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Cooper, Harris; Valentine, Jeffrey C.; Charlton, Kelly; Melson, April – Review of Educational Research, 2003
Synthesizes studies of the effects of modifying the academic calendar in grades K-12 to do away with the long summer break without increasing the length of the school year. Findings show that evidence on such modification is weak, but that modified calendars are associated with higher achievement for economically disadvantaged students. (SLD)
Descriptors: Academic Achievement, Community Attitudes, Economically Disadvantaged, Elementary Secondary Education
Peer reviewed Peer reviewed
Cooper, Harris; Charlton, Kelly; Valentine, Jeff C.; Muhlenbruck, Laura – Monographs of the Society for Research in Child Development, 2000
Used meta-analytic and narrative procedures to integrate results of 93 evaluations of summer school. Found that summer programs focusing on remedial or accelerated learning or other goals impacted positively on participants' knowledge and skills. Middle class students showed larger positive effects than disadvantaged students. Remedial programs…
Descriptors: Academic Achievement, Age Differences, Comparative Analysis, Compensatory Education
Peer reviewed Peer reviewed
Cooper, Harris; Nye, Barbara; Charlton, Kelly; Lindsay, James; Greathouse, Scott – Review of Educational Research, 1996
A review of 39 studies indicates that achievement-test scores decline over summer vacation. Meta-analysis results from combining the 13 most recent studies indicate that the summer loss equals about one month on a grade-level equivalent scale. Discusses implications for school calendar changes. Contains 68 references. (SLD)
Descriptors: Academic Achievement, Achievement Tests, Elementary Education, Elementary School Students