Effects of Four-Day School Weeks on Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School. CEPA Working Paper No. 21-05

Autor/in	Morton, Emily
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Effects of Four-Day School Weeks on Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School. CEPA Working Paper No. 21-05
Quelle	(2021), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Schedules; Adolescents; High School Students; Academic Achievement; Attendance; Student Behavior; Bullying; Violence; Scores; State Policy; Student Characteristics; School Districts; Age Differences; Adolescent Development; Substance Abuse; Vandalism; Weapons; Bus Transportation; Truancy; Geographic Location; Oklahoma; ACT Assessment + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Anwesenheit; Student behaviour; Schülerverhalten; Mobbing; Gewalt; School district; Schulbezirk; Age; Difference; Age difference; Altersunterschied; Drug use; Drug consomption; Drogenkonsum; Weapon; Waffe; Schulabsentismus; Schulschwänzen; Schulverweigerung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about the effects of the four-day school week on high school students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide the first estimates of the causal effect of the four-day school week on high school students' ACT scores, attendance, and disciplinary incidents during school. Results indicate that four-day school weeks decrease per-pupil bullying incidents by approximately 31% and per-pupil fighting incidents by approximately 27%, but have no detectable effect on other incident types, ACT scores, or attendance. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01