ERIC Number: ED462742
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
An Analysis of 2000 API Scores for California Public Schools on Traditional and Year-Round Calendars at the Elementary, Middle and High School Levels.
Stenvall, John Theodore; Stenvall, Marilyn J.
Research was conducted to assess interpretation, implications, and significance of the 2000 Advanced Placement Index (API) scores for California public schools. Multiple regression models were developed from the statistics on each type of school at the elementary, middle, and high school levels using traditional, double-session, year-round single, three-, four-, and five-track calendars. Results show that schools on balanced calendars (single track) outperformed gains recorded for traditional calendar schools at all levels. Multitrack year-round schools on three-track and five-track calendars improved their APIs in year 2000 over year 1999. Four-track calendar schools gained over the year, but did not score higher gains than traditional calendar schools owing to the impact of limited-English-proficient (LEP) and socioeconomically (SES) disadvantaged students. Impaction is a significant factor that requires further study. Further research is also indicated in terms of programs, both curricular and parent-oriented, that would further ameliorate the effect of SES, LEP, and lunch programs. Three appendices containing data and calculations for peer review are available upon request. (RT)
Descriptors: Academic Achievement, Educational Testing, Elementary Secondary Education, Public Schools, School Schedules, Student Placement
National Association for Year-Round Education, Post Office Box 711386, San Diego, CA 92110. Tel: 619-276-5296; Fax: 858-571-5754; Web site: http://www.nayre.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Association for Year-Round Education, San Diego, CA.
Identifiers - Location: California