Arguments Against Year-Round Education
Schools have adopted year-round education for numerous reasons, including educational and fuel advantages and reduction of overcrowding problems (Peltier, 1991). However, opponents of year-round education believe that changing the school calendar is not the answer to low test scores and may be the beginning of many new problems; it will not necessarily provide a better education, create a better social environment, or save money, and it may take away an experience that many adults regard with fond memories.
Not everyone is convinced that YRE will help students do better in school. In fact, many believe that Year-round Schools Don't Boost Learning. Deborah Sardo-Brown and MIchael Rooney (1992), for example, state that year-round education does not demonstrate educational benefits. They found that year-round education does not meet the needs of special education students. Adding to what Sardo-Brown and Rooney findings, Theresa Greenfield found that year-round education was hard on some teachers because they had to teach intersession classes, which are classes taught during the students' vacation time, with little planning and preparation time. Also, teaching students during the intersession period caused teachers to be more tired because they were busy preparing for the next school session (Greenfield, 1994).
Lorraine Forte (1994) believes that parents and teachers worry that year-round education will cause problems for day-care arrangements and that the new schedules would interrupt summer activities and vacation plans. She also thinks that year-round education causes problems with teacher training because someone is always on vacation. Additionally, Sardo-Brown and Rooney (1992) noted that year-round education does not give the students enough time off to relax and enjoy their time with their friends because of conflicting schedules.
W hile supporters of YRE believe that changing the traditional calendar will save money, opponents do not believe that is the case. Dr. Gary Peltier (1991) from the University of Nevada-Reno, for example, says that the financial benefits needed were not always produced. Others, like Greenfield (1994) note that year-round education costs are relatively high because of the increased number of days, teachers' pay, school lunches, transportation, and more school supplies needed with the new schedule. Sardo-Brown and Rooney (1992) note that in at least one case, year-round education costs more than the traditional school calendar because of higher air-conditioning costs.