Balanced School Calendar and its Effects on Student Achievement in Two Rural Georgia Schools

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.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2007

Author dc:creator

• Jackson, Ernestine R.

Contributors dc:contributor

• Charles Reavis
• Abe Tekleselassie

• ETD
• Index term
• Academic achievement
• Balanced calendar
• School schedules
• Year round schools

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/301

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1301