Impacts of the Four‐Day School Week on Juvenile Crime
Dados Bibliográficos
| ID | 11684394 |
|---|---|
| Autores | Rafiuddin Najam (0000-0002-2943-545X, Department of Public Policy University of North Carolina at Chapel Hill Chapel Hill North Carolina USA, autor correspondente), Paul N Thompson (0000-0002-3347-0813, Department of Economics, School of Public Policy Oregon State University Corvallis Oregon USA) |
| Ano | 2026 |
| Volume | 45 |
| Fascículo | 2 |
| Data de publicação | 2026-03-01 |
| 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.70101 |
| OpenAlex | W7140186817 |
| Idioma | EN |
| Referências citadas | 41 |
Schools are increasingly adopting four‐day school weeks to address financial, attendance, and teacher retention issues, a trend that the COVID‐19 pandemic has amplified. However, little is known about the nonacademic behavioral responses of juveniles to such transitions. We examine the impacts of adopting a four‐day school week on juvenile crime, focusing particularly on disparities across rurality and locale size, using a difference‐in‐differences estimation approach. We find significant upticks in juvenile crime, primarily in property and violent crimes, within non‐rural and large law enforcement agencies. Conversely, we find evidence suggesting a decrease in juvenile drug‐ and alcohol‐related crimes during school hours on weekdays. In addition to changes in juvenile crime on nonschool weekdays, we observe spillover effects on the remaining weekdays and weekends, primarily in non‐rural and large agency settings. Thus, decision‐makers should be cognizant of the potential increase in juvenile crime that may result from the four‐day school week
Agency (philosophy · Enforcement · Juvenile · Juvenile delinquency · Law enforcement · Locale (computer software · Rurality · Spillover effect · Crime Patterns and Interventions · Early Childhood Education and Development · School Choice and Performance
Two-Way Fixed Effects, the Two-Way Mundlak Regression, and Difference-in-Differences Estimators
Better Schools, Less Crime?
Crime and Social Interactions
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
The Effect of Grade Retention on Adult Crime
The impact of grade retention on juvenile crime
Only a matter of time? The role of time in school on four-day school week achievement impacts
Adolescent Health Behaviors in Schools with 4‐ Versus 5‐Day School Weeks
Impact of Reduced School Exposure on Adolescent Health Behaviors and Food Security
Revisiting Event-Study Designs
Are Idle Hands the Devil’s Workshop? Incapacitation, Concentration, and Juvenile Crime
Market Wages and Youth Crime
The Effect of Education on Crime
In School and Out of Trouble? The Minimum Dropout Age and Juvenile Crime
School's out… forever
No time for crime? The effect of compulsory engagement on youth crime
Impacts of the four-day school week on early elementary achievement
The ‘Friday effect’
Why is There More Crime in Cities
Effects of Four-Day School Weeks on School Finance and Achievement
The Crime Reducing Effect of Education
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |