One argument in this literature is that the "year-round" calendar reduces summer learning loss. Consider the assumptions behind the contention that reducing summer from 12 weeks to 6 weeks is going to have much of an impact. It assumes that relatively little forgetting occurs between September and June but a huge amount of forgetting takes place between July and September. This seems implausible on the face of it. Moreover, the  difficulties of measuring such loss are often dismissed but they are large.

Students had the virtual, online course throughout at their fingertips, while also being taught face-to-face each day.  I found that the online platform was great for allowing students to get caught up if they fell behind and also allowed students to work ahead if they knew they would be traveling or would miss school because of an athletic event, etc. 

They’ll pass through a hidden weapons-detection system and step into a wide corridor dubbed “Main Street.” They’ll swipe their “smart cards,” and a screen will display their photographs and register their attendance

They’ll move quickly, carrying only a small laptop from class to class and home at night (no more overloaded backpacks). Passing the administrative offices and the “interactive learning center” (read: a library without books), they’ll come to a mall-style food court, where purchases will be tracked with the same card. (No more telling Mom you had broccoli while really subsisting on Kit Kats and Snapple.)

In the gym, plasma-screen televisions and video cameras will bring pro-style instant-replay access to the varsity level, and outside, a futuristic anti-graffiti coating on the walls will make washing off tags easier. This technological utopia of high-density fiber-optic cable will be virtually paperless, although there will be printers on hand (just in case). And the entire building — a green building, complete with solar panels and grassy roof — is wired, powered and online.