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Impacts of the Four-Day School Week on High School Achievement and Educational Engagement
Paul N Thompson1, Emily J Tomayko2, Katherine B Gunter3
1Department of Economics, Oregon State University, Corvallis, Oregon, 97331.
Abstract:
Four-day school week schedules are being adopted with increasing frequency, particularly in rural areas. In this paper we consider the academic implications of students in Oregon attending a four-day school week for the first time when they enter high school. We find 11th grade math achievement in 0.09 standard deviations lower among four-day school week students, with significant impacts driven by four-day school week students in non-rural settings. We also find a greater number of four-day school week students being classified as chronically absent. Finally, we find reductions in on-time graduation among four-day school week students compared to five-day students.
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