Impacts of the four-day school week on high school achievement and educational engagement

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...

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Bibliographic Details
Published in:Education economics 2022, Vol.30 (5), p.527-539
Main Authors: Thompson, Paul N., Tomayko, Emily J., Gunter, Katherine B., Schuna, John
Format: Article
Language:English
Subjects:
Academic achievement
Academic Persistence
achievement
Attendance Patterns
Dropout Rate
Educational Change
Four-day school weeks
Grade 11
Grade 9
Graduation
high school
High School Students
Learner Engagement
Mathematics Achievement
Reading Achievement
Rural areas
Rural communities
School Schedules
Secondary school students
Student participation
Time Factors (Learning)
Time to Degree
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Summary: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.
ISSN:0964-5292
1469-5782
DOI:10.1080/09645292.2021.2006610