Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning.
The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year.
During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews.
The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
","abstract_html":"<p>Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning.</p> <p>The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year.</p> <p>During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews.</p> <p>The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.</p>","abstract_has_math":false,"creators":["Adams, Robin Lee"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-12-01T08:00:00Z","date_published":"2001-12-01T08:00:00Z","updated_at":"2026-07-24T02:18:50Z","subjects":["Year-Round Schooling","School Satisfaction Surveys","School Climate Surveys","School Calendars","Education","Educational Psychology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/92","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Adams, Robin Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1900-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2001-12-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Year-Round Schooling","School Satisfaction Surveys","School Climate Surveys","School Calendars","Education","Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1142/viewcontent/Adamsr113001.pdf","https://dc.etsu.edu/etd/92"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning.
The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year.
During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews.
The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
"]},{"key":"dc:title","label":"Title","values":["Stakeholder Beliefs, Satisfaction and Assessments of School Climate after Implementation of a Year-Round Calendar."]}]}],"canonical_facts":{"dc:creator":["Adams, Robin Lee"],"dc:date.available":["1900-01-01T08:00:00Z"],"dc:date.issued":["2001-12-01T08:00:00Z"],"dc:description.abstract":["Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning.
The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year.
During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews.
The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/1142/viewcontent/Adamsr113001.pdf","https://dc.etsu.edu/etd/92"],"dc:rights":["Copyright by the authors."],"dc:subject":["Year-Round Schooling","School Satisfaction Surveys","School Climate Surveys","School Calendars","Education","Educational Psychology"],"dc:title":["Stakeholder Beliefs, Satisfaction and Assessments of School Climate after Implementation of a Year-Round Calendar."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:18:50Z"}