Benefits for the school touted

The last day this academic year for students at Shreve Island Elementary, a year-round school in Shreveport, is Friday.Parent Amy Watson wouldn’t have it any other way.

While summer break for most Caddo public school students began in May, school books still are being read, lessons still are being taught and children still are still learning at Shreve Island Elementary.

“Education is a big priority in my family and, for some (people), this is ideal,” Watson said.

Shreve Island Elementary students attend class the same number of days as everyone else — 187. However, they have breaks after nine-week periods, sometimes as long as two weeks, and a summer vacation. That shift in the typical academic calendar makes school more effective, say parents, teachers and administrators.

“The difference is that they take a break after every nine weeks,” Watson said. “They do get a six-week break, and that’s plenty long. I don’t feel like my child needs to spend time reviewing.”

The school’s state exam results show there may be something to it. This year, 20 percent of its fourth-graders achieved mastery on the English/language arts part on the state exam and 54 percent achieved the basic level. In math, 22 percent mastered the exam and 48 reached basic levels. Those percentages are near the state level and above the district level.

Compared to other schools, Shreve Island Elementary has less time to prepare for the state exam, principal Emily Stanford said.

“They work a little bit harder through the school year. And that says something about teachers and students.”

Parents and teachers cite the same reasons for the school’s effectiveness:

n The frequent breaks let teachers and students catch their breath so they come back well rested.

n Since teachers and students are well rested, they spend more time on task, stressing quality of instruction.

“With the traditional calendar, you have to spend a month acclimating to school,” Stanford said. “We don’t have that.”

Shifting calendar days around doesn’t make a school effective as much as the quality of instruction, said Anna Habash, a policy analyst at Education Trust, an independent nonprofit that aims to make schools and colleges work for the young people they serve. “The research has been spotty. There aren’t any conclusive findings.”