Date of Award
12-23-2014
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Sharon Byrd Collins
Abstract
This study was designed to examine the impact extended year education versus traditional year calendars for African American males and females located in a Southern state school district. The school district consists of approximately 26,000 students and thirty elementary schools. The district has 27 of the elementary schools operated as traditional schools and three were operated as extended year education schools. The study only used a small number of the schools within the district. The study utilized the casual-comparative design with an ANCOVA statistical method to determine the differences between an extended versus traditional year models and students who took the Stanford Achievement Test, Tenth Edition (SAT 10). The population included eighteen female and twenty-two male students in the extended year school and 190 students in the traditional year school program. The key findings of the study were that (1) both African American males and females are averaging slightly higher test scores on the SAT 10 in year round schools (2) African American females are performing better than African American males on the SAT 10 in reading in extended year schools and (3) African American males are showing higher gains in math at traditional year schools.
Recommended Citation
Williams, Sophia Yvonne, "A Comparative Study of the Impact of Extended Year Education Versus Traditional Year School Calendars in Reading and Mathematics in a Cohort of Low Socio-Economic African American Students" (2014). Theses and Dissertations. 537.
https://research.ualr.edu/etd/537
