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Education Policy Brief
Is it Time to Change Indiana’s School-Year Calendar?
Kelly A. Prendergast, Terry E. Spradlin, and Vincent J. Palozzi
VO LUME 5, NUMBER 1, WINTER 2007
In 2006, the Indiana General Assembly bined ten partial days are usually dis-
CONTENTS considered Senate Bill (SB) 194 to allow persed evenly throughout the school
school corporations to use three full stu- year. However, it is important to note
Instructional Time: dent instructional days for professional that school corporations are not permit-
National Comparisons....................2 development and parent-teacher confer- ted by the state to dismiss students for
ences. Proponents of the legislation sug- full days to conduct either parent-teacher
Instructional Time:
International Comparisons ............2 gested that the allocation of time for conferences or professional develop-
professional development in full-day ment activities. Thus, the integrity of the
Effects of Instructional Time increments would better prepare teachers 180-day school calendar is maintained.
on Student Achievement ...............2 to improve student achievement in the
classroom. Opponents of the legislation SB 194, if it had passed, would have pro-
Professional Development
Requirements..................................3 argued that such a measure would erode vided local school corporations with the
valuable instructional time at a time when choice between dismissing students for
Effects of Professional greater academic expectations are being three full days or six partial days within
Development on Student placed on all students. Although it did not the 180-day calendar to conduct profes-
Achievement ...................................5
pass, the bill is likely to be reintroduced sional development activities. Further-
Conclusions and during the 2007 legislative session. more, one-half day of the three full days
Recommendations .........................7 or two of the six partial days could be
Indiana statute presently requires that a used for parent-teacher conferences. The
Authors............................................7 minimum of 180 instructional days be three full days or six partial days would
Acknowledgements ........................7 conducted in all public schools. An count as instructional days.2 Thus, the
instructional day consists of at least five proposed law would have decreased
End Notes........................................7 hours of instructional time (not counting instructional time for students by the
lunch or recess) for Grades 1-6 and at equivalent of three days, since school
References ......................................8 least six hours for Grades 7-12 (Rund, c o r p o ra t io n s wo u ld no lo n g e r b e
2005a). This translates to a minimum of required to build in excess instructional
900 hours for Grades 1-6 and 1,080 time above the 180-day requirement. SB
hours for Grades 7-12 per school year. 194 also proposed to repeal the provi-
UPCOMING POLICY BRIEFS AND Administrative law established by the sions in the Indiana Administrative Code
REPORTS . . . Indiana State Board of Education that allow four partial days for parent-
(SBOE) also states that if school corpo- teacher conferences.
Indiana’s Mathematics and Science rations build excess instructional time
Performance: Do We Measure Up? (the equivalent of two days) into their This policy brief compares Indiana’s cur-
calendar, they can dismiss students for rent instructional time requirements and
What is the Complexity Index?
four partial days to conduct parent- those proposed by SB 194 with the
Outcomes of the School Choice and teacher conferences (Rund, 2005b). Fur- instructional time requirements of other
Supplemental Services Provisions of thermore, if schools provide more than states as well as other countries, and com-
NCLB 105 percent of the minimum instruc- pares states’ policies on student dismissal
tional time required, they can apply to for professional development activities.
the Indiana Department of Education Additionally, research is highlighted that
(IDOE) to release students for up to six examines the effects of the amount of
partial days to conduct professional instructional time and professional devel-
development activities. 1 These com- opment on student achievement.
35 countries. Of these, 25 had more than refers to the time when learning actually
INSTRUCTIONAL TIME: NATIONAL 180 instructional days per year (based on occurs, based on the effective use of
COMPARISON the individual countries’ national aver- engaged time (Aronson et al., 1998).
ages), nine had less, and two had an aver-
Indiana is one of 29 states (plus the Dis- age of 180. The international average A few studies indicate that there is a pos-
trict of Columbia) with a minimum was 187 days (Shen, 2001). Table 2 itive relationship between instructional
instructional school calendar of 180 shows instructional day averages and time and student academic achievement.
days. Ten states require less than 180 standard deviations for the 35 countries. In a study of 25 Grade 2 classes and 21
instructional days, with North Dakota Grade 8 classes, Brown and Saks (1986)
requiring the least number of days (173). It should be noted that the TIMSS data found that the amount of time given to
Two states, Ohio and Kansas, require reflect the number of instructional days teaching reading and mathematics posi-
more than 180 instructional days, the reported by individual principals, while tively related to test scores. However, the
minimum for these states being 182 and Indiana’s 180 days reflect the statewide relationship between time and increased
186 days respectively. Eight states do not minimum requirement. Schools can test scores was influenced by several
require a minimum number of days, and choose to exceed the minimum, and can additional factors, including grade level,
instead choose to mandate only a also apply for a waiver from the penalty subject matter, and for mathematics, the
required number of instructional hours for not meeting the requirement in the teachers themselves. The researchers
(Tomlinson, 2004). If these eight states event of extraordinary circumstances, also found that the lower initial knowl-
each required instructional days to be six such as an excessive number of school edge a student brought into class, the
hours at the secondary level (as is the closings due to inclement weather. For more important time was to achieving
requirement in Indiana), New Mexico, these reasons, it is important to take into higher scores. That is, students with
Colorado, and Nebraska would each account how many instructional days lower initial test scores benefited more
have an equivalent of 180 days. Con- Indiana schools actually conduct. Out of from additional instruction time than did
versely, Delaware, Idaho, Oregon, and 2,166 accredited schools in the 2004-05 students who started with higher test
South Dakota would require fewer than school year, the vast majority of schools scores (Brown & Saks, 1986).
180 days, with the state requiring the held exactly 180 instructional days (84
fewest number of days being South percent). One percent held 179 instruc- Coates (2003) used data collected over a
Dakota (160.5). Only Michigan would tional days, and 15 percent of schools three-year period (1994-97) from Grade 3
exceed 180 days if daily instructional exceeded the 180-day minimum. The students in Illinois public schools to dem-
hour requirements were equivalent to highest number of instructional days onstrate that an increased amount of
Indiana’s requirements. It requires a conducted was 260 (these schools were instructional time in mathematics and
minimum of 1,098 hours, which trans- Indiana Department of Correction juve- English translated to higher scores on
lates to 183 days by Indiana’s definition. nile correctional facilities operating on a reading and mathematics tests. He identi-
Minnesota is the only state that does not year-round schedule) (IDOE, 2006). fied other interesting patterns, such as
require a minimum of either instruc- increased instructional time in social
tional days or instructional hours, leav- studies translating into improved reading
ing the decision entirely up to its EFFECTS OF INSTRUCTIONAL TIME and writing scores, but lower mathemat-
individual school districts. Table 1 gives ON STUDENT ACHIEVEMENT ics scores. In addition, Coates found that
a detailed account of the instructional more instructional time in science did not
time requirements of all 50 states and the There is a lack of literature addressing produce significant effects on scores in
District of Columbia. A map is provided the relationship between school year any subjects. The data also indicated that
in Figure 1 which summarizes these length and K-12 student achievement the positive effect of increased instruc-
requirements. based on controlled studies using an tional time was diminished by an increase
experimental design (Aronson, Zimmer- in class size. Thus, increasing instruc-
man, & Carlos, 1998). Furthermore, the tional time without addressing class size
INSTRUCTIONAL TIME: literature is complicated by varying def- may provide little benefit to students.
INTERNATIONAL COMPARISON initions of instructional time, including
length of school year and length of In a study of Grade 8 students in 39
Based on data collected by the Third school day, both of which are allocated countries, Shen (2001) found a moderate
International Mathematics and Science time (Aronson et al., 1998; Coates, positive association between total school
Study (TIMSS) during the 1994-95 2003). Allocated time includes both days per year and mathematics and sci-
school year and analyzed by Shen instructional time and non-instructional ence scores, such that students in coun-
(2001), the average number of instruc- time. Instructional time may be classi- tries with longer school years also had
tional days during that year ranged from fied as either engaged time or academic higher achievement rates in these areas
162 in Iceland to 231 in Japan. Of the 39 learning time; the former refers to the of study. However Aronson et al. (1998),
countries participating in TIMSS, time in which students are participating in a paper partially sponsored by the
instructional time data was available for in educational activities, and the latter United States Department of Education
Is it Time to Change Indiana’s School-Year Calendar? — 2
(U.S. ED), Office of Educational Thirty-seven states (plus the District of Thirteen states (Alaska, Colorado,
Research and Improvement, reviewed a Columbia) do not count any professional Hawaii, Idaho, Iowa, Michigan, Missis-
number of studies which addressed the development time as instructional time. sippi, Nevada, New York, Ohio, Okla-
r e l a ti o n s h i p o f t i m e t o a c a d e m i c For example, Kentucky has a minimum homa, Oregon, and West Virginia) have
achievement. The authors noted that of 175 days of student instruction, with some type of policy that allows a certain
more allocated time, which includes the an additional four days of professional amount of professional development
length of a school year, does not neces- development required.3 Similarly, Indi- time to count towards the minimum
sarily lead to higher student achievement ana’s current policy does not allow pro- amount of instructional time. For exam-
because the utility of allocated time is fessional development time to count ple, Oklahoma’s policy4 states that up to
dependent on how much of it is used for towards the minimum of 180 instruc- five of the 180 minimum instructional
actual instruction. tional days. However, whereas many days may be used for professional devel-
states set a minimum school term length opment. Mississippi’s policy5 states that
that exceeds the minimum number of districts may dismiss students early on
PROFESSIONAL DEVELOPMENT instructional days in order to provide two days after they have completed 60
REQUIREMENTS professional development days, Indi- percent of the school day, in order to con-
ana’s policy requires schools to be in duct professional development activities
Table 1 illustrates that 35 states have excess of the minimum number of for the remainder of each of the days. In
some form of policy regarding required instructional hours by five percent Iowa, there is not a specified amount of
professional development days, while before they can apply for professional professional development time that must
the remaining 15 states (plus the District development days. Furthermore, there is be built into the school calendar, but if
of Columbia) allow each school district currently no provision in Indiana code schools do decide to dismiss students
to choose how they will fulfill profes- for this policy. early in order to conduct professional
sional development requirements. development activities, the day counts
towards the minimum 180 instructional
days. In Utah, a pilot program was initi-
Figure 1. Instructional Days for 2006-06 School Year by State
Is it Time to Change Indiana’s School-Year Calendar? — 3
ated in 2004 to reduce the number of determine if the reduced hours affect enacted, Indiana will join these states in
instructional hours by up to 22 per year academic achievement and will report reducing the amount of time spent on
in order to conduct professional develop- the findings in July of 2008. If a policy direct student instruction.
ment time.6 The program will similar to the one proposed by SB 194 is
TABLE 1. State Instructional Time and Professional Development Requirements
Length of School Year Professional Development Requirements
State Days Hours (time is in addition to minimum length of school year except
(grades) (grades) where indicated in blue)
Alabama 175 5 days*
Alaska 180 Up to 10 days
Arizona 180 Local Education Agency (LEA) option*
Arkansas 178 1,068 10 days
California 180 LEA option
Colorado 990 (elementary) Up to 24 hours
1,080 (secondary)
Connecticut 180 900 18 hours
Delaware 1,060 (1-11) LEA option
1,032 (12)
District of Columbia 180 LEA option
Florida 180 LEA option
Georgia 180 10 days
Hawaii 180** 5 days
Idaho 810 (1-3), 900 (4-8), Up to 22 hours (1-12)
990 (9-12)
Illinois 176 Up to 4 days
Indiana 180 900 (1-6) Schools may apply to the IDOE for 6 partial days if they
1,080 (7-12) exceed 105% of required instructional time
Iowa 180 990 LEA option
Kansas 186 (1-11) 1,116 (1-11) LEA option
181 (12) 1,086 (12)
Kentucky 175 1,050 4 days
Louisiana 177 1,062 Up to 5 days
Maine 175 (1-11) Up to 5 days
170 (12)
Maryland 180 1,080 LEA option
Massachusetts 180 900 (elementary) LEA option
990 (secondary)
Michigan 1,098 Up to 51 hours
Minnesota LEA Option The difference between the number of adopted instructional
days and 240 days, if LEA chooses extended calendar option
Mississippi 180 Two 40% days
Missouri 174 1,044 LEA option
* Indicates that the information could not be verified with the State Education Agency.
** Hawaii does not have a minimum instructional time requirement, although the teachers' contract calls for a 190-day work year, 10 days of
which must be without students. A review of several schools' calendars, all of which can be found on the Hawaii Department of Education's
website, showed that many did not have 180 days of instruction. http://165.248.6.166/data/calendars0506.asp
Sources: Education Commission of the States, ECS Information Clearinghouse, 2004; various state agencies.
Is it Time to Change Indiana’s School-Year Calendar? — 4
TABLE 1. State Instructional Time and Professional Development Requirements (cont.)
Length of School Year Professional Development Requirements
State Days Hours (time is in addition to minimum length of school year except
(grades) (grades) where indicated in blue)
Montana 180 720 (1-3) 3-7 days
1,080 (4-12)
Nebraska 1,032 (1-8) 10 hours*
1,080 (9-12)
Nevada 180 Up to 5 days
New Hampshire 180 Up to 10 days
New Jersey 180 LEA option
New Mexico 990 (1-6) Up to 3 days
1,080 (7-12)
New York 180 Up to 4 days
North Carolina 180 1,000 5 days for lowest performing schools,
otherwise, LEA option
North Dakota 173 2 days*
Ohio 182 Up to 2 days*
Oklahoma 180 1,080 Up to 5 days
Oregon 810 (1-3), 900 (4-8), Up to 30 hours
990 (9-12)
Pennsylvania 180 900 (1-6) Up to 5 days*
990 (7-10)
Rhode Island 180 LEA option*
South Carolina 180 9-15 days
South Dakota 962.5 (4-12) LEA option
Tennessee 180 Up to 13 days if length of school day is 7 hours
Texas 180 7 days
Utah 180 810 (1) Current pilot program: Up to 22 hours
990 (2-12)
Vermont 175 5 days
Virginia 180 990 (1-12) LEA option
Washington 180 1,000 (1-12) LEA option*
West Virginia 180 5 partial days, 2-5 days
Wisconsin 180 1,050 (1-6) LEA option
1,137 (7-12)
Wyoming 175 Up to 5 days
* Indicates that the information could not be verified with the State Education Agency.
** Hawaii does not have a minimum instructional time requirement, although the teachers' contract calls for a 190-day work year, 10 days of
which must be without students. A review of several schools' calendars, all of which can be found on the Hawaii Department of Education's
website, showed that many did not have 180 days of instruction. http://165.248.6.166/data/calendars0506.asp
Sources: Education Commission of the States, ECS Information Clearinghouse, 2004; various state agencies.
bring to the classroom are directly is the most obvious way to raise in-ser-
EFFECTS OF PROFESSIONAL related to student success. Indeed, the vice teachers’ awareness of the newest
DEVELOPMENT ON STUDENT perceived importance of this issue led to and most effective teaching methods and
ACHIEVEMENT a federal mandate as part of the No Child bring their skills and knowledge up-to-
Left Behind Act of 2001 requiring all date (National Conference of State Leg-
The body of research accumulated over teachers of core subjects to be highly islatures, 2006).
the past few decades supports the idea qualified by the end of the 2005-06
that the skills and knowledge teachers school year.7 Professional development
Is it Time to Change Indiana’s School-Year Calendar? — 5
tion courses which train them in how best
to present content and interact with stu-
dents. Furthermore, Darling-Hammond
TABLE 2. International Comparison of Instructional Days in a Year (1994-1995)
(1999) states, “Substantial evidence from
Average Standard prior reform efforts indicates that
Instructional Deviation changes in course taking, curriculum
Days/Year content, testing, or textbooks make little
Iceland 162 9.0 difference if teachers do not know how to
Ireland 168 4.0 use these tools well and how to diagnose
Cyprus 172 15.3 their students’ learning needs” (p. 39).
Hong Kong 173 25.8
Romania 174 12.2
France 174 14.0 Guskey (1999) points out that there are
Latvia 176 10.7 five levels of professional development
United States 178 4.1 evaluation. In ascending order, they are:
Slovenia 179 14.0 participants’ reactions, participants’
Spain 180 18.8
Portugal 180 19.8 learning, organization support and
Sweden 181 17.4 change, participants’ use of new knowl-
Belgium (French) 182 -- edge and skills, and student learning out-
Belgium (Flemish) 182 -- comes. Positive results on the lower
Hungary 183 7.9 levels are necessary but not sufficient for
Colombia 183 30.1
Norway 185 -- positive results at higher levels. In other
Lithuania 185 22.6 words, in order for professional develop-
Canada 186 5.1 ment to positively impact student learn-
New Zealand 189 7.3 ing, it must first positively impact
England 190 5.9 participants’ use of new knowledge and
Russia Federation 190 24.3
Scotland 191 5.8 skills. However, it cannot be assumed
Germany 195 17.1 that since teachers are implementing
Slovak Republic 195 17.4 new skills learned in professional devel-
Netherlands 196 12.2 opment, student achievement is improv-
Australia 197 7.1 ing. Guskey (1999) notes that most
Thailand 198 9.9
Czech Republic 198 17.1 research on the effectiveness of profes-
Austria 200 -- sional development tends to focus on
Denmark 200 -- participant reactions and learning. This
Singapore 200 -- is most likely because evaluating the
Iran 205 29.3 direct impact of professional develop-
Israel 206 20.0
South Korea 208 24.1 ment on student learning is made com-
Japan 231 5.4 plicated by other factors that influence
Greece -- -- learning such as practitioner characteris-
Kuwait -- -- tics, learner characteristics, program fac-
Switzerland -- -- tors, and professional development
system factors.
Source: Shen, C. (2001). Social values associated with cross-national differences in mathe-
matics and science achievement: A cross-national analysis. Assessment in Education, 8(2), Thus, despite the obvious need for pro-
193-223. fessional development that increases
Note: The standard deviations are an indication of how widely dispersed each school’s number teachers’ content knowledge and instruc-
of instructional days are from the country’s average. For instance, the U.S. had a standard tional knowledge, there is a lack of
deviation of 4.1, so all U.S. schools’ instructional days in 1994-95 were close to the average research examining whether current pro-
of 178. However, Colombia had a standard deviation of 30.1, so many Colombian schools’
fessional development delivery systems
instructional days were much more or less than the average of 183.
actually directly impact student achieve-
ment. Without such research, we cannot
Darling-Hammond (1999) cites a number important as teacher content knowledge, begin to determine whether using
of studies that look at the relationship especially since many teachers have con- instructional time for professional devel-
between teacher education (including in- tent knowledge that exceeds the level of opment is warranted.
service professional development) and the curriculum they are teaching. Specif-
student academic achievement. Gener- ically, teachers are most effective in fos-
ally, the research indicates that knowl- tering student achievement when they
edge of how to teach may be just as receive adequate training through educa-
Is it Time to Change Indiana’s School-Year Calendar? — 6
Consider a policy that requires schools to
CONCLUSIONS AND build a certain amount of days into the school ACKNOWLEDGEMENTS
RECOMMENDATIONS term to be used for professional development
in excess of instructional days. This could The authors would like to thank Scott
give schools flexibility in deciding whether to Minier, former Legislative Liaison and Pol-
use full or half days, or a mixture of the two, icy Analyst, Indiana Department of Educa-
for professional development. Twenty-four tion for his assistance; John Houser, former
Conclusion states have a policy similar to this model. Graduate Research Assistant at CEEP, for
Indiana’s 180-day minimum instructional assisting in compiling data for Table 1; Kevin
Due to the expense of a student-less day for
calendar is the same as that of 28 other states Carey, Research and Policy Manager, and
teacher professional development, projected
and the District of Columbia, and is compara- Elena Silva, Senior Policy Analyst, both
at $20 million per day, an alternative strategy
ble to requirements in three other states. Dur- from Education Sector, for sharing their
could be considered to extend the minimum
ing the 1994-95 school year, 25 out of 35 research on instructional time; and the many
instructional hours per school day. The addi-
countries spent more than 180 days in school. state agency contacts outside of Indiana for
tional time would be designated to provide
There is some evidence indicating that the providing policy information on their states.
regular and ongoing opportunities for teacher
amount of time spent in engaged academic
planning, collaboration, and professional
learning in school correlates positively with
development.
academic achievement, particularly in read-
ing, math and science, and especially for low-
END NOTES
performing students.
Recommendation 1. Student release for program and profes-
Conclusion sional development, 2005-2006.
Maintain the 180-day minimum instructional Retrieved February 17, 2006, from http://
calendar. Policymakers should oppose any The literature review brings to light the www.doe.state.in.us/htmls/doesrpd.html
proposal that would reduce the amount of sparse amount of empirical research on the 2. Senators Hume, Meeks, Skinner, Rogers,
instructional time public schools are required topics of instructional time and professional and Craycraft. (2006). Senate Bill 194.
to provide to students. In addition, educators development in relation to academic achieve- Retrieved February 9, 2006, from http://
and administrators at the state and local levels ment. In order to truly determine if and to www.doe.state.in.us/legwatch/2006/sen-
should examine their use of time to ensure what extent allocated instructional time and atebilltrack.html
that the vast majority of allocated time is used allocated professional development time 3. KY. REV. STAT. ANN. § 158.070.
for engaged academic learning. effect academic achievement, more research Retrieved March 24, 2006, from http://
is needed. www.education.ky.gov
Recommendation 4. OKLA. STAT. § 70-1-109. Retrieved
March 22, 2006, from http://
Conduct research using controlled experi- www.lsb.state.ok.us/OKStatutes/Comple-
Conclusion
mental designs that examine the relationship teTitles/os70.rtf
Professional development for teachers is crit- between amount of instructional time or 5. Code Miss. R. 36 000 069, Code Miss. R.
ical to the success of their students. Although amount of professional development time 36 000 097. Retrieved March 22, 2006,
Indiana does require public school teachers to and academic achievement. from http://www.ecs.org/html/off-
complete professional development activi- site.asp?docu-
ties, these activities presently do not inhibit ment=http%3A%2F%2Fmb2%2Eecs%2E
the fulfillment of the 180-day calendar. Indi- org%2Freports%2FReport%2Easpx%3Fid
ana's policy is comparable to policies in 38 %3D425
other states and the District of Columbia, AUTHORS 6. House Bill 100. Retrieved March 22,
which also do not allow professional devel- 2006, from http://www.le.state.ut.us/
opment time to be counted as instructional Kelly A. Prendergast ~2004/bills/hbillenr/hb0100.pdf
time. A policy such as the one proposed by (kprender@indiana.edu) is a Graduate 7. United States Department of Education,
SB 194, which would allow three full-days of Research Assistant at the Center for Office of Elementary and Secondary Edu-
professional development activities to be Evaluation & Education Policy. cation. No Child Left Behind Act of 2001
counted towards the 180-day minimum, (NCLB). Title 1, Part A, Section 1119.
would effectively reduce the amount of time Terry E. Spradlin Retrieved February 24, 2006, from http://
Indiana's public school students receive (tspradli@indiana.edu) is Associate www.ed.gov/policy/elsec/leg/esea02/
instruction while facing greater academic Director for Education Policy at the Cen- index.html
demands. ter for Evaluation & Education Policy.
Recommendation Vincent J. Palozzi
(vpalozzi@indiana.edu) is a former
Increase the number of days in the school cal- Graduate Research Assistant for the Cen-
endar and earmark the additional days for ter for Evaluation & Education Policy.
teacher professional development.
Is it Time to Change Indiana’s School-Year Calendar? — 7
Guskey, T.R. (1999, April). New Shen, C. (2001). Social values associated
REFERENCES perspectives on evaluating professional with cross-national differences in mathemat-
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Media/Education Writers Seminar, April 20, 2004-05 Instructional Time. Retrieved June tions/3/l/b/x/3lbxmxwwqjkrp4y0.pdf
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asap/ Tomlinson, J. (2004). Number of instruc-
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teacher evaluation study. American Journal Rund, R.W. (2005a). IC 20-10.1-2-1; 511
of Education, 94(4), 480-500. IAC 6.1-3-1. Indiana School Laws and Rules
Coates, D. (2003). Education production (2005-2006). Retrieved February 22, 2006,
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Education Economics, 11(3), 273-292. 05-May/052005/IT-faq052005.pdf
Darling-Hammond, L. (1999). Teacher qual- Rund, R.W. (2005b). 511 IAC 6.1-3-1. Indi-
ity and student achievement: A review of state ana School Laws and Rules (2005-2006).
policy evidence. Retrieved February 28, Retrieved February 22, 2006, from http://
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mreardon/755/document%20repository/ 052005/IT-faq052005.pdf
LDH_1999.pdf
Education Policy Briefs are published by the
Center for Evaluation & Education Policy
Indiana University
509 East Third Street
Bloomington, IN 47401-3654
812-855-4438
More about the Center for Evaluation & Education Policy
and our publications can be found at our Web site:
http://ceep.indiana.edu
Is it Time to Change Indiana’s School-Year Calendar? — 8
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