Educational provisions enacted at the national level impact states by requiring a priority on improving the academic performance of students. Leaders in educational settings strive to implement changes that will aid in closing achievement gaps and increase academic achievement. In Texas, the academic level of performance on the reading and mathematics State of Texas Assessments of Academic Readiness (STAAR) is concerning for some schools. The concerns lead to possible studies on the time allocated to learning in schools. Texas schools operate on either year-round education calendars or traditional education calendars. Although both calendars include the same required number of instructional days and minutes, they differ on how breaks or intersessions are scheduled. Intersessions are spread throughout the year for year-round calendar schools. Schools on traditional calendars have longer scheduled breaks. The theoretical framework for this study was based on Carroll's model of school learning which established that time is influential to the learning process. The goal of this quantitative study was to determine if differences exist on fifth grade students' performance on reading and mathematics STAAR between schools on full-year calendars and schools on traditional 9-month calendars for years 2017, 2018, and 2019. To determine a cause-and-effect relationship between the calendar type and STAAR a quantitative quasi-experimental design was used to address the research questions. Although statistically significant differences in 5th Grade Reading and Mathematics STAAR performance between year-round calendar schools and traditional calendar schools were not found, results inform decision-making pertinent to time allocated for student learning, which is shown to impact academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]