Restructuring the school calendar has been investigated by school districts as a possible way to increase student achievement in order to meet the standards of higher accountability. In order for districts to make sound and informed decisions about year-round schools and to evaluate the effectiveness of calendar differences; educators and administrators need to review the research on this subject. However, the research on year-round schools (YRS) can be misleading, biased, and inconclusive. While increased student achievement would arguably be of importance when researching YRS; demonstrating and reporting student achievement can be challenging.
This study will investigate the academic achievement in year-round and traditional schools in Chicago, Illinois. This study is designed to determine if there is a difference in student achievement between year-round schools and traditional calendar schools as demonstrated on the Illinois Standards Achievement Test (ISAT). This study matches 39 year-round schools in Chicago, Illinois, with 39 traditional schools that have student populations with similar geographic locations, socio-economic status, and ethnic backgrounds. The purpose of the study is to determine if the academic achievement of students in year-round schools is different than the achievement of students schooled on a traditional school calendar. Specifically, passing percentage averages in reading and math for third grade students will be compared between the 78 schools for the 2008-2009 school year. Subgroups of low-income and minority student achievement will also be examined in both types of schools.
","abstract_html":"<p>Restructuring the school calendar has been investigated by school districts as a possible way to increase student achievement in order to meet the standards of higher accountability. In order for districts to make sound and informed decisions about year-round schools and to evaluate the effectiveness of calendar differences; educators and administrators need to review the research on this subject. However, the research on year-round schools (YRS) can be misleading, biased, and inconclusive. While increased student achievement would arguably be of importance when researching YRS; demonstrating and reporting student achievement can be challenging.</p> <p>This study will investigate the academic achievement in year-round and traditional schools in Chicago, Illinois. This study is designed to determine if there is a difference in student achievement between year-round schools and traditional calendar schools as demonstrated on the Illinois Standards Achievement Test (ISAT). This study matches 39 year-round schools in Chicago, Illinois, with 39 traditional schools that have student populations with similar geographic locations, socio-economic status, and ethnic backgrounds. The purpose of the study is to determine if the academic achievement of students in year-round schools is different than the achievement of students schooled on a traditional school calendar. Specifically, passing percentage averages in reading and math for third grade students will be compared between the 78 schools for the 2008-2009 school year. Subgroups of low-income and minority student achievement will also be examined in both types of schools.</p>","abstract_has_math":false,"creators":["Winkelmann, Andrea Therese"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:08Z","subjects":["Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/114","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Winkelmann, Andrea Therese"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:08:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/114"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Restructuring the school calendar has been investigated by school districts as a possible way to increase student achievement in order to meet the standards of higher accountability. In order for districts to make sound and informed decisions about year-round schools and to evaluate the effectiveness of calendar differences; educators and administrators need to review the research on this subject. However, the research on year-round schools (YRS) can be misleading, biased, and inconclusive. While increased student achievement would arguably be of importance when researching YRS; demonstrating and reporting student achievement can be challenging.
This study will investigate the academic achievement in year-round and traditional schools in Chicago, Illinois. This study is designed to determine if there is a difference in student achievement between year-round schools and traditional calendar schools as demonstrated on the Illinois Standards Achievement Test (ISAT). This study matches 39 year-round schools in Chicago, Illinois, with 39 traditional schools that have student populations with similar geographic locations, socio-economic status, and ethnic backgrounds. The purpose of the study is to determine if the academic achievement of students in year-round schools is different than the achievement of students schooled on a traditional school calendar. Specifically, passing percentage averages in reading and math for third grade students will be compared between the 78 schools for the 2008-2009 school year. Subgroups of low-income and minority student achievement will also be examined in both types of schools.
"]},{"key":"dc:title","label":"Title","values":["A Comparative Study of Year-Round and Traditional Calendar Schools in Chicago"]}]}],"canonical_facts":{"dc:creator":["Winkelmann, Andrea Therese"],"dc:date.available":["2016-03-31T17:08:00Z"],"dc:description.abstract":["Restructuring the school calendar has been investigated by school districts as a possible way to increase student achievement in order to meet the standards of higher accountability. In order for districts to make sound and informed decisions about year-round schools and to evaluate the effectiveness of calendar differences; educators and administrators need to review the research on this subject. However, the research on year-round schools (YRS) can be misleading, biased, and inconclusive. While increased student achievement would arguably be of importance when researching YRS; demonstrating and reporting student achievement can be challenging.
This study will investigate the academic achievement in year-round and traditional schools in Chicago, Illinois. This study is designed to determine if there is a difference in student achievement between year-round schools and traditional calendar schools as demonstrated on the Illinois Standards Achievement Test (ISAT). This study matches 39 year-round schools in Chicago, Illinois, with 39 traditional schools that have student populations with similar geographic locations, socio-economic status, and ethnic backgrounds. The purpose of the study is to determine if the academic achievement of students in year-round schools is different than the achievement of students schooled on a traditional school calendar. Specifically, passing percentage averages in reading and math for third grade students will be compared between the 78 schools for the 2008-2009 school year. Subgroups of low-income and minority student achievement will also be examined in both types of schools.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/114"],"dc:subject":["Educational Psychology"],"dc:title":["A Comparative Study of Year-Round and Traditional Calendar Schools in Chicago"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:55:08Z"}