Date of Award
2000
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Angela M. Sewall
Abstract
With Arkansas ranking among the lowest in student achievement across the nation, the cry for reform and accountability in our public school system is growing. There is a vast array of reform efforts taking place in the 310 school districts across this state. One such effort is that of year-round education. At the onset o f the study, five school districts had implemented year-round education within their districts. That number is growing. To determine if year-round education provides a valid reform effort, the study was conducted. The study statistically compared year-round education students to their traditional calendar school counterparts. The Stanford Achievement Test Ninth Edition was used to examine fifth grade NCE scores of year-round education students and demographically comparable traditional calendar students. Using ANOVA these reading and math achievement scores were examined to determine if a statistically significant difference existed in between the two types of schools and if student achievement changed as a function of the type of school over time. Additionally, the study examined achievement over time to look for trends in the year-round education program. The study indicated that year-round education students outperformed their traditional calendar counterparts at a statistically significant level in both reading and math. No determination of significance could be established over time. However, when an interaction between the type of school and the time period examined were analyzed, a statistically significant interaction was noted in the area of math. Year-round education has been implemented across the nation for various reasons. In Arkansas the purpose of implementation was to improve student achievement. The study offers research on year-round education in Arkansas to guide decision makers concerning one reform effort in this state.
Recommended Citation
Hardy, Terri, "A Comparison of Reading and Math Achievement Scores Between a Single-Track Year-Round Education School and a Traditional Calendar School; Implications for Administrators" (2000). Theses and Dissertations. 16.
https://research.ualr.edu/etd/16
