, and equipment. Revenue incentives included air conditioning, building modifications, planning, and equipment. All costs are interdependent, and all are affected by the conversion from traditional to year-round operations.

Differences in per pupil line-item expenditures on traditional calendars were collected and compared to per pupil line-item expenditures on year-round calendars at 18 school sites in California. These costs were then compared to the avoided costs of building a new facility. Possible savings and cost factors are described by range. Policy and district decision-making context was identified and discussed. Key management decisions having direct financial impact on the conversion from traditional to year-round calendar operations were isolated and used as a bases for the cost comparison analysis.

The bottom line figure showed that the range of potential costs or savings is so small that the study authors planned to refine the spreadsheet system to gain greater clarity. The range of total savings achieved in this study (per student per year) was from a low of $73.98 to a high of $201.89.

Study No. 57

Coleman, R.W., & Freebern, C.L. (1993). A comparative study of multi-track year-round education and the use of relocatables. San Diego, CA: The National Association for Year-Round Education.

This study compared costs of the adoption of a four-track year-round calendar with costs of using relocatables, (portable classrooms or trailers) necessary to accommodate the same number of students. The study further gave some guidance to school districts as to the variable costs that must be considered to give an accurate assessment of true costs of both options. To complete the study, business managers in six school districts in San Diego County were asked to project costs for their districts if it became necessary to provide classroom space for a growth in enrollment. The comparative study utilized a model school of 600 students with an average class size of 30, 20 classroom teachers, a media specialist, three special area teachers, a principal, a school secretary and a half-time clerk. The school's enrollment was then increased to 800, without changes in the existing programs, class size, content of the curriculum, total class hours per student, or district policy affecting cost.

Costs of implementing both options are divided into constant costs, increased costs, and cost savings.

Constant costs, regardless of the option chosen (year-round calendar or relocatables) are as follows:

1. Instructional staff cost per student.

2. Gardening.

3. Exterior building maintenance.

4. Books and supplies.

1. Personnel: the cost of administrative staff, special area teachers, certain clerical and custodial staff would increase from nine months to up to twelve months, depending on local decision.

2. Utilities.

3. Interior building maintenance.

4. Building modification, if needed.

5. Transportation.

Increased costs on the acquisition of relocatables are as follows:

1. Purchase price or lease price.

2. Site preparation.

3. Storage containers.

4. Restrooms.

5. Bond interest.

Cost savings of added income were more difficult to quantify, since most school districts do not keep records of money not spent. However, it was possible to extrapolate costs savings in the following areas.

1. State incentive funds.

2. Reduced student absences.

3. Reduced staff absences.

4. Reduced vandalism.

The study summarized the findings by setting some guidelines for achieving maximum cost-effectiveness in choosing the best option. When long-term enrollment was only slightly above recommended building capacity (that is, under 110%) then the use of relocatables was less expensive than converting to a four-track year-round calendar. As peak enrollment increased above 116%, however, the multi-track year-round calendar is the fiscally prudent choice.