The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes

By H. Cooper, J. Valentine, K. Charlton, April Melson. 2003

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Capital at Home and at School: A Review and Synthesis (2010, background): “Similar to Parcel and Dufur (2001a), Crosnoe (2004) argued for the importance of studying both families and schools as relevant contexts for affecting adolescent academic performance, as well as the interaction of characteristics across these contexts. Using the National Longitudinal Survey of Adole”
Modeling dependent effect sizes with three-level meta-analyses: a structural equation modeling approach. (2014, background): “Konstantopoulos (2011, Table 1) illustrated a three-level metaanalytic procedure with selected cases from Cooper et al. (2003).”
Fixed effects and variance components estimation in three‐level meta‐analysis (2011, methodology): “The data include studies on schools that modified their calendars without extending the length of the school year (see Cooper et al., 2003).”
Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19 (2021, background): “Studies focus on issues that range from the effect of summer holidays (Cooper et al., 1996), to modifying the school year by shortening the summer break (Cooper et al., 2003) or extending the time pupils spend in school in other ways (Cooper et al., 2010; Patell et al., 2010; Fitzpatrick, 2018).”