Abstract
This study compares student academic and nonacademic outcomes between year-round and traditional calendar schools in a metropolitan district with 36% of its 31,500 elementary students in multi-track year-round schools (YRS). A regression analysis taking socioeconomic status into consideration showed, over 6 years, 4% of YRS scores and 21% of traditional school scores below their respective state predicted ranges. No significant differences in nonacademic outcomes were found between the two school calendars. Interviews with teachers and administrators in six matched schools suggested that changes in organizational arrangements, social climate, and conceptions of curriculum and instruction helped to explain better academic achievement in YRS.
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