Student Achievement: Is Equality Really Necessary?
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| Title: | Student Achievement: Is Equality Really Necessary? |
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| Language: | English |
| Authors: | Byrd, Jimmy K. |
| Peer Reviewed: | N |
| Page Count: | 24 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Elementary Education, Elementary School Students, Remedial Instruction, School Schedules, Time Blocks, Vacation Programs |
| Geographic Terms: | Texas |
| Abstract: | This study was conducted to: (1) determine if the intercession calendar, an alternative calendar that reduces the total school year for students who do not need remediation, positively impacts overall student achievement; (2) to assess the explanatory ability of the intercession model in accounting for student academic achievement variability; and (3) to determine the variables which differentiate among the treatment group using discriminate analysis. The intercession calendar was not a year-round calendar. Instead, it reduced the school year from 180 to 170 days for students of average achievement and above, with a one-week session between the grading periods for students in need of remediation. Results for 4,474 students in 10 school districts show that the intercession calendar had a positive impact on student academic achievement in general and on reading in particular. In addition, the intercession calendar had a positive effect on economically disadvantaged students passing all Texas Assessment of Academic Skills (TAAS) examinations simultaneously. The results of this study call into question a number of assumptions regarding long-held traditions of public education. Some limitations of the research are noted, and suggestions are made for further research. This alternative calendar is a systematic reform model that provides individualized assistance to each student within the school district. The intercession calendar is attached. (Contains 2 tables and 14 references.) (Author/SLD) |
| Entry Date: | 2001 |
| Accession Number: | ED452273 |
| Database: | ERIC |
| Abstract: | This study was conducted to: (1) determine if the intercession calendar, an alternative calendar that reduces the total school year for students who do not need remediation, positively impacts overall student achievement; (2) to assess the explanatory ability of the intercession model in accounting for student academic achievement variability; and (3) to determine the variables which differentiate among the treatment group using discriminate analysis. The intercession calendar was not a year-round calendar. Instead, it reduced the school year from 180 to 170 days for students of average achievement and above, with a one-week session between the grading periods for students in need of remediation. Results for 4,474 students in 10 school districts show that the intercession calendar had a positive impact on student academic achievement in general and on reading in particular. In addition, the intercession calendar had a positive effect on economically disadvantaged students passing all Texas Assessment of Academic Skills (TAAS) examinations simultaneously. The results of this study call into question a number of assumptions regarding long-held traditions of public education. Some limitations of the research are noted, and suggestions are made for further research. This alternative calendar is a systematic reform model that provides individualized assistance to each student within the school district. The intercession calendar is attached. (Contains 2 tables and 14 references.) (Author/SLD) |
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