A comparison of the impact of year-round education on reading, language and mathematics achievement of students of low socio-economic status in the Mississippi Delta

This research study was designed to investigate the impact of year-round education on students of low socioeconomic status in the Mississippi Delta. This was accomplished by comparing reading, language and mathematics achievement of students of low socioeconomic status who attended school following a year-round calendar, over a three year period, to a group of similar students who attended school following a traditional calendar for the same period of time.; The sample population was from two schools located in the Cleveland School District. The groups consisted of 118 students who had attended either the year-round or the traditional school in the study. One group of students attended either a year-round or a tradition school from kindergarten through fourth grade and the other from first through fifth grade.; Student achievement was measured using end of grade results from the Mississippi Grade Level Testing Program (MGLTP) also known as the Mississippi Curriculum Test (MCT). A chi square analysis was chosen because the data from the MCT is reported in categories ranging from minimal to basic to proficient and advance.; The findings indicated that a larger percentage of the group of students from the traditional school scored proficient and advanced in reading and mathematics, but that a larger percentage of the group of students who attended school following the year-round calendar scored proficient and advanced in language.; The findings indicate that there was a significant difference in reading achievement for 4th grade 2001, and 4th grade 2002. There was a significant difference in language achievement in 3 rd grade 2002. There was a significant difference in mathematics achievement in 3rd grade 2002, 4th grade 2002 and 4 th grade 2003.