Abstract:

The purpose of this quantitative study was to examine the statistical significance of the relationship between year-round education and achievement scores in reading and mathematics among fourth grade students from low socioeconomic backgrounds in the public schools of a Southeastern state.The results of this study revealed that school calendar, in isolation, is not a factor that can conclusively predict or improve the academic outcomes of students attending schools with large populations of students from low socioeconomic backgrounds. This study extends the body of knowledge on the influence of school calendar on student learning outcomes and provides useful information for educational stakeholders regarding the influence of school calendar on academic achievement.