What Can We Learn from the Data? Toward a Better Understanding of the Effects of Multitrack Year-Round Schooling

@inproceedings{Shields1999WhatCW,
  title={What Can We Learn from the Data? Toward a Better Understanding of the Effects of Multitrack Year-Round Schooling},
  author={Carolyn M. Shields and Steven Lynn Oberg},
  year={1999}
}
This study compares student academic and nonacademic outcomes between year-round and traditional calendar schools in a metropolitan district with 36% of its 31,500 elementary students in multi-track year-round schools (YRS). A regression analysis taking socioeconomic status into consideration showed, over 6 years, 4% of YRS scores and 21% of traditional school scores below their respective state predicted ranges. No significant differences in nonacademic outcomes were found between the two… CONTINUE READING