NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED540421
Record Type: Non-Journal
Publication Date: 2011
Pages: 166
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2673-1557-1
ISSN: N/A
A Mixed Methods Study of the Effects of a Modified High School Calendar on Student Achievement and Teacher Perceptions
Watrous, Lorena Harper
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this mixed-methods explanatory case study was to determine the impact of a reduced school calendar on student achievement for students in grades 9 through 12 in two rural school districts in Virginia and to explore meanings associated with this change. The study focused on two research questions: how does student performance during a shortened school year differ from student performance during a traditional school year for students in grades 9 to 12 at Lancaster County and Northumberland County Public Schools in Virginia, and how does teacher use of time in the shortened school year differ from teacher use of time during a traditional school year for teachers in Lancaster County and Northumberland County Public Schools in Virginia? Archived Virginia Standards of Learning (SOL) pass rate data for English, mathematics, history, and science were compared with the number of instructional hours for five traditional school years, 2004-2009, and one shortened school year, 2009-2010 for each of two high schools. Correlational analysis of pass rate data was followed by interviews of 20 teachers who taught some of the classes being analyzed. The findings of the study revealed one statistically significant relationship between instructional hours and history pass rates at one school when all six years were compared. Additional findings revealed that teachers' time management was a factor in successfully implementing the shortened school calendar. Results also revealed little to no correlation between a shortened school calendar and student achievement as measured by the Virginia SOL assessments. Insights on academic learning time and how time in school is managed may be useful for future calendar planning. [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; Grade 10; Grade 11; Grade 12; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia