{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1301"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1301","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Balanced School Calendar and its Effects on Student Achievement in Two Rural Georgia Schools","abstract":"This study analyzed the impact of the balanced calendar on reading, English/language arts, mathematics, social studies, and science achievement. Performance data on thirdand fifth-grade students enrolled in a school implementing a balanced calendar for three years were compared with the performance data on third- and fifth-grade students enrolled in a similar school utilizing the traditional calendar. The population in this causal-comparative study was third- and fifth-grade students in these two schools. The over-riding research question was: To what extent does a balanced calendar affect student academic achievement? Independent-samples t tests were conducted to determine statistically significant differences in reading achievement, English/language arts achievement, mathematics achievement, social studies achievement, and science achievement. The results indicated no statistically significant findings.","abstract_html":"This study analyzed the impact of the balanced calendar on reading, English/language arts, mathematics, social studies, and science achievement. Performance data on thirdand fifth-grade students enrolled in a school implementing a balanced calendar for three years were compared with the performance data on third- and fifth-grade students enrolled in a similar school utilizing the traditional calendar. The population in this causal-comparative study was third- and fifth-grade students in these two schools. The over-riding research question was: To what extent does a balanced calendar affect student academic achievement? Independent-samples t tests were conducted to determine statistically significant differences in reading achievement, English/language arts achievement, mathematics achievement, social studies achievement, and science achievement. The results indicated no statistically significant findings.","abstract_has_math":false,"creators":["Jackson, Ernestine R."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Charles Reavis","Abe Tekleselassie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-12-01T08:00:00Z","date_published":"2007-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Index term","Academic achievement","Balanced calendar","School schedules","Year round schools"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/301","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Charles Reavis","Abe Tekleselassie"]},{"key":"dc:creator","label":"Author","values":["Jackson, Ernestine R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Index term","Academic achievement","Balanced calendar","School schedules","Year round schools"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/301"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study analyzed the impact of the balanced calendar on reading, English/language arts, mathematics, social studies, and science achievement. Performance data on thirdand fifth-grade students enrolled in a school implementing a balanced calendar for three years were compared with the performance data on third- and fifth-grade students enrolled in a similar school utilizing the traditional calendar. The population in this causal-comparative study was third- and fifth-grade students in these two schools. The over-riding research question was: To what extent does a balanced calendar affect student academic achievement? Independent-samples t tests were conducted to determine statistically significant differences in reading achievement, English/language arts achievement, mathematics achievement, social studies achievement, and science achievement. The results indicated no statistically significant findings."]},{"key":"dc:title","label":"Title","values":["Balanced School Calendar and its Effects on Student Achievement in Two Rural Georgia Schools"]}]}],"canonical_facts":{"dc:contributor":["Charles Reavis","Abe Tekleselassie"],"dc:creator":["Jackson, Ernestine R."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["This study analyzed the impact of the balanced calendar on reading, English/language arts, mathematics, social studies, and science achievement. Performance data on thirdand fifth-grade students enrolled in a school implementing a balanced calendar for three years were compared with the performance data on third- and fifth-grade students enrolled in a similar school utilizing the traditional calendar. The population in this causal-comparative study was third- and fifth-grade students in these two schools. The over-riding research question was: To what extent does a balanced calendar affect student academic achievement? Independent-samples t tests were conducted to determine statistically significant differences in reading achievement, English/language arts achievement, mathematics achievement, social studies achievement, and science achievement. The results indicated no statistically significant findings."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/301"],"dc:subject":["ETD","Index term","Academic achievement","Balanced calendar","School schedules","Year round schools"],"dc:title":["Balanced School Calendar and its Effects on Student Achievement in Two Rural Georgia Schools"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}