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| Titre : | A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth (2024) |
| Auteurs : | Emily Morton ; Paul N. Thompson ; Megan Kuhfeld |
| Type de document : | Article : document électronique |
| Dans : | Economics of Education Review (Vol. 100, June 2024) |
| Article en page(s) : | Article 102524 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ POLITIQUE DE L'EDUCATION ; RENDEMENT DE L'EDUCATION ; ENSEIGNEMENT SCOLAIRE ; RYTHME SCOLAIRE ; MILIEU RURAL ; ETATS UNIS |
| Résumé : | Four-day school weeks are becoming increasingly common in the U.S., but prior research is ambiguous regarding their impacts on achievement. Using a difference-in-differences approach, we conduct the most representative student-level analysis to date of the effects of four-day weeks on student achievement and within-year growth using NWEA MAP Growth data. We estimate significant negative effects of the schedule on spring reading achievement (-0.07 SD) and fall-to-spring gains in math (-0.05 SD) and reading (-0.06 SD). The negative effects of the schedule are disproportionately driven by adoptions in non-rural schools and are larger for female students. For policymakers and practitioners, this study provides evidence supporting concerns about four-day school weeks’ effects on student achievement and growth, particularly in non-rural areas. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1016/j.econedurev.2024.102524 |
