Learning from an Experiment in Year-Round Schooling: The Importance of Context in School Reform
We’ve all heard about summer learning loss. Students lose between one and two months' worth of academic knowledge each summer. Low-income students are particularly sensitive to this phenomenon – some research suggests that more than half of the achievement gap seen in reading between these students and their wealthier peers can be attributed to summer loss.
So across the nation, schools, districts and states are trying to address the issue. One seemingly obvious solution: A move to year-round schooling. Given that the most popular school calendar in the nation is a relic from our agrarian days, when children were needed in the fields at specific times during the year, it certainly makes sense to revisit it. And many schools and communities have adopted a year-round calendar, replacing a long summer break with shorter breaks throughout the year.
But I was interested to read an article out of Grand Rapids, MI, that indicated a possible move in the opposite direction. Because of chronic absences at some district elementary schools that run on a year-round calendar (at one school, 41% of the building’s population first reported to school after Labor Day, having missed nearly a month of school) combined with academic performance at the schools not improving as expected, the school board is considering a return to a traditional calendar. As board member Maureen Slade put it, “If they (year-round schools) are not working for children, we shouldn’t have them.”
In many ways, I like Slade’s attitude and wish that more education reformers shared it. When an educational reform isn’t working for kids, we need to reassess it. Perhaps that means getting rid of a program that a district has invested in. Perhaps it means tweaking implementation. But it certainly needs to mean something.
Yet given the research around year-round schooling, I was surprised that this community has struggled so much with it. While the research doesn’t show conclusively that there are benefits to this type of calendar, evidence suggests that it has the greatest potential to benefit low-income students. And in looking at the demographics of the schools in Grand Rapids considering a return to a traditional calendar, I learned that all serve a population where 95% or more of students receive free or reduced price lunch (according to greatschools.org). It seems like year-round schooling would be a sound reform to implement.
But in reading the comments to this piece, I get a sense of what the problem might be. Those who participated in the conversation seem to support the idea of year-round schooling. So what went wrong? According to many of the commenters, it was implementation. They seem to feel that the reform was forced on schools without input from the families served; that it was a strategy reserved for only some schools (and not open to all children who would have been interested in participating); that school or district officials could do more to figure out why student attendance is suffering; and that the superintendent who imposed the policy was not popular, which might have doomed the program’s success.
So what can be learned from this example? Once again, that context and implementation matter in school reform. Simply bringing in a new policy, regardless of whether evidence supports it, won’t fix anything. There is no silver bullet to improving student outcomes. Successful implementation is hard work. And if those charged with implementing the policy don’t take the time to secure the buy-in of those most impacted, it will fail.
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Every Student an Individual
Strong teacher commitment to rigorous, personalized instruction has lead to a higher graduation rate and greater participation in postsecondary learning opportunities for a racially and economically diverse New York high school. Learn more...
- ASCD Inservice
- AACTE's Ed Prep Matters
- ISTE Connects
- PTA's One Voice
- PDK Blog
- The EDifier
- School Board News Today
- Legal Clips
- Learning Forward’s PD Watch
- NAESP's Principals' Office
- NASSP's Principal's Policy Blog
- The Principal Difference
- ASCA Scene
- Always Something
- NSPRA: Social School Public Relations
- Transforming Learning
- AASA's The Leading Edge
- AASA Connects (formerly AASA's School Street)
- NEA Today
- Lily's Blackboard
What Else We're Reading
- DQC's The Flashlight
- Center for Teaching Quality
- The Answer Sheet
- Politics K-12
- U.S. Department of Education Blog
- John Wilson Unleashed
- The Core Knowledge Blog
- This Week in Education
- Inside School Research
- Teacher Leadership Today
- On the Shoulders of Giants
- Teacher in a Strange Land
- Teach Moore
- The Tempered Radical
- The Educated Reporter
- Taking Note
- Character Education Partnership Blog
- Why I Teach