School year may prove hardy annual

24th March 2000 at 00:00
THE PAIN of changing to a five-term school year may not be balanced by any gain in performance, a senior researcher has warned, writes Karen Thornton.

Caroline Sharp, of the National Foundation for Educational Research, says her assessment of "year-round" schools and summer learning loss suggests that changing the academic year will have little or no impact on standards.

Multi-tracking, where cohorts of students have different timetables and holidays to maximise the use of school buildings, could be a useful aternative to building new classrooms at crowded schools.

But given the marginal effect on standards, any changes to the school year need to be balanced against the disadvantages of being out of step with other schools, the effect on family, work and childcare, and the timing of exams.

Miss Sharp will be presenting her findings at an Association of Teachers and Lecturers' conference tomorrow. She looked at research in the US and UK on summer learning loss, and on performance at "year-round" schools.


Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now