Effects of Year-Round Schooling on Disadvantaged Students and the Distribution of Standardized Test Performance

Autor/in	Graves, Jennifer
Titel	Effects of Year-Round Schooling on Disadvantaged Students and the Distribution of Standardized Test Performance
Quelle	In: Economics of Education Review, 30 (2011) 6, S.1281-1305 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.04.003
Schlagwörter	Year Round Schools; School Effectiveness; Disadvantaged; Standardized Tests; Academic Achievement; African American Students; Hispanic American Students; Socioeconomic Status; Low Income Groups; Limited English Speaking; Longitudinal Studies; California + Suchen Sie Ihr Suchwort? Year round school; Year-round school; Year-round schools; Ganzjahresschule; Schuleffizienz; Standadised tests; Standardisierter Test; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kalifornien
Abstract	Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African American students. I find significant negative effects of multi-track year-round calendars on academic achievement for all subgroups examined, with only the limited English proficiency student subgroup producing unreliable estimates. Negative and significant results for another type of year-round calendar, single-track, are also found for the full sample of students and low socioeconomic status students. (Contains 27 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10