ERIC Number: ED350739
Record Type: RIE
Publication Date: 1992-Aug
Reference Count: N/A
Effects of the Year Round School Calendar on Gifted and Talented Students.
This study compared the academic math achievement of two homogeneous classes of gifted and talented sixth graders, 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 pre-algebra math program in the 1991-1992 school year, and data were gathered using a mid-year competency test and an end-of-year competency test. Results indicated that the traditional school students outscored the year-round students at mid-year. However, by the end of the year it was found that the year-round students slightly outscored the traditional school students. The year-round students' scores remained constant throughout the year, while the traditional school students' scores had a sharp rise at mid-term and a sharp drop at the end of the year. However, the difference at the end of the year did not compute to be a significant difference. The paper concludes that there was no significant difference in the sixth grade math achievement of gifted and talented students attending school year-round and traditional school year students, but the year-round school students' scores stayed more constant, which might indicate that a more steady learning process occurred with these students. (Contains 15 references.) (Author/JDD)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Sam Houston State University.