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Good The Argument For Year-Round School Argumentative Essay Example

Type of paper: Argumentative Essay

Topic: Children , Teaching , Education , Bachelor's Degree , Family , Students , Study , Success

Words: 1600

Published: 03/21/2020

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There are a number of benefits to implementing a year-round school calendar, particularly through high school. For younger children, the importance of having a year-round calendar comes in their retention of knowledge. A three-month summer break is devastating for most children in terms of recall; teachers must spend most of the beginning of the next year reviewing the information that students were supposed to have learned previously. This wastes time, and puts students whose families did not review any academic concepts with them over the summer at a distinct disadvantage (Scholastic.com). The more this gap widens between children who have reviewed material and children who have not, the greater the achievement gap becomes in classrooms without year-round school (Scholastic.com). As children get older and progress into secondary schools, there are even more benefits to be had from year-round schooling. Having school year-round means that children can progress at different rates, and even graduate at different times. Scholastic.com suggests that year-round school gives kids a break right when they need it: “Mary Brown, a middle-school teacher in Wake County (where three-week breaks occur every nine weeks), says she doesn't see that as a problem at her school. ‘Our schedule offers the kids a break from school right when they need it,’ she says. Earlier this year, after their first three-week break, she says, the kids seemed refreshed. ‘They didn't have the bored, glazed-over look of kids who had been in school for weeks on end with no break in sight’” (Scholastic.com). For high school students who graduate at different times, there is also a higher likelihood of finding a job, as the job market is no longer inundated with new graduates all at once. Schools that utilize year-round schooling are often those schools that are experiencing a population boom in students and are unequipped to handle the population change, either by hiring more staff or by upgrading the current facilities to be conducive to a larger group of students (McMullen and Rouse). McMullen and Rouse compare the effect of crowded schools on achievement to schools that implement year-round schooling, writing: “Results [of the study] suggest that severely crowded schools have a negative impact on reading achievement but have no discernable impact on math achievement. Both mobile classrooms and year-round calendars are found to have a small negative impact on achievement in the absence of crowding, but a positive impact in crowded schools, though these policies are only able to partially offset the negative impact of crowding” (McMullen and Rouse). Essentially, the results of the study are mixed, showing that the most important negative effect on students is the overcrowding of schools, but that year-round schooling can certainly offset the negative impact of overcrowding in schools (McMullen and Rouse). While McMullen and Rouse do note that there can be a slight negative impact on achievement because of the implementation of year-round school, overcrowding in classrooms is a much more significant problem for achievement, particularly with younger children. Many teachers find year-round schooling to be an excellent solution to the problem of students forgetting much of what they learned over the school year, and some schools have even set goals to implement policies where ten percent of students must be on year-round plans within the next decade. Teachers note that summer vacations seem to favor children who are well-off, often detrimentally affecting children who were already at risk for low achievement. Johnson writes, “But in the summer months, kids in the top third economically kept gaining, picking up on average 46.6 points on the reading test. It was a dramatically different story for the less-privileged two-thirds: Kids the middle group gained about 4.5 points on average, while those in the bottom third lost 1.9 points well-off children — those with access to tutoring and academic camps and travel — keep learning when school's out for the summer, while those without such advantages tread water or even sink” (Johnson). Year round schooling is, therefore, an excellent option in school districts that are disadvantaged; it gives the students in these districts a way to catch up to their peers in other school districts, and maintain grade-level or better achievement. However, despite all the benefits to year-round school, there are many detractors for the policy. Most commonly, students are detractors; students may be used to traditional schooling schedules, and unwilling to give up their long breaks over the summer for shorter breaks over the course of the year. In a similar vein, many parents are unwilling to give up the long break over the summer, as students who have a non-traditional schooling schedule are often harder to find appropriate child care options for (Ferguson 82). When children are in non-traditional schooling situations, parents often have to find more creative and more expensive solutions for childcare; these schooling schedules can also take a serious toll on the family’s ability to schedule vacations, as families with multiple children may have children on different schedules or tracks (Peercy and McCleary). Most studies conducted have demonstrated no notable difference for achievement when it comes to comparing traditional schooling to year-round schooling. McMullen and Rouse, however, note that for younger, elementary-aged students, there can be a problem with reading achievement insofar as year-round schooling is concerned. Although many teachers will report anecdotal evidence to the contrary, it seems that most research does not support the idea that year-round schooling improves retention (Graves). However, it does seem to reduce student burnout, which is another reason why year-round school should be provided for an option for more students, particularly students that demonstrate a high level of burnout in traditional schooling systems (Graves). McMullen and Rouse do note, however, that achievement in year round school can be affected when students first switch to year-round school. McMullen and Rouse note that children who switch school systems are often thrown off by the experience, and sometimes find themselves underachieving for the first year or two. This is most prominent in elementary-school aged children, although it can be an issue for older children as well, depending on their situation (McMullen and Rouse). It seems as though transitioning from a traditional calendar to a year-round calendar can be difficult for children, and this transition is part of what causes the achievement gap, particularly for younger children. No studies were done on children who began in year-round school versus those who started later; perhaps the achievement gap would not be present if students were to begin year-round schooling as soon as they began their education. Perhaps one of the most compelling reasons to implement year-round school is to reduce overcrowding in the classroom. Currently, classrooms are extremely full, and students are having difficulty learning what they need to learn (Scholastic.com). However, with year-round school, classes can be staggered so that space is used much more effectively. In addition, with year-round school, school buildings do not sit vacant for three months of the year; instead, they are utilized all year round, and the stress on the system is reduced significantly. There are pros and cons to the idea of year-round schooling, but it should be an option that more school districts consider. Implementing a year-round schooling program does not mean that a district must abolish its traditional scheduling; however, allowing for students and teachers to choose their own schedule will certainly reduce the stress on the educational system, as well as on parents who may have scheduling difficulties. Year-round school is not a solution for all families, but it can be a fantastic option for some families. Allowing families to choose this option could reduce stress on an already-stretched educational system.

Ferguson, Janet M. 'The Effect Of Year-Round School On Student Achievement In Mathematics'. The Educational Forum 64.1 (2000): 82-87. Web. Graves, Jennifer. 'Effects Of Year-Round Schooling On Disadvantaged Students And The Distribution Of Standardized Test Performance'. Economics of Education Review 30.6 (2011): 1281-1305. Web. Graves, Jennifer. 'The Academic Impact Of Multi-Track Year-Round School Calendars: A Response To School Overcrowding'. Journal of Urban Economics 67.3 (2010): 378-391. Web. Johnson, M. Alex. 'Year-Round School Gains Ground Around U.S.'. msnbc.com. N.p., 2010. Web. 12 Dec. 2014. Kurt, Hakan, Fatih Güngör, and Gülay Ekici. 'The Relationship Among Teacher Efficacy, Efficacy Regarding Teaching, And Responsibility For Student Achievement'. Procedia - Social and Behavioral Sciences 116 (2014): 802-807. Web. McMullen, Steven C, and Kathryn E Rouse. 'The Impact Of Year-Round Schooling On Academic Achievement: Evidence From Mandatory School Calendar Conversions'. American Economic Journal: Economic Policy 4.4 (2012): 230-252. Web. McMullen, Steven C., and Kathryn E. Rouse. 'School Crowding, Year-Round Schooling, And Mobile Classroom Use: Evidence From North Carolina'. Economics of Education Review 31.5 (2012): 812-823. Web. NEA. 'Research Spotlight On Year-Round Education'. N.p., 2014. Web. 30 Nov. 2014. Pankratz, Melinda M., and Denise D. Hallfors. 'Implementing Evidence-Based Substance Use Prevention Curricula In North Carolina Public School Districts'. Journal of School Health 74.9 (2004): 353-358. Web. PBS NewsHour. 'Could Students Benefit From Year-Round School? | PBS Newshour'. N.p., 2014. Web. 30 Nov. 2014. Peercy, M. A., and K. W. McCleary. 'The Impact Of The Year-Round School Calendar On The Family Vacation: An Exploratory Case Study'. Journal of Hospitality & Tourism Research 35.2 (2010): 147-170. Web. Scholastic.com. 'The Pros And Cons Of Year-Round Schools'. N.p., 2014. Web. 30 Nov. 2014.

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Comprehensive Analysis: 8 Strong Reasons Why School Should Not Be Year-Round

There should be an option (summer classes), but kids from broken homes should not be the reason why the state should school ALL kids all year round. It can kill creativity, & reduces bonding time w parents in favour of strangers. Some schools r great, in some areas they’re tragic — Blonde, you know what you are? (@BlondeAre) July 22, 2022

The Concept of Year-Round Schooling

Many people assume that schools in the U.S. generally follow a nine-month academic year, but this is not always the case. While the majority do, a small portion, about 3,200 out of approximately 133,000 K–12 schools, operate on a year-round schedule. This doesn’t necessarily mean more school days; often, it’s the same number spread throughout the year instead of having a long summer break.

How Does the Year-Round Schooling System Work?

This system not only changes the rhythm of the school year but also offers students more flexibility in managing their assignments, as they have regular intervals to complete their work. If students struggle with their coursework, online assignment help is a viable option to consider.

What Kinds of Year-Round Schools Exist?

1. single-track calendar.

In the single-track, or balanced calendar, all students adhere to the same schedule. This approach often incorporates intersessions, which are periods for extra learning, offering an alternative to the conventional summer school model. The single-track calendar’s primary goal is to distribute breaks evenly throughout the year, maintaining a consistent academic rhythm.

2. Multi-Track Calendar

Traditional schools vs. year-round schools, 8 reasons why school should not be year-round.

While the benefits of year-round schooling are often highlighted, they may not be sufficient to outweigh its drawbacks. Firstly, the continuous academic calendar, though aiming to enhance learning, often disrupts the crucial balance between education and rest, potentially leading to student and teacher burnout. Additionally, the restructured schedule can significantly interfere with traditional family dynamics, complicating long-standing vacation plans and childcare arrangements.

1. Difficulty in Retaining Information

In a year-round schooling setup, the lack of extended breaks can lead to a repetitive cycle of learning new content and forgetting previously learned material due to insufficient processing time. Educational expert Dr. John Hattie’s research supports this, highlighting the importance of downtime in the learning process for deeper comprehension and retention. This constant cycle of superficial learning can ultimately hinder academic performance, as students might not develop a strong foundation in their knowledge base.

I recommend watching this insightful video featuring Professor John Hattie, currently serving as Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011, and formerly a Professor of Education at the University of Auckland. His extensive research covers areas such as educational performance indicators, evaluation, creativity measurement, and various teaching and learning models, making this video a valuable resource for anyone interested in educational research.

2. Risk of Student Burnout and Impact on Mental Health

Why It’s Important: The mental health of students is as critical as their academic achievements. The risk of burnout and the negative impact on mental health present significant challenges in the year-round schooling model. Prioritizing students’ mental wellness is essential, not only for their academic success but also for their long-term health and development. Ignoring these aspects could result in detrimental outcomes that extend beyond the classroom and into students’ future lives.

3. Increased Costs for Schools and Families

The transition to year-round schooling often entails additional expenses for both educational institutions and families. According to the National Education Association , schools could face up to 20% more in operational costs. This increase is due to the need for more staffing, modifications in scheduling, and higher demands for resources such as transportation and ongoing maintenance. For instance, a case study in California revealed that year-round schools required additional administrative staff and utility expenses to accommodate the year-long operation.

Families are also affected financially. With shorter and more frequent breaks, parents may need to arrange for more childcare, leading to increased expenses. Additionally, travel costs may rise as families try to plan vacations during off-peak times, which are often shorter and more crowded. A survey conducted by a parent-teacher association found that many families struggle with these additional childcare costs, making year-round schooling a less attractive option.

Why It’s Important: The economic implications of year-round schooling are a critical factor to consider. These increased costs could make this educational model less viable for schools with limited budgets and for families who already face financial constraints. This situation could exacerbate educational disparities, hindering efforts to achieve greater equality in schooling access and quality.

4. Disruption to Family Time and Challenges in Childcare and Family Scheduling

Working parents, in particular, face added pressures in arranging consistent childcare during these intermittent breaks. This not only impacts the parents’ work-life balance but also adds to the family’s overall stress. For example, a survey of working parents showed that many had to make complex arrangements for childcare during shorter breaks, often at a higher cost and inconvenience.

Why It’s Important: The challenges posed by year-round schooling to family time and childcare are not just logistical but also emotional. Quality family time and stable childcare arrangements are essential for the healthy emotional and social development of children. Disruptions in these areas due to year-round schooling schedules can have significant ramifications on family well-being and children’s overall growth, making it a substantial drawback of this educational system.

5. Limitations on Summer Jobs and Internships

The structure of year-round schooling can significantly curtail students’ access to summer jobs and internships, which are traditionally aligned with the long summer break. According to the National Center for Education Statistics, the participation rate in these activities is notably lower for students in year-round schools. This discrepancy is primarily because the shortened breaks provided in year-round schooling overlap with the typical summer job and internship season. A survey conducted by a youth employment agency revealed that students in year-round schools often miss out on job opportunities that are not only a source of income but also crucial for gaining real-world experience.

Don’t miss this informative video which offers valuable insights into how summer internships can significantly benefit high school students’ learning and career development.

6. Teacher Burnout and Administrative Challenges

Year-round schooling can significantly increase the risk of teacher burnout and pose substantial administrative challenges. Research by the National Education Association has highlighted a higher incidence of burnout and job dissatisfaction among teachers working in year-round educational settings. The constant operation of schools throughout the year leaves teachers with limited opportunities to rest, recover, and engage in professional development, essential for their rejuvenation and effective teaching. Anecdotal evidence from teachers in year-round schools points to the heightened stress and reduced job satisfaction due to the lack of substantial breaks.

Why It’s Important: Teacher well-being is paramount to the quality of education provided, and their burnout can negatively impact student learning and overall school morale. Furthermore, the efficiency of school administration is crucial for the smooth functioning of any educational model. The increased strain placed on teachers and administrators in year-round schooling systems represents a significant drawback, potentially compromising the effectiveness of education and the health of the educational environment.

7. Logistical Complications, Extracurricular Disruptions, and Complexity in Scheduling and Resource Allocation

Furthermore, efficient resource management becomes a pressing issue as schools must continuously navigate staffing, facility usage, and budget allocations without the traditional downtime of summer. This ongoing operation often demands more dynamic resource management strategies, as highlighted in a report by the Educational Resources Planning Institute , which points to the increased burden on administrative staff to ensure seamless school functioning.

8. Restrictions on Traditional Summer Activities

I recommend watching this informative video showcasing the diverse range of day and summer camps offered by the YMCA of Greater Cleveland, perfect for exploring various fun and engaging activities for children.

Overall, while year-round schooling offers certain advantages like reduced learning loss and continuous academic engagement, it also presents several significant drawbacks. These include challenges in retaining information, increased risk of student and teacher burnout, financial burdens, disruptions to family life and extracurricular activities, limitations on traditional summer experiences, and complexities in school management.

Benefits of Year-Round School

Check out this intriguing video where Special Correspondent Alison Steward takes us inside a West Virginia school that has successfully adopted a year-round calendar. This insightful exploration reveals how spreading the same number of teaching days throughout the year, as done by this school, impacts student achievement. Administrators, teachers, and parents share their experiences, making it a must-watch for anyone interested in how altering the school calendar can influence educational outcomes.

1. Reduced Learning Loss vs. Disrupted Family Routines

2. consistent engagement vs. overburdening students.

Year-round schooling keeps students in a continual learning mode. This consistent engagement helps in maintaining a steady academic rhythm, preventing the disruption often caused by the long summer break. It ensures students remain in the habit of studying, attending classes, and engaging with educational material, which can lead to better academic performance and a more stable learning environment.

Although consistent engagement in year-round schooling prevents the disruption of long summer breaks, it could also lead to student fatigue. Continuous academic pressure without a substantial break might overburden students, potentially leading to burnout and a decrease in overall enthusiasm for learning.

3. Better Use of Resources vs. Increased Operational Costs

While year-round schooling allows for more efficient use of school facilities, it can also increase operational costs. Schools might face higher expenses related to utilities, maintenance, and staff salaries due to the continuous use of the facilities, which can strain school budgets and, by extension, taxpayer resources.

4. Enhanced Teacher and Student Well-being vs. Challenges in Extracurricular Planning

Regular breaks throughout the year can lessen stress and burnout among both teachers and students. This can foster a healthier school environment, as regular intervals for rest and rejuvenation can enhance overall well-being. Teachers may return more refreshed and prepared, which can positively impact their teaching effectiveness and student engagement.

Dr. Matthew Lynch, an award-winning writer, activist, and editor of The Edvocate and The Tech Edvocate, discusses the year-round school system. He notes that while it can reduce summer learning loss and encourage innovative programs, it also disrupts family life, complicates childcare, affects extracurricular activities, increases administrative burdens, and requires effective use of extended school time to improve student performance. These challenges suggest that the drawbacks might outweigh the benefits.

What Teens Think About Year-Round School

To gather diverse perspectives, Mendez conducted interviews with approximately 38 students from traditional schools regarding the concept of year-round schooling. The responses varied, with some students open to the idea, citing benefits such as preventing long breaks that lead to learning loss and allowing more time for morning routines or evening homework. Others expressed concerns about the long summer break being more conducive to diminishing learning retention and the difficulty of re-adjusting to school routines after such breaks.

“I believe that schools across America should not be open year-round. With schools open year-round, more pressure can be put upon a student. Summer vacation gives students time to relax and a stress-free break. Studies show school does increase the chances of depression and anxiety in teens. The year-round school would increase these chances. Year-round school could also hurt the economy. There would be no “back-to-school” sales, which means no extra income during this time of year. Many students also obtain summer jobs, teaching them responsibility. Summer vacation is necessary for our children to be happy and to become well-adjusted young adults.” — Megan

“I believe that kids should have the right to be kids. When you were a kid, didn’t you dream of summer? No school? Every kid longs for a long break when the work finally pays off. School in the summer helps kids—doing stuff they love or exploring new adventures, but it (YRE) also means that parents would be paying more money if their children go year-round.” — Grace

“I would rather finish one entire school year and have the entire three months than to be year-long in school and have breaks in between. I wouldn’t want to be in a year-long school because I wouldn’t want to feel like I’d be stuck in school forever. I think students would focus better knowing they only need to finish nine months of school, and then they can have a long break to look forward to.” — Gabriel

“I disagree. I think children need a break. I mean, if you put them in a year-round school, I wouldn’t be surprised if the suicide rate were much higher. I support the traditional school calendar because it has worked for centuries.” — Kevin

“I think going to school all year around is a very bad idea. If schools do that, students would be so depressed. They wouldn’t even be motivated to finish the year because there is no end of the year. Their brains would be fried, and everyone would be dead. Having breaks allows for family vacations and are easier for parents to get off work.” — Alyssa

“Imagine you are lying out in the sun. The sound of waves in your ears and beautiful sand all around you. A beach umbrella over your head. Sound peaceful? Too bad you can’t fully enjoy it because in the back of your mind, you are stressing about an English paper due in the morning. No, with year-round school—you will never truly have that break from school and the relief it brings.” — Giselle

Useful Resources

Final thoughts.

Explore “ 8 Reasons Why Students Should Have Mental Health Days: A Research-Based Analysis ” for a deep understanding of mental health’s role in education. This article provides an in-depth, data-driven examination of the necessity of mental health days for students’ well-being and academic achievement, advocating for their integration into educational policies.

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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Examining the Effectiveness of Year-Round School Calendars on Improving Educational Attainment Outcomes Within the Context of Advancement of Health Equity: A Community Guide Systematic Review

Ramona k. c. finnie.

Community Guide Branch, Division of Public Health Information Dissemination, Centers for Disease Control and Prevention (CDC), Atlanta, Georgia

Robert A. Hahn

Robert l. johnson.

Rutgers New Jersey Medical School, Newark, New Jersey

Jonathan E. Fielding

UCLA Fielding School of Public Health, Los Angeles, California

Benedict I. Truman

Center for HIV/AIDS, Viral Hepatitis, STD &TB Prevention (NCHHSTP), CDC, Atlanta, Georgia

Carles Muntaner

University of Toronto, Toronto, Ontario, Canada

Mindy T. Fullilove

Columbia University, New York, New York

Xinzhi Zhang

National Institute on Minority Health and Health Disparities, National Institutes of Health, Bethesda, Maryland

Associated Data

Students may lose knowledge and skills achieved in the school year during the summer break, with losses greatest for students from low-income families. Community Guide systematic review methods were used to summarize evaluations (published 1965–2015) of the effectiveness of year-round school calendars (YRSCs) on academic achievement, a determinant of long-term health. In single-track YRSCs, all students participate in the same school calendar; summer breaks are replaced by short “intersessions” distributed evenly throughout the year. In multi-track YRSCs, cohorts of students follow separate calendar tracks, with breaks at different times throughout the year. An earlier systematic review reported modest gains with single-track calendars and no gains with multi-track calendars. Three studies reported positive and negative effects for single-track programs and potential harm with multi-track programs when low-income students were assigned poorly resourced tracks. Lack of clarity about the role of intersessions as simple school breaks or as additional schooling opportunities in YRSCs leaves the evidence on single-track programs insufficient. Evidence on multi-track YRSCs is also insufficient.

Educational achievement is an established social determinant of long-term health 1 , 2 ; thus, an intervention that affects educational achievement can be assumed to also affect long-term health. In the United States, inequalities by race, ethnicity, and income in both educational achievement and health are substantial and persistent. 3 – 10 One source of the educational achievement gap is learning loss during summer breaks experienced especially by students from low-income families, probably because they lack resources for educational summer activities available to more affluent students. 11 – 13 It is plausible that year-round school calendars (YRSCs), in which summer break is shortened and short breaks are more evenly distributed throughout the school year, may decrease the learning loss associated with a long summer break 11 and lead to improved academic achievement for low-income students. If YRSCs reduce the achievement gap, they may be expected to advance health equity.

Year-round schooling alters the school calendar by redistributing school and vacation days more evenly throughout the year, without changing the number of school days per year. YRSCs take two forms: In the single-track version, all students participate in the same school calendar. Short intersessions between school sessions replace long summer vacation and may provide remedial or advancement educational opportunities. Definitions of single-track versions do not clarify whether educational intersessions are essential or optional program components. In the multi-track version, several tracks of students participate separately in each school such that one track is on break when the others are in session and breaks occur throughout the year. Except for several holidays, the school remains open year-round. Single-track programs are commonly implemented to address the summer achievement loss, 14 whereas multi-track programs are often implemented in overcrowded school districts to delay the construction of new school buildings by using available facilities year-round. 14 , 15

This review synthesizes available evidence on the effectiveness of single- and multi-track YRSCs in improving academic outcomes. This review is one in a series evaluating the effects of educational programs on academic outcomes. Because these academic outcomes, along with other factors, have been shown to be related to long-term health outcomes and because the programs are often targeted toward low-income and at-risk racial communities, it is posited that the effective programs will advance health equity—the ultimate object of this series of reviews.

Year-round schooling reduces the duration of traditional, long summer vacation associated with loss of academic learning, particularly among low-income students ( Figure ). It thus may promote more continuous learning by distributing breaks more evenly throughout the school year, leading to improved academic outcomes, reduced learning loss, and reduced grade repetition. Single-track year-round schooling may also lead to increased opportunities for learning through intersession classes. Multi-track year-round schooling may lead to reduced delinquency and vandalism since the school is continuously occupied. Multi-track year-round schooling may also lead to cost savings by making use of school facilities at all times throughout the year and delaying new school construction. If year-round schooling leads to improved academic outcomes, then income and employment, also associated with long-term health, will likely improve. Because educational achievement is a major social determinant of health, insofar as these programs are implemented in low-income communities, they could have an impact on health equity. See Supplemental Digital Content Appendix I (available at http://links.lww.com/JPHMP/A5l9 ) for the list of outcomes of interest.

Analytic Framework: How Year-Round Schooling Is Expected to Affect Academic Outcomes Directly and Health and Health Equity Because of Effects on Academic Outcomes

Abbreviation: SES, socioeconomic status.

Some observers have reported that year-round schools (YRSs) may lead to reduced family vacation time and interfere with extracurricular activities for students, job scheduling for parents and students, and difficulty arranging childcare. 14 , 15 There is also the potential for increased teacher turnover due to burnout. 14 Multi-track calendars may separate students from friends in other tracks. 14

Inclusion Criteria, Evidence Acquisition, and Methods

See Supplemental Digital Content Appendix I (available at http://links.lww.com/JPHMp/A519 ) for description of methods.

See Supplemental Digital Content Appendix II and Appendix Table 1 (available at http://links.lww.com/JPHMP/A519 ) for description of study, intervention, and population.

Search results are shown in Supplemental Digital Content Appendix Figure 2 (available at http://links.lww.com/JPHMP/A519 ). A meta-analysis by Cooper and colleagues 14 was found and used as a source for this review because it was recent and of good quality. All study estimates were for achievement scores. The summary effect estimate from 39 studies was small and significant—a weighted d -index of 0.06 (95% CI, 0.04–0.08). The 15 studies of single-track schools reported a modest and statistically significant gain compared with traditional calendar schools ( d = 0.19; 95% CI, 0.07–0.31); the 8 studies of multi-track schools showed basically no difference compared with traditional calendar schools ( d = 0.04; 95% CI, −0.12 to 0.2) (see Supplemental Digital Content Appendix Table 2 , available at http://links.lww.com/JPHMP/A519 ). There was no significant difference of effect in standardized mean differences between studies mentioning and those not mentioning intersession: 0.10 (95% CI, −0.01 to 0.21) versus 0.08 (95% CI, −0.01 to 0.17). Additional stratified analyses demonstrated effectiveness for low socioeconomic status (SES) (vs higher SES), elementary (vs higher grades), and predominantly nonwhite students (vs predominantly white student bodies). Programs implemented more than 1 year were also effective (compared with shorter implementation periods); other analyses favored YRSs but were not statistically significant.

We conducted a search of literature on the effects of YRSCs on achievement published following Cooper’s search period in the databases (ERIC and PsycINFO) used by Cooper and colleagues, 14 from March 2002 through August 2015. Three studies, in four articles, 15 – 18 compared single-track YRSCs with traditional schools and reported mixed findings. A retrospective cohort 18 of three elementary schools in which teachers and students within the same school could choose whether to be on a year-round or traditional calendar reported favorable results for the YRS in mathematics (5.2 percentile greater growth in National Percentile Rank) and little change for reading (1.6 greater percentile growth). A panel study 15 of elementary and middle schools in California reported no change; most scores for mathematics, English, and reading remained negative but not statistically significant. The cross-sectional analysis of Virginia schools by Brown and colleagues 16 reported that test scores of the general student population were similar at YRSs and traditional calendar schools, but found benefits for specific student populations (discussed later). Brown and colleagues attributed the benefits to intersession but did not evaluate this claim.

Three studies, in five articles 15 , 17 , 19 – 21 compared academic achievement in multi-track YRSs to traditional schools and reported mostly negative findings. Graves 15 reported main effects that were negative and statistically significantly negative for years 2 and 3 after changing to a multi-track calendar. McMullen and Rouse 20 reported a panel study of elementary and middle schools in a county of North Carolina. Analysis of change in student achievement in YRSs compared with non-YRSs found small, positive, and statistically significant effect for lowest-performing students but smaller changes in scores for higher-achieving students. 20 In addition, Mitchell and Mitchell 21 found no difference between academic outcomes in schools with multi-track and traditional calendars but did find differences in resource allocation and academic achievement among tracks within the district compared with each other (see later).

Three studies reported effects for specific student populations. Two 16 , 17 reported mixed findings on single-track calendars. Brown and colleagues 16 reported test scores of subgroups of students in Virginia, mostly black students but also Hispanics and students from low-income families who showed increased achievement scores in schools with single-track YRSCs compared with schools with traditional calendars. Graves 17 reported that single-track calendar programs had mostly negative outcomes for low-SES students but mixed outcomes for minority populations.

Two studies 17 , 21 reported negative effects for multi-track calendars. Authors reported differences between schools by calendar type, the most notable being disparities in neighborhood characteristics of the areas surrounding multi-track schools (high percentage of adults without a high school degree, unemployment rate, urban concentrations, proportions of children in single-parent household, and limited English proficiency) compared with those of single-track or traditional schools. Even controlling for demographic differences, a multi-track year-round calendar had consistent statistically significant and negative effects on all subgroups. Similarly, Mitchell and Mitchell 21 reported statistically significant and negative results of multi-track calendars for minority and low-SES students—differences that increased over time. In addition, more nonwhite, non-English-speaking, and low-SES students were assigned to tracks with less experienced teachers.

See Supplemental Digital Content Appendix III (available at http://links.lww.com/JPHMP/A519 ) for a description of limitations.

Summary of findings

Single-track yrscs.

Available evidence is insufficient to determine the effects of single-track YRSs on academic achievement because the role of intersession programs in single-track programs is unclear, hindering the ability to evaluate the program and rendering conclusions uncertain. It is not clear whether intersession is regarded as an essential or an optional element of single-track year-round schooling. If intersession is essential, single-track programs would substantially extend the number of days in school, thus inconsistent with the conceptualization of YRSCs as not expanding in-school time. It is not clear whether the apparent benefits of some single-track programs for at-risk populations are attributable to the change of calendar alone, to the addition of intersessions alone, or to a combination.

Multi-track YRSCs

Available evidence is insufficient to determine the effects of multi-track year-round calendars in improving academic achievement because of inconsistencies across studies. Effect sizes in the body of evidence were small, and information was lacking on how the intervention is implemented. In addition, evidence suggests that multi-track YRSs may be harmful for low-income students if they are assigned tracks with fewer academic resources, in which case health in-equity may be increased.

Implications for Policy & Practice

• ■ The role of intersession : Policy and research statements about single-track year-round schooling are not clear about whether educational “intersessions” between periods of formal schooling are regarded as optional or essential elements of this intervention. If they are essential elements, then the length of the school year may in fact be extended, contrary to common perception. In addition, potential success of programs may be partially attributable to this component. Clarification of this conceptual issue is necessary to resolve these questions.
• ■ Implications for state of evidence : Lack of clarity in the definition of single-track YRSCs leaves the current evidence about this program insufficient; it is not clear what is being investigated and what might be responsible for program effects.
• ■ Caution in the development of multi-track YRSCs : Beyond definitional issues (the primary objective of many multi-track programs is to save money), if multi-track programs are to operate, it is critical that strategies be developed to ensure equitable track assignments.
• ■ Redressing summer academic loss : Answers to these questions may open opportunities to redress summer academic loss, which is a critical contributor to persistent achievement gaps faced by students in low-income communities and an obstacle to health equity.

Supplementary Material

Appendix figure 2, appendix i, appendix ii, and appendix iii, appendix table 2, appendx table 1, acknowledgments.

The authors gratefully acknowledge the contributions of Krista H. Cole, Stacy A. Benton (from the Community Guide Branch, CDC), and Onnalee Gomez (from the Stephen B. Thacker CDC Library, Library Science Branch), who provided input on various stages of the review and the development of the manuscript. Kimberly Sarte (Joint Legislative Audit and Review Commission, Virginia) clarified issues on the Virginia study.

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of CDC.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journals Web site ( http://www.JPHMP.com ).

No author has any conflict of interest or financial disclosure.

Contributor Information

Ramona K. C. Finnie, Community Guide Branch, Division of Public Health Information Dissemination, Centers for Disease Control and Prevention (CDC), Atlanta, Georgia.

Yinan Peng, Community Guide Branch, Division of Public Health Information Dissemination, Centers for Disease Control and Prevention (CDC), Atlanta, Georgia.

Robert A. Hahn, Community Guide Branch, Division of Public Health Information Dissemination, Centers for Disease Control and Prevention (CDC), Atlanta, Georgia.

Robert L. Johnson, Rutgers New Jersey Medical School, Newark, New Jersey.

Jonathan E. Fielding, UCLA Fielding School of Public Health, Los Angeles, California.

Benedict I. Truman, Center for HIV/AIDS, Viral Hepatitis, STD &TB Prevention (NCHHSTP), CDC, Atlanta, Georgia.

Carles Muntaner, University of Toronto, Toronto, Ontario, Canada.

Mindy T. Fullilove, Columbia University, New York, New York.

Xinzhi Zhang, National Institute on Minority Health and Health Disparities, National Institutes of Health, Bethesda, Maryland.

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

• Translators
• Graphic Designers

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25 Thesis Statement Examples That Will Make Writing a Breeze

Understanding what makes a good thesis statement is one of the major keys to writing a great research paper or argumentative essay. The thesis statement is where you make a claim that will guide you through your entire paper. If you find yourself struggling to make sense of your paper or your topic, then it's likely due to a weak thesis statement.

Let's take a minute to first understand what makes a solid thesis statement, and what key components you need to write one of your own.

A thesis statement always goes at the beginning of the paper. It will typically be in the first couple of paragraphs of the paper so that it can introduce the body paragraphs, which are the supporting evidence for your thesis statement.

Your thesis statement should clearly identify an argument. You need to have a statement that is not only easy to understand, but one that is debatable. What that means is that you can't just put any statement of fact and have it be your thesis. For example, everyone knows that puppies are cute . An ineffective thesis statement would be, "Puppies are adorable and everyone knows it." This isn't really something that's a debatable topic.

Something that would be more debatable would be, "A puppy's cuteness is derived from its floppy ears, small body, and playfulness." These are three things that can be debated on. Some people might think that the cutest thing about puppies is the fact that they follow you around or that they're really soft and fuzzy.

All cuteness aside, you want to make sure that your thesis statement is not only debatable, but that it also actually thoroughly answers the research question that was posed. You always want to make sure that your evidence is supporting a claim that you made (and not the other way around). This is why it's crucial to read and research about a topic first and come to a conclusion later. If you try to get your research to fit your thesis statement, then it may not work out as neatly as you think. As you learn more, you discover more (and the outcome may not be what you originally thought).

Additionally, your thesis statement shouldn't be too big or too grand. It'll be hard to cover everything in a thesis statement like, "The federal government should act now on climate change." The topic is just too large to actually say something new and meaningful. Instead, a more effective thesis statement might be, "Local governments can combat climate change by providing citizens with larger recycling bins and offering local classes about composting and conservation." This is easier to work with because it's a smaller idea, but you can also discuss the overall topic that you might be interested in, which is climate change.

So, now that we know what makes a good, solid thesis statement, you can start to write your own. If you find that you're getting stuck or you are the type of person who needs to look at examples before you start something, then check out our list of thesis statement examples below.

Thesis statement examples

A quick note that these thesis statements have not been fully researched. These are merely examples to show you what a thesis statement might look like and how you can implement your own ideas into one that you think of independently. As such, you should not use these thesis statements for your own research paper purposes. They are meant to be used as examples only.

• Vaccinations Because many children are unable to vaccinate due to illness, we must require that all healthy and able children be vaccinated in order to have herd immunity.
• Educational Resources for Low-Income Students Schools should provide educational resources for low-income students during the summers so that they don't forget what they've learned throughout the school year.
• School Uniforms School uniforms may be an upfront cost for families, but they eradicate the visual differences in income between students and provide a more egalitarian atmosphere at school.
• Populism The rise in populism on the 2016 political stage was in reaction to increasing globalization, the decline of manufacturing jobs, and the Syrian refugee crisis.
• Public Libraries Libraries are essential resources for communities and should be funded more heavily by local municipalities.
• Cyber Bullying With more and more teens using smartphones and social media, cyber bullying is on the rise. Cyber bullying puts a lot of stress on many teens, and can cause depression, anxiety, and even suicidal thoughts. Parents should limit the usage of smart phones, monitor their children's online activity, and report any cyber bullying to school officials in order to combat this problem.
• Medical Marijuana for Veterans Studies have shown that the use of medicinal marijuana has been helpful to veterans who suffer from Post-Traumatic Stress Disorder (PTSD). Medicinal marijuana prescriptions should be legal in all states and provided to these veterans. Additional medical or therapy services should also be researched and implemented in order to help them re-integrate back into civilian life.
• Work-Life Balance Corporations should provide more work from home opportunities and six-hour workdays so that office workers have a better work-life balance and are more likely to be productive when they are in the office.
• Teaching Youths about Consensual Sex Although sex education that includes a discussion of consensual sex would likely lead to less sexual assault, parents need to teach their children the meaning of consent from a young age with age appropriate lessons.
• Whether or Not to Attend University A degree from a university provides invaluable lessons on life and a future career, but not every high school student should be encouraged to attend a university directly after graduation. Some students may benefit from a trade school or a "gap year" where they can think more intensely about what it is they want to do for a career and how they can accomplish this.
• Studying Abroad Studying abroad is one of the most culturally valuable experiences you can have in college. It is the only way to get completely immersed in another language and learn how other cultures and countries are different from your own.
• Women's Body Image Magazines have done a lot in the last five years to include a more diverse group of models, but there is still a long way to go to promote a healthy woman's body image collectively as a culture.
• Cigarette Tax Heavily taxing and increasing the price of cigarettes is essentially a tax on the poorest Americans, and it doesn't deter them from purchasing. Instead, the state and federal governments should target those economically disenfranchised with early education about the dangers of smoking.
• Veganism A vegan diet, while a healthy and ethical way to consume food, indicates a position of privilege. It also limits you to other cultural food experiences if you travel around the world.
• University Athletes Should be Compensated University athletes should be compensated for their service to the university, as it is difficult for these students to procure and hold a job with busy academic and athletic schedules. Many student athletes on scholarship also come from low-income neighborhoods and it is a struggle to make ends meet when they are participating in athletics.
• Women in the Workforce Sheryl Sandberg makes a lot of interesting points in her best-selling book, Lean In , but she only addressed the very privileged working woman and failed to speak to those in lower-skilled, lower-wage jobs.
• Assisted Suicide Assisted suicide should be legal and doctors should have the ability to make sure their patients have the end-of-life care that they want to receive.
• Celebrity and Political Activism Although Taylor Swift's lyrics are indicative of a feminist perspective, she should be more politically active and vocal to use her position of power for the betterment of society.
• The Civil War The insistence from many Southerners that the South seceded from the Union for states' rights versus the fact that they seceded for the purposes of continuing slavery is a harmful myth that still affects race relations today.
• Blue Collar Workers Coal miners and other blue-collar workers whose jobs are slowly disappearing from the workforce should be re-trained in jobs in the technology sector or in renewable energy. A program to re-train these workers would not only improve local economies where jobs have been displaced, but would also lead to lower unemployment nationally.
• Diversity in the Workforce Having a diverse group of people in an office setting leads to richer ideas, more cooperation, and more empathy between people with different skin colors or backgrounds.
• Re-Imagining the Nuclear Family The nuclear family was traditionally defined as one mother, one father, and 2.5 children. This outdated depiction of family life doesn't quite fit with modern society. The definition of normal family life shouldn't be limited to two-parent households.
• Digital Literacy Skills With more information readily available than ever before, it's crucial that students are prepared to examine the material they're reading and determine whether or not it's a good source or if it has misleading information. Teaching students digital literacy and helping them to understand the difference between opinion or propaganda from legitimate, real information is integral.
• Beauty Pageants Beauty pageants are presented with the angle that they empower women. However, putting women in a swimsuit on a stage while simultaneously judging them on how well they answer an impossible question in a short period of time is cruel and purely for the amusement of men. Therefore, we should stop televising beauty pageants.
• Supporting More Women to Run for a Political Position In order to get more women into political positions, more women must run for office. There must be a grassroots effort to educate women on how to run for office, who among them should run, and support for a future candidate for getting started on a political career.

Still stuck? Need some help with your thesis statement?

If you are still uncertain about how to write a thesis statement or what a good thesis statement is, be sure to consult with your teacher or professor to make sure you're on the right track. It's always a good idea to check in and make sure that your thesis statement is making a solid argument and that it can be supported by your research.

After you're done writing, it's important to have someone take a second look at your paper so that you can ensure there are no mistakes or errors. It's difficult to spot your own mistakes, which is why it's always recommended to have someone help you with the revision process, whether that's a teacher, the writing center at school, or a professional editor such as one from ServiceScape .

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

The Thesis Statement

In Gordon Harvey’s  Elements of the Academic Essay , he makes a succinct attempt to define the thesis statement, stating that it is “your main insight or idea about a text or topic, and the main proposition that your essay demonstrates” (Harvey 1). He also places it foremost in his list of elements, with the implication that it is the most crucial component. The fact that Harvey uses the second person, “your main insight” and “your essay,” is significant. Rather than rehashing what has been discussed in class, a student presents her or his opinion in a hopefully simple sentence, and then devotes the following paragraphs to supporting it, defending against counters, and ideally convincing the reader.

This expected format of the academic essay, with the thesis statement, is contentious, as opined by Anne Berggren, who complains that “only in student writing is the writer expected to place at the end of the first paragraph a one-sentence of the conclusion the writer is aiming for and then, as students often put it, ‘prove’ that point” (Eisner, Caroline, ed. 54) While Berggren laces this statement with her own opinions, it is true from a personal standpoint, and it is also true that students do seek to create a single sentence meant to achieve numerous expectations, from presenting a provocative argument to conveying a general sense of the direction of the paper.

In  Writing Your Thesis , Paul Oliver establishes arguably neutral expectations of a thesis statement, stipulating that it have a “structure and format which help the reader to absorb the subject matter” and an “intellectual coherence which starts with precise aims” (Oliver 13). The ambiguity of these definitions is no coincidence; throughout the book, Oliver offers similar direction such as theses’ being “original contributions to knowledge” (20). It is important to acknowledge that Oliver is clearly part of the system in that the thesis is prevalent, that it is should presented as this “single sentence,” and that it is something that any student is capable of formulating. In  Avoiding Thesis and Dissertation Pitfalls , R. Murray Thomas and Dale L. Brubaker recognize this predicament by recording actual conversations between Professor and Student, with a professor allegorically explaining to a mystified student that “writing a thesis is rather like a strategy you adopt for helping someone find a place on a map. The strategy involves starting with a broad area that you are confident the person already knows, and then by gradual steps leading the person to the place you want to talk about” (Thomas and Brubaker 154). Though this reasoning is definitely clearer, thanks to lay analysis, it still is a broad concept that does little to investigate the means by which a student creates a good thesis statement.

Beyond these philosophical ideals, little natural proficiency at thesis statement composition should be expected among novice writers. In Virginia Perdue’s “Authority and the Freshman Writer: The Ideology of the Thesis Statement,” she addresses this understandable disparity and encourages that the writing instructor aim to think of different approaches to explain the purpose of thesis statement. She complicates the issue by pointing out that there are changing perceptions of academic argument that may be more apposite for first-year writing, and—taking a page from Berggren—that the format itself, in the form of a “simple” single sentence, is paradoxically complicated for students to engage in. In  Writing Research Papers , James D. Lester attempts to tackle this paradox by positing an approach to the thesis statement that divides it into a two-step process: first with the preliminary thesis that allows the writer to neatly prepare arguments, and then with the final thesis that is presented to the reader. “The two differ slightly because the preliminary thesis helps you explore issues for discussion while the final thesis sentence informs your audience of the particular issue being discussed” (Lester 24). While this process may seem helpful on the surface, it in actuality further elucidates the troublesome mystique that perplexes students.

The thesis statement and expectations of it bring forth a larger problem in the academic society in general. Novice student writers feel pressured to conform to this broad notion of what a thesis statement is. Tutors should be aware about allowing their students to be able to write effective academic papers without sacrificing their originality.

Works Cited

Eisner, Caroline and Martha Vicinus, ed. Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age. U Michigan Press, 2008.

Kellogg, Ronald T and Bascom A. Raulerson III. Psychonomic Bulletin & Review, Volume 14, Number 2, April 2007, pp. 237-242.

Lester, James D. Writing Research Papers: A Complete Guide. Scott, Foresman and Company, 1986.

Oliver, Paul. Writing Your Thesis Statement. London: SAGE, 1994.

Perdue, Virgina. “Authority and the Freshman Writer: The Ideology of the Thesis Statement.” Writing Instructor, v11 n3 p135-42 Spr-Sum 1992

Thomas, R. Murray and Dale L. Brubaker. Avoiding Thesis and Dissertation Pitfalls: 61 Cases of Problems and Solutions. Bergin & Garvey, 2001.

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16 Pros and Cons of Year Round School

Instead of taking a full Summer vacation, a year-round school provides learning opportunities throughout the entire year. The school continues to operate on a 180-day learning schedule, which is mandatory in the United States. It simply takes shorter breaks between each term.

In the standard year-round format, students attend school for 45 days. Then they receive 15 days off. That’s the equivalent of attending school for 9 weeks, then taking three weeks off.

It is a change from the traditional idea of having a Summer break. There are questions about the value of having a continuous schedule instead of one with a longer break. Here are the pros and cons of year-round school to consider.

List of the Pros of Year-Round School

1. It can ease overcrowding issues in some school districts. One of the unique aspects of the year-round schedule is that it can provide three different tracks for students to follow. That means there are only two tracks attending school at any given time during the year. The year-round schedule, when employed on a 9/3 track, makes it possible to reduce school population sizes by 33% automatically. That allows the buildings to be in constant use while keeping classroom sizes low, which increases student learning opportunities.

2. It keeps the learning process ongoing. During the traditional Summer vacation, students can lose much of the information they learned from the previous grade. Year-round learning changes this dynamic. The students stay engaged with the learning process throughout the year, which reduces information loss. Even though the students at a year-round school attend the same days, they are at a slight advantage because the shorter breaks help them keep more of what they learned.

3. It eliminates the boredom of an extended break from school. Although the prospect of a long Summer vacation seems inviting, for many students, the reality of Summer is that it becomes very boring. Even families who have their students engaged in multiple activities can struggle to keep their children fully engaged during a break that can last as long as 12 weeks. By creating shorter breaks throughout the year, the opportunities for boredom decrease, which means there are fewer chances to get into trouble.

4. It reduces the need for remediation classes. Remediation is the process of re-learning what was already learned. Under the traditional school structure, the first 2-3 weeks of a new school year require remediation because of the extended Summer holiday. Under the format of a year-round schedule, the needs for student remediation can be addressed throughout the entire year, which makes the learning process more effective for students.

5. It reduces the need to have a Summer school. Many schools are already struggling with their budgets. Under the traditional schedule, a Summer school is often necessary to reduce remediation rates in high-risk students. Summer programs are implemented to keep students engaged with core educational elements. These all come at a cost. By keeping the school open year-round instead, the benefits of ongoing education are received without the added costs.

6. It gives families more options for vacation scheduling. Because there are extended breaks offered throughout the year, families in a year-round district have more opportunities to schedule a long vacation. They are no longer confined to the 12-week window of Summer or the 2 weeks offered at Christmas. Although this benefit may not apply to every family, it does offer options for some. Traveling during off-season days is also cheaper at most locations, which allows families to have the same amount of fun for less of a cost.

7. It is a proven format for schooling. Many countries around the world already employ the year-round schedule successfully. The traditional American Summer vacation is actually a global outlier. The data from other districts around the world show that there are numerous learning benefits which come from staying in school with shorter breaks throughout the year.

List of the Cons of Year-Round School

1. It can make it difficult for students to get involved with their work. When you’re in school for only 9 weeks at a time, you’re just getting geared up to begin the learning process when you’re released from school for an extended break again. For students who struggle to focus already, the frequent process of gearing up and winding down throughout the year can make it more difficult for them to stay involved with their work. It ends up creating more disruptions instead of preventing them.

2. It changes the family schedule. Instead of dealing with Summer supervision issues, working parents in a year-round school must deal with finding daycare for their children at periodic points throughout the year instead. It can be so difficult to juggle work and school with this type of schedule that two-parent households may have one parent stay at home to help manage it. Even if that is not necessary, the traditional summer vacation and other planned holidays require changes to fit with the calendar demands of the school.

3. It doesn’t provide year-round activities. Just because the school is going year-round doesn’t mean the district is providing activities for the students throughout the year. Most high schools do not provide competitive sports throughout the year. Teens want to be able to find a job, especially during the Summer months, to save up some cash or buy things they want. That process goes away if the school is wanting compliance with a year-round schedule.

4. It reduces building maintenance opportunities. Schools need to be maintained, just like every other building. When they are being used all year, every year, the opportunities to perform heavy maintenance activities, like resurfacing a floor, are reduced. That can increase the overall cost of maintenance for districts because they are forced to be proactive in how they maintain their facilities, which ultimately means taxpayers and home owners end up footing the extra expenses. Cost increases of 10% in this area are common.

5. It reduces opportunities for extra-curricular activities. Some teens need to work to support themselves, even in the United States. A year-round school schedule makes this difficult to accomplish. There are rules about how many hours a teen can work during a school day. For kids who are 14 or 15, they can only work 3 hours per day, or 18 hours per week, when school is in-session. If school is not in session, then they can work for 8 hours, up to 40 hours in a week. Many students must be home by 7pm as well with local youth employment laws on school days, providing further limitations.

6. It may cause some families to be on different schedules. When there are multiple tracks involved with a year-round school, some families may find their children on different schedules from each other. Under the 9/3 schedule, if a family had 3 kids, it is theoretically possible that one child would always be home during a break all year long. Schools do their best to prevent this from happening, but “doing their best” is not the same as a guarantee. That puts some families into a very difficult financial situation.

7. It prevents teachers from maintaining a secondary employment. Teachers often take a short-term, part-time job during the Summer as a way to supplement their income under the traditional format. That ability goes away during the year-round schedule. Although teacher wages have been rising in the United States in recent years, the national average starting teacher salary is still just $38,000, which is below the median income level. In Montana, starting teachers only make $30,000. Going to a year-round schedule may make it difficult for some teachers to be able to make ends meet.

8. It may create classroom environmental issues. In the United States, the schools that are being used in many districts are several decades old. The last survey of building age for public schools discovered that the average public school building is more than 40 years old. Many of these buildings are not equipped with air conditioning. Trying to hold classes in that environment, during the warm months of Summer, may be detrimental to the learning process.

9. It reduces the impact of traditional Summer programs. Many private companies and not-for-profit organizations rely on the extended break in the traditional American schooling schedule to fund their activities. Youth camps, for example, would need to change their entire way of providing services to accommodate the differences in the year-round schedule. Organizations like the Boy Scouts and Girl Scouts would need to restructure themselves in some ways as well. These impacts have financial costs which are not often calculated when looking at the advantages and disadvantages of year-round schooling.

The pros and cons of year-round school show that some families will thrive in that type of environment, while others do not. Students get the same amount of instructional time. Some will be focused. Others will not. That is why each key point must be individually evaluated to determine if this type of school schedule will be beneficial.