Multi-track, year-round education: track problems and perceptions
Multi-Track, Year-Round Education: Track Problems and Perceptions Year round education is an alternative schedule for learning. The literature provides a generous amount of information on both the positive and negative aspects of the operations of a year-round, multi-track school. Unfortunately, limited research has been conducted on equity issues among multi-track, year-round schools. A small portion of the literature has revealed ethnic/racial differences (c.f. Brekke, 1986), the perception of a "preferred" track and teachers (c.f. Shields, 1996), and inequities of classes available to the different tracks (c.f. Helfand, 2000). The intent of this study was to explore problems related to the specific tracks in one multi-track, year-round elementary school site. The importance in looking into the problems of the different tracks of a multi-track, year-round calendar was twofold. First, it was to investigate the concerns teachers had regarding problems on a particular track. Second, sharing the findings with my school site and administration may provide the catalyst to provoke dialogue between teachers and administration regarding the problems teachers face on particular tracks. This study was conducted in one Southern California K-5 elementary school. The investigation relies on qualitative research which best supports the study of problems and perceptions in the multi-track, year-round school system. Data was collected through teacher interviews, teacher surveys, and parent-volunteer sign-in forms. Findings were then analyzed around the themes that arose.