Schedule‐Driven Productivity
Evidence From Nontraditional School Calendars
Datos Bibliográficos
| ID | 11683070 |
|---|---|
| Autores | Taylor J Landon (University of Maryland College Park, Maryland USA), Nolan G Pope (University of Maryland College Park, Maryland USA), Nolan Pope (0000-0002-2497-2379, University of Maryland, College Park, autor de correspondencia) |
| Año | 2025 |
| Volumen | 45 |
| Número | 1 |
| Fecha de publicación | 2025-12-16 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Policy Analysis and Management (JOURNAL) |
| Identificadores de la revista | ISSN: 0276-8739 • E-ISSN: 1520-6688 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pam.70075 |
| OpenAlex | W4417376076 |
| Idioma | EN |
| Referencias citadas | 43 |
Schools often overlook how structuring student and teacher schedules may impact educational outcomes. We analyze the impact of nontraditional school calendars on student and teacher productivity. These calendars differentially allocate mandated instructional time by choosing (1) the number of hours in the school day, (2) the number of school days each year, and (3) the distribution of school days throughout the year. To do this, we use administrative data on over 2 million students and exploit the staggered elimination of nontraditional school calendars that vary on these three dimensions. We find that while school schedules have little impact on younger children's learning, school schedules with longer and fewer school days have large negative effects on older students that are equivalent to decreasing teacher quality by nearly one standard deviation. Our results appear to be driven by changes in at‐home study behavior and school start times rather than how school days are distributed throughout the year. In addition, school schedules with longer and fewer school days increase teacher turnover. Our results suggest an important role of daily schedules on school productivity
Distribution (mathematics · Exploit · Quality (philosophy · School teachers · Structuring · Teacher Quality · Time allocation · Early Childhood Education and Development · Poverty, Education, and Child Welfare · School Choice and Performance
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |