Effects of Four-Day School Weeks on School Finance and Achievement

Evidence From Oklahoma

Dados Bibliográficos

ID9734008
AutoresEmily Morton (0000-0003-3662-8556, Stanford University, Stanford, CA, autor correspondente)
Ano2021
Volume50
Fascículo1
Páginas30-40
Data de publicação2021-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x20948023
OpenAlexW3049077430
IdiomaEN
Citações recebidas8
Referências citadas14

Motivated by potential financial savings, 4-day school weeks have proliferated across the United States in recent years, reaching public schools in 24 states as of 2019. The consequences of the 4-day school week for students, schools, and communities are largely unknown. This article uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the 4-day schedule on school district finance and academic achievement. Results indicate that 4-day weeks decrease districts’ federal revenues and their noninstructional and support services expenditures. Decreases are concentrated specifically in operations, transportation, and food services expenditures and amount to approximately 2.03% of the average 4-day district’s budget. There is no detectable effect of the 4-day week on academic achievement

Academic achievement · Business · Demographic economics · Economics · Management · Mathematics education · Panel data · Revenue · Schedule · School district · Student achievement · Finance · Higher Education Research Studies · Parental Involvement in Education · Psychology · School Choice and Performance