A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools

This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).

Grantor dc:publisher

University of North Texas

Year dc:date

2001

Author dc:creator

• Cole, Homer W.

Contributors dc:contributor

• Camp, William E.
• Holcomb, Terry L.
• Hudson, Johnetta

• Schedules, School -- Texas
• Elementary school administration -- Texas.
• TAAS
• academic achievement
• academic year
• year-round academic calendar

Statement dc:rights

• Public
• Copyright
• Cole, Homer W.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 47855100
https://digital.library.unt.edu/ark:/67531/metadc2810/
ark: ark:/67531/metadc2810

OAI identifier oai:identifier

info:ark/67531/metadc2810