Much has been written and reported:

In numerous media outlets recently ( NBC nightly News, MSNBC, FOX, The Washington Post, The Daily Much has been written and reported American and numerous others ) discussing the concept of YRE (Year Round Education). Indeed as far back as 1894 this countries’ Commissioner of Education, William T. Harris, argued against the reduction of school days from 193.5 to 191 when he stated, “The constant tendency has been toward a reduction of time. First the Saturday morning session was discontinued, then summer vacations were lengthened, morning sessions were shortened, afternoon sessions were curtailed, new holidays were added, provisions were made for shorter days during stormy weather, teacher absences for institutes…  The boy of today must attend school 11.1 years in order to receive as much instruction as the boy of 50 years ago received in 8 years. It is scarcely necessary to look further than this for the explanation for the greater work accomplished in the German and French schools than our American Schools.” In 1980 A Nation at Risk Report and the National Governors Association Report both called for a change in calendar and school day schedules in order for this country to maintain its first rate international competitive edge!

Unfortunately, despite these efforts at reporting and debate it is still one of the most mis-understood concepts. It is often erroneously assumed by reporters and readers alike that the concept of YRE automatically implies and requires many more days be added to the school calendar.  Nothing could be further from the truth; in fact in many places where it has been implemented successfully it has only meant a reallocation of the current contractual days already in place. Why this increased attention to YRE now?  Because it is an idea whose time has come and is long overdue. We are as a Nation beginning to accept the reality that our current school calendar and day has some very serious unacknowledged design flaws and therefore places our entire educational reform movement both past and present on a foundation of sand.

We have built that foundation on five faulty premises: 1. the assumption that students arrive at school ready to learn in the same way, on the same schedule, all in rhythm with each other. 2. The notion that academic time can be used for non-academic purposes with no effect on Learning. 3. The pretense that because yesterday’s calendar was good enough for us, it should be good enough for our children, despite the major changes in the larger society. 4. The myth that schools can be transformed without giving teachers the time they need to retool and reorganize their work. 5. The new fiction that it is reasonable to expect the world – class academic performance from our students within the time bound system that is already failing them and their teachers.

There are educational, social, political and economic forces converging to advance the business of restructuring the school year. Throughout history when these forces converge, change does occur!!   The purpose of this series of articles is to engage the public in an educated and factual dialogue. This first installment is merely an introduction to the topic. Later articles will discuss in depth the following four specific areas related to the implications of YRE: educationally, socially, economically and politically. In each of these areas we will examine the pros and cons of YRE as it relates to each of these general categories .We will explore the six common issues raised by YRE: 1. Does the calendar make a difference in the overall learning of students? 2. Can a non-traditional calendar work on the secondary level? 3. Is there a need for uniformity of calendars? 4. What role does choice in education play? 5. How credible is the information we are using to determine our positions? 6. If YRE is such a good idea why hasn’t it been more widely accepted?

We will also  discuss the impact of our mindless love affair with the clock as it relates to education and that the clock controls every aspect of  our schools’ operations and how that often conflicts with the research on student  learning.  

We find ourselves at a crucial crossroads in education. We can overhaul the model A (our Educational System), which was admittedly a marvel in its time, or we can continue to fall prey to the laws of inertia. In which case, we will assuredly become a second rate international power. A comprehensive approach to reform can be the catalyst to our continuance as the world’s Super Power. The maintenance of the status quo will certainly lead to the very ruination of this once proud and great nation. The choice is within each of us. We continue to opt for the safety and security of a system we know does not work for many of our children or we take the calculated risks brought about by insightful change, where nothing is so scared that it cannot be included in the overall system of reform. For me the choice is clear! I cannot and will not support a system of education that is destroying the middle class back bone of our country. Therefore, I must accept and work toward a holistic reform of education by removing obstacles, roadblocks and pit falls brought about by reform. I must approach the education of the public with same zeal as a missionary. To do otherwise would be abdicating my responsibility as an educator. I cannot nor will not do so despite the personal criticisms directed at me by either an approving or disapproving public. This series will be designed to stimulate the local, state, and national discourse. The next article in this series will examine the Educational aspects of YRE!

Sources: NBC News, Fox News, Washington Post, NAYRE, Center for American Progress, US Chamber of Commerce Institute for Competitive Workforce, US Chamber of Commerce Leaders and Laggards: State by State Report, Institute for American Progress.