Does learning loss occur only during summer?
For some time now, I have been giving much thought to the issue of year-round schooling, or as some have referred to it, the alternative calendar. It does seem there has been a lack of factual knowledge presented so far, on what seems like the eve of such a major decision for this community. This may be remedied, however, during the public forum scheduled for Thursday.
Our local paper is one source of information that has been trying to inform the community. One article printed a few weeks ago included Carlene Brown’s concerns about school calendar changes. I am very appreciative of Mrs. Brown being willing to step forward with legitimate concerns and questions, and more need to do the same.
Maureen Gallagher, likewise, has done this community a great service by being vocal, active and by providing information on the subject. And I agree with her that discussion, on both sides of the debate, is needed to ensure any decision is based on factual information that is thoroughly evaluated with all possible ramifications being considered.
The alternative school calendar is no new approach and dates back to the 1800s. There have been waves of resurgence over the last few decades since the 1960s. Interestingly, a substantial amount of those systems that have participated in year-round school already have made the decision to return to traditional calendars. The reasons for such a return should be of great interest to all of us.
The primary benefits of year-round school being touted are a reduction in summer learning loss, lower truancy rates (which affects funding) and lower costs.
Regarding truancy rates, the majority of research data either shows there are no differences or that truancy rates are higher for year-round school (particularly during summer months). This will be relatively easy to evaluate by examining reports from the attendance supervisor regarding Bobby Ray’s truancy rates compared to other elementary schools and the Bobby Ray truancy rates prior to shifting to year-round school.
It is the “less summer learning loss” theory that is most intriguing to me and thus is what I concentrated on most when perusing the literature. Not surprisingly, I found no methodologically sound studies which indicate students attending year-round school obtained higher achievement test scores than their counterparts attending schools with traditional calendars. With this in mind, let’s ask ourselves these questions when thinking about the logic behind year-round school and less learning loss (which logically should translate to higher achievement scores:
1) Just what is the time limit for the inability to retrieve (remember) previously learned information? Twelve weeks, eight weeks, six weeks, three weeks, a weekend?
2) What about the seven months of time (September to June) during which different information is covered during the school year? Are we saying we don’t forget between September and June, but we do between June and August?
3) What about the long-term impact of supposed forgetting? Are we saying those of us from prior generations were significantly negatively affected by forgetting during long summers? We only went to school 170 days compared to the current 180 days. Were our graduation rates substantially less? Was attainment of college diplomas and other post-secondary training negatively affected? What about our overall quality of life?
4) What about the possible negative effects of the alternative calendars (45-15 or 45-10)? There will be more transitions/changes in children’s routines. This is difficult for many kids, especially younger ones. Ask any teacher to honestly tell you how much teaching/learning transpires two to three days before or after any long break.
There are numerous questions to be asked and answered so we ensure the best decision is made for our community. I will say after nine years as a school psychologist in this system, I have had the pleasure of watching our school board in action. It has always been a group which presents itself as extremely conscientious, methodically minded, community and child focused and very respectful and mindful of the concerns, beliefs and ideals of those it represents. I look forward to the presentation Thursday.
Kelly Madison Eckenrod
Pigeon Hill Road
McMinnville