The Task Force's research leads us to conclude that our 20th century school calendars need to be
deconstructed and then super-structed on principles that better serve student learning. Though there are
inevitably challenges whenever systems are disrupted, there is clearly an urgency for schools to engage
in conversations about balanced school calendars that support student learning.
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Ballinger, C. and Kneese, C. (2006). School Calendar Reform, Learning in All Seasons (pp. 51). Lanham, MD:
Rowman & Littlefield Publishers, Inc.
Carson-Dellosa. (2012). School May Stop for Summer but Learning Never Should (infographic).
Greensboro, NC: Carson-Dellosa Publishing, LLC.
Cooper, H. (2003). Summer Learning Loss: The Problem and Some Solutions. LD Online. DOI: ED475391
Diaz-Maggioli, G. (2004). Teacher-Centered Professional Development. (Chapter 1). Alexandria, VA:
Association for Supervision and Curriculum Development.
National Center for Summer Learning. (2009). Summer Learning Bulletin, April 2009. Baltimore, MD: Johns
Hopkins University School of Education
National Summer Learning Association. (2009). More Than a Hunch: Kids Lose Learning Skills Over the
Summer Months - interview with Professor H. Cooper. NSLA Research in Brief. Baltimore, MD:
Reading is Fundamental. (2009). Primer on Summer Learning Loss. Washington, DC: www.rif.org
Shields, C. and Oberg, S. (2009). Balanced Calendar Schools: Combining Structural Change and
Transformative Leadership. In C. Kneese and C. Ballinger (Eds.), Balancing the School Calendar (pp. 40).
Lanham, MD: Rowman & Littlefield Publishers, Inc.