Abstract

One of the hallmarks of rural schools is the sense of community both within and outside the school. When the implementation ofa year-round education (YRE) schedule in a rural school system impacts this sense ofcommunity, what achievement, attendance, and attitudinal outcomes can be anticipated? These were evaluated using summaries ofstandardized test scores, designated course grades, attendance information. and attitudinal responses from student, parent, and staffsamples. Neither the rural setting nor the disruption of the sense ofschool community seemed to affect the results: no differences were found in achievement or attendance, and participants had positive reactions to YRE. School systems considering changingfrom traditional to year-round schedules should base their decision on the way the alternative calendar fits within the community rather than on claims of educational superiority. Such claims have not been substantiated by research findings.

How to Cite:

Pittman, R. B. & Herzog, M. R., (1998) “Evaluation of a Year-Round Schedule in a Rural School District”, Journal of Research in Rural Education 14(1), 15–25.

Rights: Copyright