Abstract

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Abstract

The topic of year round schooling is quite controversial and greatly misconceived by the public. Most school systems tend to steer clear of the idea due to lack of support and academic success. Year-round schooling is not for everyone. Benefits however, include downsizing of schools, the reduction of building construction, and the ability to effectively meet the demands of the community. Students and teachers are typically placed on a multi-track schedule instead of the general nine month school calendar. The altered schedule can consist of two different sequences that each school district may choose to participate in. Students and teachers go to school for longer periods of time throughout the year and take small breaks/vacations in between. The benefits for teachers who participate in year-round schooling have proven to be very affective and rewarding. Through studies and reports however, the concept of year-round schooling has produced very minimal improvements and positive results amongst students. When compared to students of traditional education, those who participate in the year-round schooling system show little advantage and/or improvement. It is even suggested by some that the year-round program ineffectively promotes learning loss instead of benefits. Overall the year-round school system is very inconsistent and unreliable. The results and benefits have not proven to be great enough to give the platform a sound argument and reasonable support. The results for the teachers and the community at large seem to be somewhat affective, where as for the students it is not.

Thesis statement:

Year-Round schooling provides financial and professional gain for teachers but does not give students a bett...

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