ERIC - EJ1070337 - Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week, Education Finance and Policy, 2015 (2024)

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ERIC Number: EJ1070337

Record Type: Journal

Publication Date: 2015

Pages: 36

Abstractor: As Provided

ISBN: N/A

ISSN: ISSN-1557-3060

EISSN: N/A

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

Anderson, D. Mark; Walker, Mary Beth

Education Finance and Policy, v10 n3 p314-349 Sum 2015

School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student outcomes. We use school-level data from Colorado to investigate the relationship between the four-day week and academic performance among elementary school students. Our results generally indicate a positive relationship between the four-day week and performance in reading and mathematics. These findings suggest there is little evidence that moving to a four-day week compromises student academic achievement. This research has policy relevance to the current U.S. education system, where many school districts must cut costs.

Descriptors: School Schedules, Board of Education Policy, Educational Finance, Budgeting, Costs, Extended School Day, Academic Achievement, Elementary School Students

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