Schedule‐Driven Productivity
Evidence From Nontraditional School Calendars
Dados 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 correspondente) |
| Ano | 2025 |
| Volume | 45 |
| Fascículo | 1 |
| Data de publicação | 2025-12-16 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Policy Analysis and Management (JOURNAL) |
| Identificadores do periódico | ISSN: 0276-8739 • E-ISSN: 1520-6688 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pam.70075 |
| OpenAlex | W4417376076 |
| Idioma | EN |
| Referências 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
The Effects of Summer Vacation on Achievement Test Scores
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003
Measuring the Impacts of Teachers II
Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina
Two-Way Fixed Effects Estimators with Heterogeneous Treatment Effects
Difference-in-differences with variation in treatment timing
Difference-in-Differences with multiple time periods
Estimating dynamic treatment effects in event studies with heterogeneous treatment effects
Only a matter of time? The role of time in school on four-day school week achievement impacts
Revisiting Event-Study Designs
How the Time of Day Affects Productivity
The academic impact of multi-track year-round school calendars
The Multidimensional Impact of Teachers on Students
Effects of Four-Day School Weeks on School Finance and Achievement
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |