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[quote=Anonymous]I'm all for extended school year, the research is there and MoCo has allowed areas to become unbalanced with too many low SES students in one place. Home owners would scream bloody murder if they do the redistricting they need to do, so why not do things to serve the population that needs them?

I would much rather the county try to educate these students than to have them turn into criminals in 12 years. We're some of the "poors" that work for the federal government and live in the eastern side of the county; it's amazing when you make 100k+ and are "poor."

https://eric.ed.gov/?q=%22extended+school+year%22&id=ED580278
The extensive body of research into summer learning loss and the expanding achievement gap is a well-known issue in education. Summer learning loss has been shown to significantly contribute to the achievement gap and have a more noticeable effect on students from a low-SES household when compared with higher income peers. The effects of summer learning loss are cumulative and result in lifelong consequences for low-SES students. Research shows that students with a low-SES background are at risk of leaving fifth grade three years behind their peers in reading. This is due to the cumulitive effects of summer regression on low-SES students and no doubt leads to the achievement gap at the secondary level. This study uses "ex post facto" data from two school years to compare the effectiveness of a voluntary extended school year with two other types of voluntary summer intervention, a traditional summer school program and students that did not participate in any summer intervention. The students that participated in the extended school year attended school for an additional 33-35 days for seven hours a day. This program focused on preparing students for the next grade level in math and reading. The study looks to determine, among other things, if the extended school year had a positive effect on combatting summer regression for students with a low-SES background. The results show both practical and statistical significance for those students that participated in the voluntary extended school year. Additionally, the results of the study show that the voluntary extended school year helps to combat summer regression in low-SES students and has an immediate positive effect for those students. The article also discusses research based recommendations for an effective extended school year, the biggest challenges to offering this type of program in low-SES areas, and effective ways to combat those challenges. The article concludes by discussing the factors that may have contributed to these results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

https://eric.ed.gov/?q=%22extended+school+year%22&id=ED573989
This Special Report is a summary of the author's original paper, "It's About Time: Extending Learning to Narrow the Achievement Gap." The family income of students is a consistent predictor of academic achievement across the United States, where an achievement gap between the most and least affluent students has long persisted and shows no sign of narrowing. The current body of research is insufficient to draw conclusions about whether extending learning time is effective in closing the academic achievement gap between lower-income and more affluent students. Studies, however, do find that strategies ranging from extended school years to summer learning opportunities show promise as a means for improving the academic achievement of the lower-income students exposed to them. Although program design varies widely between and within the types of extended learning programs, recent research identifies several characteristics of those that have been shown to be effective. This report discusses these characteristics, the effectiveness of the programs, student implications, how allocated time relates to academic improvement, and other issues related to extended learning programs.

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