Long-Term Student Achievement of Students Attending a Year-Round School and a Traditional Calendar School in One Urban School Division in Virginia
Year: 2014
Type: article
Study design: Observational Study
Abstract: The purpose of this study was to compare the reading and math performance of students who attended a year-round elementary school to the performance of students who attended a traditional calendar elementary school in one small urban school division in Virginia. As a part of the study, the performance of these students was also examined as they transitioned into the same traditional calendar middle school to determine if year-round education had long-term effects on student achievement. Analysis of Virginia Standards of Learning (SOL) raw score data was used to determine the level of performance in reading and math for the students in grades three through eight.
Author: April M. Bruce
Institution: University of Lynchburg
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2501824603