Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma. CEPA Working Paper No. 20-02

Autor/in	Morton, Emily
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma. CEPA Working Paper No. 20-02
Quelle	(2020), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Schedules; Public Schools; Educational Finance; School Districts; School District Spending; Academic Achievement; Food Service; Transportation; Budgets; Retrenchment; Outcomes of Education; Oklahoma + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Public school; Öffentliche Schule; Bildungsfonds; School district; Schulbezirk; Schulleistung; Verkehrswesen; Finanzhaushalt; Lernleistung; Schulerfolg
Abstract	Motivated by potential financial savings, four-day school weeks have proliferated across the United States in recent years, reaching public schools in 25 states as of 2018. The consequences of the four-day school week for students, schools, and communities are largely unknown. This paper uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the four-day schedule on school district finance and academic achievement. Results indicate that four-day weeks decrease districts' federal and state revenues and their non-instructional and support services expenditures. Decreases are concentrated specifically in food services and transportation expenditures and amount to approximately 1.36% of the average four-day district's budget. I find no detectable effect of the four-day week on academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01