Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance

Jennifer Graves

Economics of Education Review, 2011, vol. 30, issue 6, 1281-1305

Abstract: Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African American students. I find significant negative effects of multi-track year-round calendars on academic achievement for all subgroups examined, with only the limited English proficiency student subgroup producing unreliable estimates. Negative and significant results for another type of year-round calendar, single-track, are also found for the full sample of students and low socioeconomic status students.

Keywords: Year-round schools; Academic achievement; Minority students (search for similar items in EconPapers)
JEL-codes: H4 I2 (search for similar items in EconPapers)
Date: 2011
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Citations: View citations in EconPapers (16)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:30:y:2011:i:6:p:1281-1305

DOI: 10.1016/j.econedurev.2011.04.003

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