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dc.contributor.authorJordan, Anthony
dc.date.accessioned2017-03-01T15:35:02Z
dc.date.available2017-03-01T15:35:02Z
dc.date.created2015-12-31
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/123456789/2627
dc.description.abstractThis research study was designed to determine if there are academic benefits in attending a school with a year-round calendar compared to a traditional school calendar. This research analysis compared the standardized mathematics and reading test scores in 100 year-round schools and 100 traditional schools and investigated the difference between standardized test scores in mathematics and reading in four different regions in the United States. This study also analyzed the effect of the percentage of students participating in a free and reduced school lunch program and the student to teacher ratio of each school. The methodology behind this analysis was to determine if there was a significant correlation between the effect of those two variables and the students’ standardized mathematics and reading test scores. The study found that overall there was no academic benefit in attending either a year-round versus traditional. However, the data analysis showed that there were some advantages in attending a year-round school according to test results from specific regions in the United States, which showed improved students’ mathematics standardized test scores.en
dc.description.sponsorshipCarthage College Mathematics Departmenten
dc.language.isoen_USen
dc.subjecteducationen
dc.subjectyear-round schooling
dc.subjectTest Scores
dc.titleThe Effects of School Year Length on Fourth Grade Standardized Test Scores in Year-Round Schools and Traditional Schoolsen
dc.typeThesisen


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