A descriptive study of year-round schools.

Abstract

The purpose of this descriptive study was to locate and describe types and characteristics of year-round schools that had been in operation at least one year as of December 1, 1981. This study was developed from the reports and opinions of the principals currently assigned to the year-round schools. The product of this research was to be a comprehensive resource for educators and laymen to use when investigating the year-round school programs. Two hundred and thirty schools were identified with the aid of personnel in the fifty State Departments of Education and the National Council of Year-Round Education directory. A questionnaire was developed based on review of the literature and was validated through three pilots. The questionnaire consisted of four sections: scheduling, financial, educational, and administrative/staff matters. One hundred and seventy-four of the principals, or 75%, responded to the questionnaire. From the information received, tables were developed to display the information relevant to the questions. Descriptive statistics were utilized in the forms of tabulated data, actual responses, and percentages. Patterns observed in the displayed data were interpreted. Some of the findings from the research were: (1) The 45-15 Plan was the most commonly used year-round plan. (2) Concept 6 was the second most commonly used plan. (3) California had the most year-round schools. (4) Colorado had most of the Concept 6 schools. (5) Year-round schools were located in California, Colorado, Florida, Indiana, Michigan, Nevada, and Oregon. (6) No significant savings in money were noted, other than construction costs. (7) Pupil attendance remained stable or improved in the year-round school. (8) Air-conditioning was listed most frequently as an added expense in year-round schools. (9) Student referrals for discipline and vandalism decreased in approximately 50% of the year-round schools. (10) Teacher attendance improved, as noted by 77 principals. (11) The main disadvantage reported was the difficulty in meeting with the entire staff for planning. (12) The main advantage reported was frequent breaks, which allowed for more rested students. (13) The review of the literature revealed a scarcity of comparison, experimental, or descriptive studies of the year-round school programs.