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ERIC Number: ED533058
Record Type: Non-Journal
Publication Date: 2011
Pages: 287
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-8264-2
ISSN: N/A
Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas
Pedersen, James M.
ProQuest LLC, Ed.D. Dissertation, Seton Hall University
The purpose of this study was to analyze student academic performance data from year-round calendar high schools across the United States in comparison to those of traditional calendar high schools within the same states. This study sought to determine if the mean passing scores of students for the last three academic years in four important subgroups of total school population, students who receive special services, English Language Learners, and children from low socioeconomic backgrounds, were significantly different from the mean passing scores of students from the same subgroups who attend schools with traditional calendars. The student and school data used for this study were collected from only documented public, noncharter, high schools that operated on a 12-month, year-round calendar in the United States during the years of 2007-2010. These 26 high schools in the three states of California, Illinois and Texas were then similarly matched with 26 schools from traditional, 10-month-calendar high schools. This study implemented a Causal-Comparative Design using Independent Samples t-tests to compare the 26 year-round schools to the 26 traditional calendar schools. The results of this study showed no statistical significance regarding the p-values of each subgroup from each state for math and language arts. These results also revealed that, across all three states and in all four subgroups, traditional calendar high schools consistently outperformed their year-round peers in math and language arts from the academic years of 2007 to 2010. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Illinois; Texas