Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time
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Abstract
In an era of high-stakes testing, accountability, and ever-changing programs and initiatives, our education system fails to make adjustments to meet the needs of specific student groups and continues to function in the same format used for decades. The purpose of this study was to reveal how English Language Learners (ELLs) and students who qualify for free and reduced lunches (F&RLs) and who participated in the extended calendar model differ in English Language Arts (ELA) and mathematics achievement versus similar students who participated in the traditional calendar model. Through the duration of 2011-2018, students were either a part of the extended calendar or the traditional calendar. Furthermore, this study provides a descriptive analysis of the extended calendar intervention in one school located in a district considered an urban/suburban setting within the Kansas City, Missouri metro area. The data were compiled over the duration of 2011 through 2018 whereas the intervention of the extended calendar model began in 2015. This study provides the mean difference between academic achievement in English Language Arts and math for students who participated in the extended calendar model versus students who participated in the traditional calendar model. The most important variable distinguishing between the two calendar models is the amount of time spent engaged in learning. The researcher hopes this study will help to inform and provide useful data regarding student achievement when the gift of additional learning time is afforded to students.
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Chapter one -- Review of literature -- Methodology -- Results -- Discussion
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Ed.D. (Doctor of Education)