Impacts of the Four-Day School Week on High School Achievement and Educational Engagement

Autor/inn/en	Thompson, Paul N.; Tomayko, Emily J.; Gunter, Katherine B.; Schuna, John, Jr.
Titel	Impacts of the Four-Day School Week on High School Achievement and Educational Engagement
Quelle	In: Education Economics, 30 (2022) 5, S.527-539 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.2006610
Schlagwörter	High School Students; Grade 11; School Schedules; Time Factors (Learning); Mathematics Achievement; Learner Engagement; Attendance Patterns; Time to Degree; Graduation; Educational Change; Grade 9; Reading Achievement; Academic Persistence; Dropout Rate; Oregon + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Schulzeiteinteilung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Abschluss; Graduierung; Bildungsreform; School year 09; 9. Schuljahr; Schuljahr 09; Leseleistung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01