“By the end of the summer, I’m always amazed at how many children readily admit that they are bored and eager to return to class. But they are not ready unless their parents have attempted to do a little home schooling of their own with reading incentives, field trips or family learning projects. So teachers waste time reviewing old information when classes resume after summer.” (Washington, 2001, p.2)
It should be noted that even among those who support year-round schooling, there is no consensus as to the exact scheduling. Educationists such as Lawrence Smith prefer “a four day school week with a fifth day set aside for enrichment programs, including activities sponsored by local YMCAs, cultural centers, children’s museums, and other educational programs. On the enrichment day, teachers would have time to develop lesson plans and attend much-needed professional development programs” (Smith, USA Today, 2000). This schedule is quite different from the prevailing format for year-round schooling, wherein students attend classes for eight weeks and then have a two week break. Study reports compiled on the issue have come out in favour of year-round schooling. According to Lawrence Smith, who is an expert in education programs and was the chairman of the Elementary Education Department of Ball State University,
“Schools that begin the academic year in July and end in June would eliminate the problem of students “forgetting” learned information during three-month summer vacations, he maintains. After the long summer vacation, many at-risk students return to classes needing to have instructors reteach basic information during the first few weeks of classes. Parents really should be concerned with the retention of learned information. Every year, teachers have to go over the previous year’s basics to keep a class up to speed.” (Smith, USA Today, 2000)
One should also remember that there is a flip side to year-round schooling, which is that it is taxing on teachers and other school authorities. In conventional school formats, teachers can avail of a lengthy vacation at the end of each academic year. During this time some of them take up professional enhancement classes and teacher training to improve their skills. Others take a well deserved touring vacation and to meet up with family and friends. But a year-round schooling schedule would not provide such opportunities for them. This might be manageable for a few years in a row, but it would eventually lead to teacher burnout. A mentally burnt out teacher will prove to be a liability for students and the school alike and it is a situation that has to be prevented. There are even instances where relentless work schedule has led to divorce and other inter-personal problems for teachers (Wildman, 1999, p.465).
Hence, it is not a black and white situation where everything about year-round schooling is good. There are definitely many advantages that it confers on students, even if it subjects them to minor inconveniences. Educationists and other experienced teachers have also come out in support of year-round schooling. This should encourage policy makers to create alternative schedules for schools in the United States. These schedules could first be introduced in public schools and later adopted in private schools. By providing this option to students, we are creating genuine opportunities for them to raise their academic standards.
Works Cited:
“Summer Institutes Spur Professional Growth.” Reading Today Apr.-May 2004: 39.
Washington, Adrienne T. “Information Age Students Need Year-Round Schools.” The Washington Times 27 July 2001: 2.
Washington, Adrienne T. “It’s Time We Went to Year-Round Schooling.” The Washington Times 15 June 1999: 2.
Wildman, Louis, et al. “The Effect of Year-Round Schooling on Administrators.” Education 119.3 (1999): 465.
“Year-Round Schools Can Stimulate Learning.” USA Today (Society for the Advancement of Education) Aug. 2000: 7.