Title | Impacts of the four-day school week on high school achievement and educational engagement |
Publication Type | Journal Article |
Year of Publication | 2021 |
Authors | Thompson, PN, Tomayko, EJ, Gunter, K, Schuna, Jr, JM |
Journal | Education Economics |
Pagination | 1 - 13 |
Date Published | 12/2021 |
ISSN | 0964-5292 |
Abstract | Four-day school week schedules are being adopted with increasing frequency, particularly in rural areas. In this paper, we consider the academic implications of students in Oregon attending a four-day school week for the first time when they enter high school. We find 11th grade math achievement in 0.09 standard deviations lower among four-day school week students, with significant impacts driven by four-day school week students in non-rural settings. We also find a greater number of four-day school week students being classified as chronically absent. Finally, we find reductions in on-time graduation among four-day school week students compared to five-day students. |
DOI | 10.1080/09645292.2021.2006610 |
Short Title | Education Economics |