A principal typically controls less than 3 percent of the actual dollars spent to operate his school. The most significant of the principal's resources is the master schedule. The schedule, not money, is the coin of the school realm and is the primary indicator of the distribution of inschool resources. (Author/IRT)

After 14 years of success with year-round scheduling, a Colorado school district returned to a single-track calendar. Among the reasons cited are community members' desire for neighborhood schools and administrator burnout. Lists six suggestions for making year-round education work. (MLF)

Music enrollments at the secondary level have held steady in schools with seven or more periods in the school day but have dropped off in schools with six or fewer periods. Cites how some schools have found ways to meet the challenge of scheduling music classes. (MLF)

Revolving around whether schools should open before or after Labor Day are the issues of jobs, tradition, money, and local control. Presents the pros and cons being put forth in discussions in a number of states. (MLF)

To assess thinking of parents on year-round education, survey forms were sent to 398 households with children enrolled in elementary school. With 236 of questionnaires returned, only 10 percent favored adopting such a plan whereas 83 percent preferred staying with traditional schedules. Lists arguments in favor and arguments opposed along with…

Discusses the various inclement weather conditions (and regional biases toward them) contributing to administrators' decisions to close school for the day or for part of the day. Considers childcare problems and safety considerations. An inset offers closing advice for parents. (MLH)

Outlines a board activity calendar developed by the Cotati-Rohnert Park Unified School District in California. It groups board actions by month and by meeting for the whole year, listing all actions and items the board anticipates considering. (MD)

Reports success stories from three communities that have changed to year-round education. Lists address of contact persons at the schools and of the National Association for Year-Round Education. (MLF)

At the same time their biological systems program them for later sleep and waking times, adolescents' schedules and lifestyles keep them from getting a healthy amount of sleep. Although a few schools have altered their schedules, most are confounded by costs and contractual complications. Minnesota schools are leaders. (MLH)

Boards of education have the responsibility to ensure that the school schedule is viewed as a means to improve school instruction. Lists important questions to ask administrators concerning scheduling. (MLF)

Describes the ways in which block scheduling can decrease school-day interruptions, reduce discipline problems, and help students who need more time and a slower pace. Also describes block schedules' effects on students and teachers. Sidebars offer guidelines for block scheduling and selected references. (LMI)

Teenagers need emotional stability and social proficiency. They need to be shown how to behave appropriately and have healthy, mature relationships. School schedules should be adjusted to promote healthy lifestyles. Administrators need to show teenagers how to think and act appropriately. (MLF)

While test scores have fallen, the amount of time students spend with teachers has fallen and the amount of knowledge and the number of skills students must master have risen. Six suggestions for guarding against loss of instructional time are provided. (Author/IRT)