School systems have always encountered trouble deciding whether or not to use a year-round education program. There have been studies on the effectiveness on this teaching schedule and most of the results are positive. Other investigations show that teachers themselves enjoy this schedule of learning since it allows them to interact with their students on a more continuous basis, and there is not a gap in curriculum due to summer break. However, students will still have time to rest and relax on the shorter breaks scattered throughout the year. One such study by Ballinger (1987) agrees that “students learn best by a continuous pattern of teaching, practice, reteaching, and more practice, until they finally grasp the concepts being taught”
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According to the “On Summer Loss” (n.d.), there are certain cases of retention loss that are dependent upon grade level and subject matters where students can lose up to two years of their education, and that is just in their first five years of instruction (“On,” n.d.). School officials are trying desperately to find solutions to this problem, and they believe that year-round education may be one of them. Year-round education will allow less times for students to forget curriculum, for there would be smaller periods of no instruction. Weaver (1992) comes to say that “The most popular YRE [year-round education] calendar is the 45-15 plan, where students attend school for 45 days and then go on vacation for 15 (para. 3). This is a very reasonable schedule because these fifteen day breaks can occur on any holiday or religious event that schools may need to set aside for families to participate in, and these breaks will also give students time to clear their head and relieve all the stress they had built up. Cooper (2003) concludes that there are three ways to combat summer learning loss: extending the school year, enforcing summer educational programs, or to modify the school calendar to accept year-round education (para. …show more content…
Both calendars have their pros and cons when dealing with which ones benefits the students better. Year-round Schooling (2004) maintains that “year-round schools can have more positive effects on students who are deemed at risk for academic problems, such as children from low-income families or other students who might typically be low performers in school (para. 10). Others believe that there has not been enough research done on the subject to prove any of these findings as significant, and there is no credible evidence to support this hypothesis. There are many other people who see the traditional school calendar as something that has worked so far and should not be deviated from. Still, there are a plethora of mixed opinions on whether or not year-round schooling is better than the traditional method. Chen (2014) provides evidence that year-round schools do present benefits that would not be available on a traditional schedule and, even though schools would have to adjust, bring a form of regularity to the students, teachers, and parents that they never had before (para. 10). This goes to show that a year-round education calendar can work if the students and faculty agree to be out of their comfort zones for a
According to the “On Summer Loss” (n.d.), there are certain cases of retention loss that are dependent upon grade level and subject matters where students can lose up to two years of their education, and that is just in their first five years of instruction (“On,” n.d.). School officials are trying desperately to find solutions to this problem, and they believe that year-round education may be one of them. Year-round education will allow less times for students to forget curriculum, for there would be smaller periods of no instruction. Weaver (1992) comes to say that “The most popular YRE [year-round education] calendar is the 45-15 plan, where students attend school for 45 days and then go on vacation for 15 (para. 3). This is a very reasonable schedule because these fifteen day breaks can occur on any holiday or religious event that schools may need to set aside for families to participate in, and these breaks will also give students time to clear their head and relieve all the stress they had built up. Cooper (2003) concludes that there are three ways to combat summer learning loss: extending the school year, enforcing summer educational programs, or to modify the school calendar to accept year-round education (para. …show more content…
Both calendars have their pros and cons when dealing with which ones benefits the students better. Year-round Schooling (2004) maintains that “year-round schools can have more positive effects on students who are deemed at risk for academic problems, such as children from low-income families or other students who might typically be low performers in school (para. 10). Others believe that there has not been enough research done on the subject to prove any of these findings as significant, and there is no credible evidence to support this hypothesis. There are many other people who see the traditional school calendar as something that has worked so far and should not be deviated from. Still, there are a plethora of mixed opinions on whether or not year-round schooling is better than the traditional method. Chen (2014) provides evidence that year-round schools do present benefits that would not be available on a traditional schedule and, even though schools would have to adjust, bring a form of regularity to the students, teachers, and parents that they never had before (para. 10). This goes to show that a year-round education calendar can work if the students and faculty agree to be out of their comfort zones for a