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Year-round school versus traditional...

Lindsay-Brown, Sandra J.

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Year-round school versus traditional school: The impact of academic calendars on student achievement at selected elementary schools in north central South Carolina.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Year-round school versus traditional school: The impact of academic calendars on student achievement at selected elementary schools in north central South Carolina./
作者:	Lindsay-Brown, Sandra J.
面頁冊數:	84 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3603.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421353
ISBN:	9781124200453

Year-round school versus traditional school: The impact of academic calendars on student achievement at selected elementary schools in north central South Carolina.
Lindsay-Brown, Sandra J.

Year-round school versus traditional school: The impact of academic calendars on student achievement at selected elementary schools in north central South Carolina. - 84 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3603.

Thesis (Ed.D.)--South Carolina State University, 2010.

This study examined the impact of that a year-round school calendar and a traditional school calendar may have on student achievement at selected elementary schools in North Central South Carolina. Specifically it investigated mean differences in academic achievement between elementary students at two year-round schools versus two traditional calendar schools using the Palmetto Achievement Challenge Test (PACT) data of fourth grade students in English Language Arts and Mathematics for the academic school year 2006--2007. This study further investigated academic achievement subgroups by gender, social ethnicity, and socio economic status students.

ISBN: 9781124200453Subjects--Topical Terms:

1035576
Education, Leadership.

Year-round school versus traditional school: The impact of academic calendars on student achievement at selected elementary schools in north central South Carolina.
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520 $a This study examined the impact of that a year-round school calendar and a traditional school calendar may have on student achievement at selected elementary schools in North Central South Carolina. Specifically it investigated mean differences in academic achievement between elementary students at two year-round schools versus two traditional calendar schools using the Palmetto Achievement Challenge Test (PACT) data of fourth grade students in English Language Arts and Mathematics for the academic school year 2006--2007. This study further investigated academic achievement subgroups by gender, social ethnicity, and socio economic status students.
520 $a A total of 256 elementary students were included in the study. 48% of students were enrolled at year-round schools and 52% of the elementary students were at traditional schools. Descriptive statistics was used to summarize the data for this study and Analysis Covariance was used to examine for mean differences as well as control for students' prior academic knowledge. The results found in comparison to year-round versus traditional school calendar in North Central South Carolina, no significant statistically differences in student achievement in English Language Arts and Mathematics. Adjusting the school calendar did not significantly advance academic achievement nor did the findings indicate significant increases in achievement by subgroups.
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