Abstract
The purpose of this study was to determine whether there is a significant difference between the limited English speaking high school students attending year round schools and limited English proficient students attending traditional high schools in the areas of: (1) student attendance, (2) student grade point average, (3) student academic achievement as measured by units earned towards graduation, and (4) student oral English language acquisition as measured by Language Assessment Survey (LAS). This study found: (1) the students in year round school missed significantly fewer periods than students in the traditional high school; (2) the students in year round school had a significantly higher grade point average than students in traditional high school; (3) there was no significant difference between the year round and traditional high school students in terms of units earned; (4) the limited English proficient students in year round school had a significantly higher English oral language acquisition than the limited English proficient students in traditional high school; (5) there was a significant positive correlation between units earned and grade point average and a negative significant correlation between GPA and absences and between units and absences for both the traditional and year round schools; and (6) there was significant differences between male and female for the traditional school in GPA and for the year round school, the difference was in units. (Abstract shortened by UMI.).