Summary Evidence Table - Health Equity: Year-Round Schooling

Health Equity: Year-Round Schooling

Summary Evidence Table ? Studies From the Updated Search (March 2002-August 2016)

Single-Track Calendar

Study

Population Characteristics

Intervention Characteristics

Outcome(s)

Baseline or

Comparison

Follow-up or

Intervention

Effect Size (95%

Confidence Interval or p-

value)

Summary

Author, Year: Study

Location

% higher than

In general, test

Brown, 2012

Population:

(urbanicity):

predicted score

scores of the

Public

Viriginia (mixed)

by 10 pts MINUS

general student

Study Design: elementary,

% lower than

Cross ?sectional middle, and high Intervention: Single- predicted score

population were similar at year-

Suitability of Design: Least

schools

Sample size: 31 year-round

track year-round

by 10 pts on

school calendar (most Standards of

45 days on followed by learning test

15 day break, follows scores in math

round schools and traditional calendar schools.

schools

same curriculum as among:

However, test

Quality of Execution:

traditional calendar) +

scores of certain

Good (1

Demogrpahics: intersessions (length Black students NR

NR

19%

student groups,

limitation for

Age: NR

and content differ

in particular

description)

Gender: NR

across schools;

Hispanic

NR

NR

-7%

black students,

Race/ethnicity: intersession could

students

were more likely

Description: No NR

include one or more of

to increase at a

description of SES: NR

the following:

Economically

faster rate at

study population

remedial, enrichment, disadvantaged NR

NR

13%

year-round

overall; does not

extension classes with students

schools over the

describe the

enrichment learning

nine-year period

comparison

activities

LEP students NR

NR

4%

from 2001 to

schools;

2009 and were

describes students and

Staffing: NR

% higher than predicted score

also more likely to exceed

intervention for

Implementer:

by 10 pts MINUS

predicted 2009

a sample of

School divisions

% lower than

SOL test scores.

schools but not

predicted score

for all year-

Comparison:

by 10 pts on

round schools.

traditional calendar Standards of

schools;

learning test

scores in Englsih

Study

Health Equity: Year-Round Schooling Evidence Tables

Population Characteristics

Intervention Characteristics

Study period: 20012009 (specific data from our analysis comes from 2009 only)

Outcome(s)

among: Black students Hispanic students

Baseline or

Comparison

Follow-up or

Intervention

Effect Size (95%

Confidence Interval or p-

value)

NR

NR

16%

NR

NR

7%

Economically

disadvantaged NR

NR

6%

students

LEP students NR

NR

12%

Summary

Author, Year: Study

Location

National

Results are not

Graves,

Population:

(urbanicity):

Percentile Rank

clear for single-

2010/2011

Public

California, state-wide score

track year-round

elementary and (mixed)

schools; single-

Study Design: middle schools

Math

NR

NR

-.40 pct. pts; track schools

Panel

Intervention: Single

NS

have mostly

Sample size: and multi-track year-

negative, non-

Suitability of

Total number of round school calendar: Reading

NR

NR

0.18 pct. pts; statistically

Design: Greatest

schools 8394

consists of the same number of school days

NS

significant

effects on

Demographics: Single-track year-

Language

NR

NR

-0.37 pct. pts; academic

Quality of Execution:

Age: NR

round school calendar;

NS

achievement.

Good (1

48% female

entire student body

Results become

limitation for

10% black

takes breaks at the

more negative

description)

35% white

same time intervals Among

Effects remain for overcrowded

6% Asian

overcrowded

negative and schools ;for the

Description: No 43% Hispanic description of 5% other

SES:

Staffing: NR Implementer: NR

single-track schools

become

subgroups of

statistically low SES,

significant for Hispanic, and

Page 2 of 10

Health Equity: Year-Round Schooling Evidence Tables

Study

Population Characteristics

Intervention Characteristics

Outcome(s)

Baseline or

Comparison

tracks length of breaks

24% FRPL Comparison: 48% female 10% black 22% white 5% Asian 60% Hispanic 3% other SES: 18% FRPL

Comparison:

traditional calendar

schools; same number

of school days as

Also reports

intervention schools effects for

minority and low

Study period: 1998- SES group

2005

Follow-up or

Intervention

Effect Size (95%

Confidence Interval or p-

value)

Summary

reading and language in year 2

Negative main effects for low SES students; Largely mixed results across time for all subgroups

AfricanAmerican students, effects of are less clear

Author, Year: Study

Location

National

5.2 greater Results suggest

Ramos, 2011 Population: 3 (urbanicity):

percentile rank

growth in NPR that students on

elementary

United States, 3

score (NPR):

for year-round year-round

Study Design: schools that

schools nationwide

in math;

calendars out

Retrospective offer both year- (NR)

Math

NR

NR

p ................
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