Carolyn Shields heads the department of educational organization and leadership at Illinois. For 15 years she has studied how the school calendar affects student learning. In particular, she has looked at balanced calendars (often erroneously called “year-round” calendars) in which part of the traditional summer vacation time is redistributed in shorter segments throughout the year. She was interviewed by News Bureau Education Editor Craig Chamberlain.
Is there a good reason to move away from the traditional school calendar?
There is considerable evidence that, overall, summer learning loss equals about one month of instruction. This is more pronounced for math than for reading, greater in the higher grades than in lower ones, and much more significant for children from less advantaged families. So a balanced calendar has the potential to improve and equalize academic achievement. A reduction in summer learning loss means less review time and thus more instructional time for all children. Research has found that children from poorer communities attending modified-calendar schools outperform their counterparts in traditional-calendar schools. In schools where supplemental instruction is offered during some of the vacation periods, it can prevent the least-advantaged students from falling farther behind academically. That’s why I am interested in balanced calendars – because of their potential to enhance equity and social justice.
Are there other benefits reported from schools that have used balanced calendars?
These schools report less burn-out, better attendance, greater motivation and more sustained engagement on the part of both teachers and students. They also report fewer suspensions and disciplinary actions and fewer tensions and fights than in traditional-calendar schools.
What are the most common misconceptions about balanced calendars?
One common misconception is that students attend school year-round. In fact, they generally attend the same number of days as they would under a traditional calendar. The difference is in the way that vacation time is distributed, with a shorter break in the summer of four to six weeks, but with additional breaks in the fall and spring. Another misconception is that teachers and students need the long summer vacation to relax and recover from burnout – burnout that never really occurs in balanced-calendar schools. Some argue that students need the summer for employment, while others report that employers appreciate a pool of available students year-round. Amusement and camping associations sometimes express economic concerns. These, too, are often not realized as families take advantage of amenities and programs throughout the year.
Do you know of cases where schools have switched to a balanced calendar and then switched back?
Many have. Most frequently this has been for political reasons: unrealistic promises of vast academic improvement in one year, inadequate communication with parents and community members, political pressure to have all district schools on a single calendar, failure to develop a calendar that meets local community needs, and so on. I know of no instances where a school gave up on a balanced calendar because of a detrimental impact on student learning.
What are the challenges for a school if it decides to switch to a balanced calendar?
One of the greatest challenges a school must overcome is the general perception that schools have always been on “traditional” calendars and that if it was good enough for parents, it’s good enough for their children. Change is always difficult and people generally fear what they do not know, so providing accurate information and research is important.
A Minute with… is provided by the News Bureau | Public Affairs
