A three month long summer vacation from public school seems stupid

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Discussion Overview

The discussion revolves around the merits and drawbacks of a three-month summer vacation for students in grades K-12. Participants explore whether this extended break is beneficial or detrimental to children's education, considering various perspectives on educational quality, childhood experiences, and potential alternatives.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants argue that a three-month vacation is detrimental, suggesting that year-round schooling could lead to better educational outcomes by allowing teachers to cover more curriculum and reducing the forgetting of material over the summer.
  • Others express nostalgia for summer vacations, indicating that they enjoyed the break and question whether a shorter vacation would actually improve education or lead to burnout among children.
  • Several participants call for a definition of "stupid" in this context and inquire about the specific benefits or disadvantages of changing the length of summer vacation.
  • One participant shares a personal anecdote about their own educational experience, noting that while they believe extending the school year could improve outcomes, they also recognize systemic issues in education that a longer school year may not address.
  • Concerns are raised about the potential for burnout in children if school were year-round, with some arguing that children need breaks and playtime, which could still be accommodated in a modified school calendar.
  • There is a suggestion that the logistics of vacation time for working parents could complicate a shift to a shorter summer break, though some participants argue that similar issues already exist during traditional holiday breaks.

Areas of Agreement / Disagreement

Participants do not reach a consensus on whether a three-month summer vacation is beneficial or detrimental. Multiple competing views remain regarding the impact of summer breaks on education and childhood experiences.

Contextual Notes

Some participants highlight the need for definitions and clarity around terms like "stupid" and the benefits of changing the vacation length. There are also references to systemic issues in education that may complicate discussions about the effectiveness of extending the school year.

Is a three month long summer vacation from public school stupid?


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  • #91
BillTre said:
Woe, woe, woe.
When I was a kid (different times) Saturday mornings were very important to my education.
I learned a lot of sarcasm and irony watching Rocky and Bullwinkle!
Squirrel and Moose rule!
And history from Sherman & Mr Peabody... the original (?) Wayback machine
 
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  • #92
gmax137 said:
And history from Sherman & Mr Peabody... the original (?) Wayback machine
What about literature from Edward Everett Horton?
 
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  • #93
sevensages said:
There are a couple of things that we can do to incentivise people to want to be teachers:

1# Raise property taxes to increase teachers' pay substantially

2# Make the teacher's jobs easier by expelling disruptive students.----The first thing to do is restore paddling in public schools. Disruptive students should be paddled. If the disruptive students' parents do not consent to their disruptive sons or daughters to be paddled, then the disruptive student either gets expelled from school altogether or get expelled from the normal classes and has to attend school in a special holding area for disruptive students. In the unlikely event that paddling does not cause a student to stop being disruptive, then the disruptive student shall be expelled.
Why stop with paddling? The girls could use the 3 months reading poetry around bonfires in the woods at night like Bund Deutcher Mädels and we could force the boys into some kind of military education - I had a name prepared but it escapes me. The boys could learn trigonometry for throwing grenades and handling mortars. They would all like that and their time would be spend productively. As a bonus we would have a standing army if someone wanted a blitzkrieg.


(I'm being a little sarcastic here.)
 
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  • #94
After moderator review, this thread has been closed.
 
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  • #95
My apologies for using my mentor powers to post after closure, but I thought my experience might be worthwhile on this topic.

First, to the OP, please don’t post like this here. Simply calling a view “stupid” is not acceptable here. When you have an argument you can present it respectfully. Even here in General Discussion this is Physics Forums and not Facebook.

I live in a school district in the USA that has both year-round and traditional calendar schools. The traditional schools operate 9 months on 3 months off. The year-round schools operate 9 weeks on 3 weeks off repeated four times per year.

Year round schools buildings accommodate 33% more students because the students are split into four “tracks” such that at any time three are in session and one is out. This was the original reason to adopt the practice.

On the year round schedule kids have the same amount of time off as the traditional calendar kids, but they lose less over three weeks than over three months. There is also less student burnout over nine weeks than over nine months.

With staggered tracks there is no big concern with scheduling vacations. And it enables families to take “off peak” vacations (we love Disneyworld in February). Also, local “track out camps” have stable year round business.

The negatives are the difficulty for teachers to get supplemental income. Other than the track out camps not many other jobs need adults for three weeks multiple times per year. The other negative is the difficulty of after school extracurriculars like sports and band. As a result the year round schedule is not offered for high school.

The benefits are real, but so are the objections. Personally, we have had several years of experience with both calendars. We strongly prefer the year-round calendar. But calling a traditional calendar “stupid” is unjustified, particularly in the way presented in the OP (literally without justification)
 
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