Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma

Autor/in	Morton, Emily
Titel	Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma
Quelle	In: Educational Researcher, 50 (2021) 1, S.30-40 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Morton, Emily) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20948023
Schlagwörter	School Schedules; Educational Finance; Academic Achievement; Educational Policy; Elementary Secondary Education; Public Schools; Oklahoma + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Bildungsfonds; Schulleistung; Politics of education; Bildungspolitik; Public school; Öffentliche Schule
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01