Instructional Review Time in Year Round and Traditional Calendar Schools

Numerous researchers have found positive effects of year round school on student achievement. This study examined the progress of third grade teachers from one traditional school and one year round school through their reading and mathematics textbooks in order to determine whether this purported benefit was realized in the year round school compared to the traditional school. Teachers from the two schools completed interviews. Researchers also reviewed students ' achievement test scores and examined teachers ' lesson plans. Using the textbooks and lesson plans, researchers examined the complexity of skills covered throughout the year. Results indicated that although all teachers showed progress through the textbook, overall, the year round school teachers progressed more quickly than did the traditional school teachers, especially near the beginning of the school year. Teachers ' perceptions were related to the pacing of instruction. All teachers reported a preference for the type of calendar under which they were currently working. The year round teachers believed that they and their students experienced less burnout than they would have under