part of the Education Reform Networks
The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes
This review synthesizes studies of the effects of modifying the academic calendar in Grades K-12 to do away with the long summer break while not increasing the length of the school year. The synthesis indicated that the quality of evidence on modified calendars is poor. Within this weak inferential framework, the average effect size for 39 school districts was quite small, d=.06, favoring modified calendars.
Contributor: Cooper, H., Valentine, J. C., Charlton, K., & Melson, A.
Date Published: Spring
Journal/Secondary Title: Review of Educational Research
This resource is cataloged under:
More like this one