Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-06-20 DOI:10.3102/01623737221097420

E. Morton

引用次数: 4

Abstract

Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.

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4天学校周对大龄青少年的影响:检查计划对高中学业成绩，出勤率和行为的影响

近年来，为期四天的学校周在美国各地激增，截至2019年，已在24个州的650多个公立学区推广，但人们对其实施情况知之甚少，对其对学生的影响也没有达成共识。本研究使用来自俄克拉何马州的区级面板数据和差异中的差异研究设计来估计4天学校周对高中生ACT分数、出勤率和学校纪律事件的因果影响。结果表明，每周4天的学校使每个学生的欺凌事件减少了约39%，每个学生的打架事件减少了约31%，但对其他事件类型、ACT分数或出勤率没有明显的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.