Busting the Myths about Year-Round School Calendars: "Balanced" Calendars Have No Academic Benefit

Autor/inn/en	von Hippel, Paul T.; Graves, Jennifer
Titel	Busting the Myths about Year-Round School Calendars: "Balanced" Calendars Have No Academic Benefit
Quelle	In: Education Next, 23 (2023) 2, S.32-39 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Year Round Schools; Achievement Gains; Academic Achievement; COVID-19; Pandemics; Misconceptions + Suchen Sie Ihr Suchwort? Year round school; Year-round school; Year-round schools; Ganzjahresschule; Achievement gain; Leistungssteigerung; Schulleistung; Missverständnis
Abstract	After millions of American schoolchildren fell behind during the COVID-19 pandemic, some states and school districts are looking at year-round school calendars as a way to recoup lost learning. Typically, year-round calendars don't increase learning time but rather spread school days more equally across 12 months, with a shorter summer vacation and longer breaks throughout the year. Year-round calendars are often presented as a novel approach to accelerate student learning. But they have been tried and tested for over 50 years, and rigorous research on nearly one thousand public schools in the United States has found that they don't raise academic achievement. Meanwhile, they needlessly complicate life for working parents and teachers. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01