Our district went to a roughly 9 weeks on, 3 weeks off schedule for most kids K-8, high schools all remained typical calendar with a 10 week break in summer. The district was pretty clear that the main reason was money, the rotating schedule could utilize school buildings more efficiently, with theoretically 33% more kids in each school (4 tracks with 25% of the kids off at any given time, buildings full constantly, but with a different mix of kids at different times). However, the district did push summer slide as a big reason it would be good for the kids. I’m not aware of any rigorous study of it. But the following observations were pulled together from some limited research and anecdotal teacher observations:
- during the summer some younger kids do regress in their school skills, numbers seem to be around 30-50% of kids exhibit this issue (yep, that means most kids don’t exhibit regression in any quantifiable way)
- the regression seems to be significant in math and reading, much less in writing, and non-existent in history, social studies, art, pe, etc,, likely because these subjects just aren’t as strictly cumulative as math and reading
- as kids age the regression becomes less noteworthy, likely because the circulums stop depending on retention over the summers as much (for example, take chemistry one year and physics the next)
- of the students who regress during summer breaks, more than half of them also regress during 3 week breaks, so with the new schedule these kids now have 4 regressions a year instead of just 1 - no good feel for which really requires more relearning, so are the 4 regressions smaller or just as bad as the summer regression
- a significant number (but certainly a minority) of families really like the new calendar and for some kids it has been an amazing benefit
- summer camps have been decimated by it, especially the speciality camps for rare sports or particular sciences or unique hobbies. The number of potential campers any one week during the summer is just too small to support these specialized camps
- the district tries to keep kids in the same family on the same schedule, and give some choice over calendar. In practice, they do not do a good job of either
- the district allows specialists to work 9-month schedules (practically they should be full time, year-round, as they always have students in session). This has been weird for most kids as they have subs for pe, art, music, a third of the time. But it’s particularly horriible for kids receiving services like speech, occupational therapy or physical therapy, as they simply don’t receive their service a third of time (to comply with disability laws, they do double-up therapies some weeks, or have subs, but neither of those approaches work nearly as well as consistent services).
- some kids who are on this calendar for 9 years and then switch to a regular school calendar for high school are having a pretty hard transition.
I was optimistic about it when the district switched (hoped it would make learning easier and give kids more frequent breaks to de-stress) but after more than 10 years of the multiple shorter breaks, I think overall it’s worse for kids and I’m not a fan. I’m sure part of my negative feeling is because of our district‘s poor implementation of many aspects of the new schedule.