Examining the Effectiveness of Year-Round School Calendars on Improving Educational Attainment Outcomes Within the Context of Advancement of Health Equity: A Community Guide Systematic Review
Open accessAbstract
Students may lose knowledge and skills achieved in the school year during the summer break, with losses greatest for students from low-income families. Community Guide systematic review methods were used to summarize evaluations (published 1965-2015) of the effectiveness of year-round school calendars (YRSCs) on academic achievement, a determinant of long-term health. In single-track YRSCs, all students participate in the same school calendar; summer breaks are replaced by short “intersessions” distributed evenly throughout the year. In multi-track YRSCs, cohorts of students follow separate calendar tracks, with breaks at different times throughout the year. An earlier systematic review reported modest gains with single-track calendars and no gains with multi-track calendars. Three studies reported positive and negative effects for single-track programs and potential harm with multi-track programs when low-income students were assigned poorly resourced tracks. Lack of clarity about the role of intersessions as simple school breaks or as additional schooling opportunities in YRSCs leaves the evidence on single-track programs insufficient. Evidence on multi-track YRSCs is also insufficient.
AI snapshot
Written from the paper’s full text.
TL;DR
This Community Guide systematic review finds insufficient evidence to determine whether single- or multi-track year-round school calendars improve academic achievement, a determinant of long-term health. A prior meta-analysis showed modest gains for single-track calendars and essentially no difference for multi-track calendars, while newer studies raise concerns that multi-track calendars may harm low-income students assigned to poorly resourced tracks.
Key findings
- From Cooper et al.’s meta-analysis of 39 studies, the summary effect was small and significant: weighted d-index = 0.06 (95% CI, 0.04–0.08). Single-track schools showed a modest significant gain (15 studies; d = 0.19; 95% CI, 0.07–0.31), while multi-track schools showed basically no difference (8 studies; d = 0.04; 95% CI, −0.12 to 0.2).
- Stratified analyses favored year-round schooling for low SES vs higher SES, elementary vs higher grades, predominantly nonwhite vs predominantly white student bodies, and programs implemented more than 1 year; other analyses favored YRSs but were not statistically significant. Intersession mention vs no mention showed no significant difference: 0.10 (95% CI, −0.01 to 0.21) vs 0.08 (95% CI, −0.01 to 0.17).
- Three newer single-track studies reported mixed findings: one retrospective cohort found 5.2 percentile greater growth in mathematics and 1.6 greater percentile growth in reading; a California panel study found no change; a Virginia cross-sectional analysis found similar general-population scores but benefits for black, Hispanic, and low-income students.
- Three newer multi-track studies reported mostly negative findings: negative and statistically significant effects for years 2 and 3 after conversion; small positive effects for lowest-performing students but smaller changes for higher-achieving students; and no overall difference but differences in resource allocation and achievement among tracks, with more nonwhite, non-English-speaking, and low-SES students assigned to tracks with less experienced teachers.
Methods
- Community Guide systematic review methods were used to summarize evaluations published 1965–2015 on the effectiveness of year-round school calendars (YRSCs) on academic achievement.
- The review used Cooper et al.’s recent, good-quality meta-analysis as a source and searched ERIC and PsycINFO from March 2002 through August 2015 for studies published after Cooper’s search period.
- Included studies compared single- or multi-track YRSCs with traditional calendar schools; outcomes were achievement scores. Analysis used meta-analytic summary effect estimates (d-index) and stratified analyses, plus narrative synthesis of newer studies.
Limitations
- The paper states that limitations are described in Supplemental Digital Content Appendix III, which is not included in the provided text.
- Evident from the text: evidence is insufficient for both single- and multi-track YRSCs because the role of intersessions in single-track programs is unclear, study findings are inconsistent, effect sizes are small, and information is lacking on how the intervention is implemented.
- Evident from the text: multi-track YRSCs may be harmful for low-income students if they are assigned tracks with fewer academic resources, potentially increasing health inequity.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
2 of 44 cited sources checked · 1 supported · 0 flagged · accuracy not yet measured
- Premisecitation
Educational achievement is an established social determinant of long-term health.
“Educational achievement is an established social determinant of long-term health1,2”
Quote in the paperSubstantial claim1 of 2 sources checked- cites [1] Hahn RA, Truman BI. Education improves public health and promotes health equity. Int J Health Serv. 2015; 45(4): 657– 678. 25995305 PMC4691207 source
- cites [2] Feinstein L, Sabates R, Anderson T, Sorhaindo A, Hammond C. What are the effects of education on health? In: Measuring the Effects of Education on Health and Civic Engagement: Proceedngs of the Copenhagen Symposium Copenhagen, Denmark: Organisation for Economic Co-operation and Development (OECD); 2006: 170– 310.
- Findingown data
Stratified analyses demonstrated effectiveness of year-round school calendars for low socioeconomic status students compared with higher socioeconomic status students.
“Additional stratified analyses demonstrated effectiveness for low socioeconomic status (SES) (vs higher SES), elementary (vs higher grades), and predominantly nonwhite students (vs predominantly white student bodies).”
Quote in the paperSubstantial claim - Findingcitation
The 8 studies of multi-track schools showed basically no difference in achievement compared with traditional calendar schools (d = 0.04; 95% CI, −0.12 to 0.2).
“the 8 studies of multi-track schools showed basically no difference compared with traditional calendar schools (d = 0.04; 95% CI, −0.12 to 0.2)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [14] Cooper H, Valentine JC, Charlton K, Melson A. The effects of modified school calendars on student achievement and on school and community attitudes. Rev Educ Res. 2003; 73(1): 1– 52. source
- Findingnone given
Information was lacking on how the intervention is implemented.
“and information was lacking on how the intervention is implemented.”
Quote in the paperSubstantial claim - Findingcitation
Three studies comparing single-track year-round school calendars with traditional schools reported mixed findings.
“Three studies, in four articles,15–18 compared single-track YRSCs with traditional schools and reported mixed findings.”
Quote in the paperSubstantial claim0 of 4 sources checked- cites [15] Graves J. The academic impact of multi-track year-round school calendars: a response to school overcrowding. J Urban Econ. 2010; 67: 378– 391. source
- cites [16] Brown J, Sarte S, Francis K, Rest G, Reynolds D. Review of Year-Round Schools. Richmond, VA: Commonwealth of Virginia; 2012. source
- cites [17] Graves J. Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance. Econ Educ Rev. 2011; 30(6): 1281– 1305.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [18] Ramos BK. Breaking the tradition of summer vacation to raise academic achievement. ERS Spectr. 2011; 29(4): 1– 20.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingcitation
The same retrospective cohort reported little change for reading (1.6 greater percentile growth).
“and little change for reading (1.6 greater percentile growth).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [18] Ramos BK. Breaking the tradition of summer vacation to raise academic achievement. ERS Spectr. 2011; 29(4): 1– 20.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingnone given
Effect sizes in the body of evidence were small.
“Effect sizes in the body of evidence were small,”
Quote in the paperSubstantial claim - Findingnone given
More nonwhite, non-English-speaking, and low-socioeconomic-status students were assigned to tracks with less experienced teachers.
“In addition, more nonwhite, non-English-speaking, and low-SES students were assigned to tracks with less experienced teachers.”
Quote in the paperNot a substantial claim - Findingcitation
McMullen and Rouse found a small, positive, and statistically significant effect on achievement for lowest-performing students in year-round schools compared with non-year-round schools.
“Analysis of change in student achievement in YRSs compared with non-YRSs found small, positive, and statistically significant effect for lowest-performing students”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [20] McMullen S, Rouse K, Haan J. The distributional effects of the multi-track year-round calendar: a quantile regression approach. Appl Econ Lett. 2015; 22(15): 1188– 1192. source
- Findingcitation
Three studies comparing academic achievement in multi-track year-round schools to traditional schools reported mostly negative findings.
“Three studies, in five articles15,17,19–21 compared academic achievement in multi-track YRSs to traditional schools and reported mostly negative findings.”
Quote in the paperSubstantial claim0 of 5 sources checked- cites [15] Graves J. The academic impact of multi-track year-round school calendars: a response to school overcrowding. J Urban Econ. 2010; 67: 378– 391. source
- cites [17] Graves J. Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance. Econ Educ Rev. 2011; 30(6): 1281– 1305.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [19] McMullen SC, Rouse KE. The impact of year-round schooling on academic achievement: evidence from mandatory school calendar conversions. Am Econ J Econ Policy. 2012; 4(4): 230– 252. source
- cites [20] McMullen S, Rouse K, Haan J. The distributional effects of the multi-track year-round calendar: a quantile regression approach. Appl Econ Lett. 2015; 22(15): 1188– 1192. source
- cites [21] Mitchell RE, Mitchell DE. Student segregation and achievement tracking in year-round schools. Teach Coll Rec. 2005; 107(4): 529– 562. source
- Findingcitation
Even controlling for demographic differences, a multi-track year-round calendar had consistent statistically significant and negative effects on all subgroups.
“Even controlling for demographic differences, a multi-track year-round calendar had consistent statistically significant and negative effects on all subgroups.”
Quote in the paperSubstantial claim - Findingown data
There was no significant difference in effect between studies mentioning intersession and those not mentioning intersession (0.10 vs 0.08).
“There was no significant difference of effect in standardized mean differences between studies mentioning and those not mentioning intersession: 0.10 (95% CI, −0.01 to 0.21) versus 0.08 (95% CI, −0.01 to 0.17).”
Quote in the paperNot a substantial claim - Findingcitation
The cross-sectional analysis of Virginia schools reported that test scores of the general student population were similar at year-round schools and traditional calendar schools.
“The cross-sectional analysis of Virginia schools by Brown and colleagues16 reported that test scores of the general student population were similar at YRSs and traditional calendar schools,”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [16] Brown J, Sarte S, Francis K, Rest G, Reynolds D. Review of Year-Round Schools. Richmond, VA: Commonwealth of Virginia; 2012. source
- Findingcitation
Brown and colleagues reported that subgroups of students in Virginia-mostly black students but also Hispanics and students from low-income families-showed increased achievement scores in schools with single-track year-round school calendars compared with traditional calendars.
“Brown and colleagues16 reported test scores of subgroups of students in Virginia, mostly black students but also Hispanics and students from low-income families who showed increased achievement scores in schools with single-track YRSCs compared with schools with traditional calendars.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [16] Brown J, Sarte S, Francis K, Rest G, Reynolds D. Review of Year-Round Schools. Richmond, VA: Commonwealth of Virginia; 2012. source
- Findingcitation
Graves reported mixed outcomes for minority populations in single-track calendar programs.
“but mixed outcomes for minority populations.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [17] Graves J. Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance. Econ Educ Rev. 2011; 30(6): 1281– 1305.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingcitation
A retrospective cohort of three elementary schools reported favorable results for the year-round school in mathematics (5.2 percentile greater growth in National Percentile Rank).
“A retrospective cohort18 of three elementary schools in which teachers and students within the same school could choose whether to be on a year-round or traditional calendar reported favorable results for the YRS in mathematics (5.2 percentile greater growth in National Percentile Rank)”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [18] Ramos BK. Breaking the tradition of summer vacation to raise academic achievement. ERS Spectr. 2011; 29(4): 1– 20.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingcitation
Graves reported main effects that were negative and statistically significantly negative for years 2 and 3 after changing to a multi-track calendar.
“Graves15 reported main effects that were negative and statistically significantly negative for years 2 and 3 after changing to a multi-track calendar.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [15] Graves J. The academic impact of multi-track year-round school calendars: a response to school overcrowding. J Urban Econ. 2010; 67: 378– 391. source
- Findingcitation
McMullen and Rouse found smaller changes in scores for higher-achieving students.
“but smaller changes in scores for higher-achieving students.20”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [20] McMullen S, Rouse K, Haan J. The distributional effects of the multi-track year-round calendar: a quantile regression approach. Appl Econ Lett. 2015; 22(15): 1188– 1192. source
- Findingcitation
The 15 studies of single-track schools reported a modest and statistically significant gain in achievement compared with traditional calendar schools (d = 0.19; 95% CI, 0.07-0.31).
“The 15 studies of single-track schools reported a modest and statistically significant gain compared with traditional calendar schools (d = 0.19; 95% CI, 0.07–0.31);”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [14] Cooper H, Valentine JC, Charlton K, Melson A. The effects of modified school calendars on student achievement and on school and community attitudes. Rev Educ Res. 2003; 73(1): 1– 52. source
- Findingcitation
Graves reported that single-track calendar programs had mostly negative outcomes for low-socioeconomic-status students.
“Graves17 reported that single-track calendar programs had mostly negative outcomes for low-SES students”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [17] Graves J. Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance. Econ Educ Rev. 2011; 30(6): 1281– 1305.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
Stratified analyses demonstrated effectiveness of year-round school calendars for elementary students compared with higher grades.
“Additional stratified analyses demonstrated effectiveness for low socioeconomic status (SES) (vs higher SES), elementary (vs higher grades), and predominantly nonwhite students (vs predominantly white student bodies).”
Quote in the paperSubstantial claim - Findingcitation
Mitchell and Mitchell found no difference between academic outcomes in schools with multi-track and traditional calendars.
“Mitchell and Mitchell21 found no difference between academic outcomes in schools with multi-track and traditional calendars”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [21] Mitchell RE, Mitchell DE. Student segregation and achievement tracking in year-round schools. Teach Coll Rec. 2005; 107(4): 529– 562. source
- Findingown data
Programs implemented more than 1 year were effective compared with shorter implementation periods.
“Programs implemented more than 1 year were also effective (compared with shorter implementation periods);”
Quote in the paperNot a substantial claim - Findingcitation
The cross-sectional analysis of Virginia schools found benefits for specific student populations.
“but found benefits for specific student populations (discussed later).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [16] Brown J, Sarte S, Francis K, Rest G, Reynolds D. Review of Year-Round Schools. Richmond, VA: Commonwealth of Virginia; 2012. source
- Findingcitation
Two studies reported negative effects for multi-track calendars.
“Two studies17,21 reported negative effects for multi-track calendars.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [17] Graves J. Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance. Econ Educ Rev. 2011; 30(6): 1281– 1305.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [21] Mitchell RE, Mitchell DE. Student segregation and achievement tracking in year-round schools. Teach Coll Rec. 2005; 107(4): 529– 562. source
- Findingcitation
The summary effect estimate from 39 studies of year-round school calendars on achievement scores was small and significant, with a weighted d-index of 0.06 (95% CI, 0.04-0.08).
“The summary effect estimate from 39 studies was small and significant—a weighted d-index of 0.06 (95% CI, 0.04–0.08).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [14] Cooper H, Valentine JC, Charlton K, Melson A. The effects of modified school calendars on student achievement and on school and community attitudes. Rev Educ Res. 2003; 73(1): 1– 52. source
- Findingown data
Stratified analyses demonstrated effectiveness of year-round school calendars for predominantly nonwhite students compared with predominantly white student bodies.
“Additional stratified analyses demonstrated effectiveness for low socioeconomic status (SES) (vs higher SES), elementary (vs higher grades), and predominantly nonwhite students (vs predominantly white student bodies).”
Quote in the paperSubstantial claim - Interpretationreasoning
Available evidence is insufficient to determine the effects of multi-track year-round calendars in improving academic achievement because of inconsistencies across studies.
“Available evidence is insufficient to determine the effects of multi-track year-round calendars in improving academic achievement because of inconsistencies across studies.”
- Also stated in: § Abstract · plain
“Evidence on multi-track YRSCs is also insufficient.”
Quote in the paperSubstantial claim - Also stated in: § Abstract · plain
- Interpretationreasoning
Available evidence is insufficient to determine the effects of single-track year-round schools on academic achievement because the role of intersession programs in single-track programs is unclear.
“Available evidence is insufficient to determine the effects of single-track YRSs on academic achievement because the role of intersession programs in single-track programs is unclear, hindering the ability to evaluate the program and rendering conclusions uncertain.”
- Also stated in: § Abstract · plain
“Lack of clarity about the role of intersessions as simple school breaks or as additional schooling opportunities in YRSCs leaves the evidence on single-track programs insufficient.”
Quote in the paperSubstantial claim - Also stated in: § Abstract · plain
- May combine two claims. 7
- Classified as probably not a substantial claim. 4
May combine two claims.
PremisecitationIn the United States, inequalities by race, ethnicity, and income in both educational achievement and health are substantial and persistent.
“In the United States, inequalities by race, ethnicity, and income in both educational achievement and health are substantial and persistent.3–10”
Quote in the paperSubstantial claim1 of 8 sources checked- cites [3] Bloom B, Cohen RA, Freeman G. Summary health statistics for U.S. children: National Health Interview Survey 2011. Vital Health Stat 10. 2012;(254): 1– 88. 25116332
- cites [4] Frieden TR; Centers for Disease Control and Prevention. CDC health disparities and inequalities report—United States, 2013. MMWR Suppl. 2013; 62(3): 1– 2. 24264482
- cites [5] Kann L, Kinchen S, Shanklin SL, Youth risk behavior surveillance—United States, 2013. MMWR Suppl. 2014; 63(4): 1– 168. 24918634 source
The Health Care Education and Discussion sections (pages not provided) report substantial racial and ethnic differences in education levels and health, and the Conclusion says health disparities remain widespread. The paper does not establish that health and educational differences are both patterned by income, or that the educational differences have persisted over time. (LLM, conf=0.84)
Experimental — accuracy not yet measured - cites [6] Liao Y, Bang D, Cosgrove S, Surveillance of health status in minority communities-racial and ethnic approaches to community health across the U.S. Risk Factor Survey, United States, 2009. MMWR Surveill Summ. 2011; 60(6): 1– 44. 21597458 source
- cites [7] Institute of Education Sciences, National Center for Education Statistics. Achievement Gaps: How Black and White Students in Public Schools Perform on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics; 2009. source
- cites [8] Institute of Education Sciences, National Center for Education Statistics. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics; 2011. source
- cites [9] Institute of Education Sciences, National Center for Education Statistics. Are the Nation’s 12th Graders Making Progress in Mathematics and Reading? The Nations Report Card. Washington, DC: National Center for Education Statistics; 1992- 2013. source
- cites [10] Sondik EJ, Huang DT, Klein RJ, Satcher D. Progress toward the Healthy People 2010 goals and objectives. Annu Rev Public Health. 2010; 31: 271– 281. 20070194 source
May combine two claims.
Findingown dataOther analyses favored year-round schools but were not statistically significant.
“other analyses favored YRSs but were not statistically significant.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
FindingcitationMitchell and Mitchell found differences in resource allocation and academic achievement among tracks within the district compared with each other.
“but did find differences in resource allocation and academic achievement among tracks within the district compared with each other”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [21] Mitchell RE, Mitchell DE. Student segregation and achievement tracking in year-round schools. Teach Coll Rec. 2005; 107(4): 529– 562. source
May combine two claims.
FindingcitationA panel study of elementary and middle schools in California reported no change in achievement for single-track year-round school calendars; most scores for mathematics, English, and reading remained negative but not statistically significant.
“A panel study15 of elementary and middle schools in California reported no change; most scores for mathematics, English, and reading remained negative but not statistically significant.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [15] Graves J. The academic impact of multi-track year-round school calendars: a response to school overcrowding. J Urban Econ. 2010; 67: 378– 391. source
May combine two claims.
FindingcitationMitchell and Mitchell reported statistically significant and negative results of multi-track calendars for minority and low-socioeconomic-status students, with differences that increased over time.
“Similarly, Mitchell and Mitchell21 reported statistically significant and negative results of multi-track calendars for minority and low-SES students—differences that increased over time.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [21] Mitchell RE, Mitchell DE. Student segregation and achievement tracking in year-round schools. Teach Coll Rec. 2005; 107(4): 529– 562. source
May combine two claims.
PremisecitationSummer break causes learning loss, with losses greatest for students from low-income families.
“One source of the educational achievement gap is learning loss during summer breaks experienced especially by students from low-income families, probably because they lack resources for educational summer activities available to more affluent students.11–13”
Quote in the paperSubstantial claim0 of 3 sources checked- cites [11] Cooper H, Nye B, Charlton K, Lindsay J, Greathouse S. The effects of summer vacation on achievement test scores: a narrative and meta-analytic review. Rev Educ Res. 1996; 66(3): 227– 268. source
- cites [12] Downey DB, Von Hippel PT, Broh BA. Are schools the great equalizer? Cognitive inequality during the summer months and the school year. Am Soc Rev. 2004; 69(5): 613– 635. source
- cites [13] Alexander KL, Entwisle DR, Dauber SL. First-grade classroom behavior: its short-and long-term consequences for school performance. Child Dev. 1993; 64(3): 801– 814. 8339696
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationMulti-track year-round school calendar programs are often implemented in overcrowded school districts to delay construction of new school buildings by using available facilities year-round.
“whereas multi-track programs are often implemented in overcrowded school districts to delay the construction of new school buildings by using available facilities year-round.14,15”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [14] Cooper H, Valentine JC, Charlton K, Melson A. The effects of modified school calendars on student achievement and on school and community attitudes. Rev Educ Res. 2003; 73(1): 1– 52. source
- cites [15] Graves J. The academic impact of multi-track year-round school calendars: a response to school overcrowding. J Urban Econ. 2010; 67: 378– 391. source
May combine two claims.
InterpretationcitationEvidence suggests that multi-track year-round schools may be harmful for low-income students if they are assigned tracks with fewer academic resources, in which case health inequity may be increased.
“In addition, evidence suggests that multi-track YRSs may be harmful for low-income students if they are assigned tracks with fewer academic resources, in which case health in-equity may be increased.”
- Also stated in: § Abstract · hedged
“potential harm with multi-track programs when low-income students were assigned poorly resourced tracks.”
Quote in the paperSubstantial claim- The authors state this as an assumption: An intervention that affects educational achievement can be assumed to also affect long-term health.
- Also stated in: § Abstract · hedged
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSingle-track year-round school calendar programs are commonly implemented to address summer achievement loss.
“Single-track programs are commonly implemented to address the summer achievement loss,14”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [14] Cooper H, Valentine JC, Charlton K, Melson A. The effects of modified school calendars on student achievement and on school and community attitudes. Rev Educ Res. 2003; 73(1): 1– 52. source
Classified as probably not a substantial claim. May combine two claims.
InterpretationreasoningIf year-round school calendars reduce the achievement gap, they may be expected to advance health equity.
“If YRSCs reduce the achievement gap, they may be expected to advance health equity.”
Quote in the paperSubstantial claim- The authors state this as an assumption: An intervention that affects educational achievement can be assumed to also affect long-term health.
The authors state this as an assumption.
An intervention that affects educational achievement can be assumed to also affect long-term health.
“thus, an intervention that affects educational achievement can be assumed to also affect long-term health.”
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Sorted by citations
Mualem, R., Morales-Quezada, L., Farraj, R. H., Shance, S., Bernshtein, D. H., Cohen, S., Mualem, L., Salem, N., Yehuda, R. R., Zbedat, Y., et al. (2024) · Frontiers in Public Health · doi:10.3389/fpubh.2024.1376075 · Cited by 48 · see citing works
Blended learning for the “multi-track” undergraduate students in Ghana in an adverse era
Adarkwah, M. A., & Huang, R. (2023) · Scientific African · doi:10.1016/j.sciaf.2023.e01772 · Cited by 15 · see citing works
“In the MT-YRE system, different groups of students attend school separately such that when one track is on break the others are in session with the breaks occurring throughout the year (Finnie et al., 2019).”
BackgroundThe Learning Sciences Framework in Educational Leadership
Tokuhama‐Espinosa, T. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00136 · Cited by 13 · see citing works
“, 2018; Tokuhama-Espinosa, 2019), the school calendar (e.g., Farbman et al., 2015; Finnie et al., 2018), and teacher training (e.”
BackgroundEvidence-Based Education: The (Not So Simple) Case of French-Speaking Belgium
Dachet, D., & Baye, A. (2020) · ECNU Review of Education · doi:10.1177/2096531120928086 · Cited by 11 · see citing works
Quality and Equity of Schooling in the German-speaking Community of Belgium
OECD (2022) · Reviews of National Policies for Education/Reviews of national policies for education · doi:10.1787/9a6b6f3a-en · Cited by 11 · see citing works
Jones, D. A. (2022) · Journal of Education · doi:10.1177/00220574221112626 · Cited by 4 · see citing works
“Finnie et al. (2019) analyzed and summarized the most recent YRE research and concluded that, although Graves ’ results were not the only statistically signi fi cant negative fi ndings, the majority of existent literature suggests only minimal positive results on academic achievement.”
BackgroundResultSmets, L., Marten, F., Keuppens, L., Baeyens, D., Boyer, B. E., & der Oord, S. V. (2025) · Journal of Attention Disorders · doi:10.1177/10870547251329772 · Cited by 2 · see citing works
“This could potentially bias the amount of experienced homework problems since it is known that after summer break students show a loss of knowledge and skills gained in the previous school year (Finnie et al., 2019).”
Liburd, L. C. (2019) · Journal of Public Health Management and Practice · doi:10.1097/phh.0000000000000978 · Cited by 2 · see citing works
- Authors
- Finnie, R. K. C., Peng, Y., Hahn, R. A., Johnson, R. L., Fielding, J. E., Truman, B. I., Muntaner, C., Fullilove, M. T., & Zhang, X.
- Affiliations
- Centers for Disease Control and Prevention (US)
- Corresponding author
- Hahn, Robert A.
- ORCID
- Venue
- Journal of Public Health Management and Practice
- Published
- 2019-11
- Volume
- 25
- Issue
- 6
- Pages
- 590-594
- ISSN
- 1078-4659 (ISSN-L)
- PMC
- PMC6922050
- OpenAlex
- W2895864476
- Semantic Scholar
- 3da6b974173ae3182b4a3278d8b847cb4272bcec
- Cited by
- 8
- References
- 25
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 1 · 2022: 2 · 2020: 1 · 2019: 2
- FWCI
- 0.36
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Public Health Management and Practice (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (submittedVersion)
- Funders
- National Institutes of Health (CC999999)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- academic performance, educational attainment, health equity, low-income students, summer learning loss, intersession
- MeSH terms
- Health Equity, Child, Education, Educational Status, Humans, Schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-14.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-14.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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