Date of Award

8-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Robert C. Siebert

Second Supervisor

Adam L. Rockman

Abstract

The purpose of this quantitative study was to compare the academic growth and proficiency in mathematics among a population of primarily low-socioeconomic students in a year-round school calendar at The Equity Project (TEP) charter school through comparison of year-round education student group and traditional education student group. Using a quasi-experimental design, an independent samples t-test and one sample t-test were used to compare the academic growth of the two student cohorts at TEP. Results for the fifth and sixth grade cohorts attending a year-round calendar supported a significant and positive impact using proficiency and growth as a measure of success; whereas results for the seventh and eighth grade cohorts attending under a year-round calendar were mixed. Overall, the results supported a significant difference between year-round education compared to traditional education when using proficiency and growth as a measure of success. The study brings awareness to the potential positive impact of calendar reform, particularly among low socioeconomic status students, reducing the achievement gap that has been evident throughout academic history. The recommendations for future research include: expanding the research to include different year-round school calendar public and private institutions, comparison of TEP and all traditional calendar schools within District 6, comparison of two schools that are aligned with the same state standards, a qualitative study to determine opinions and perceptions people have who are involved with calendar reform schools. The recommendation for practice is year-round calendar reform for institutions and districts that serve a high percentage of students from low-socioeconomic backgrounds.

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