Term of Award
Fall 2007
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Linda M. Arthur
Committee Member 1
Charles Reavis
Committee Member 2
Abe Tekleselassie
Abstract
This study analyzed the impact of the balanced calendar on reading, English/language arts, mathematics, social studies, and science achievement. Performance data on thirdand fifth-grade students enrolled in a school implementing a balanced calendar for three years were compared with the performance data on third- and fifth-grade students enrolled in a similar school utilizing the traditional calendar. The population in this causal-comparative study was third- and fifth-grade students in these two schools. The over-riding research question was: To what extent does a balanced calendar affect student academic achievement? Independent-samples t tests were conducted to determine statistically significant differences in reading achievement, English/language arts achievement, mathematics achievement, social studies achievement, and science achievement. The results indicated no statistically significant findings.
Recommended Citation
Jackson, Ernestine R., "Balanced School Calendar and its Effects on Student Achievement in Two Rural Georgia Schools" (2007). Electronic Theses and Dissertations. 301.
https://digitalcommons.georgiasouthern.edu/etd/301
Research Data and Supplementary Material
No
