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来源类型 | Publication |
Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma | |
Emily Morton | |
发表日期 | 2020 |
出版年 | 2020 |
语种 | 英语 |
摘要 | Motivated by potential financial savings, four-day school weeks have proliferated across the United States in recent years, reaching public schools in 25 states as of 2018. The consequences of the four-day school week for students, schools, and communities are largely unknown. This paper uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the four-day schedule on school district finance and academic achievement. Results indicate that four-day weeks decrease districts’ federal and state revenues and their non-instructional and support services expenditures. Decreases are concentrated specifically in food services and transportation expenditures and amount to approximately 1.36% of the average four-day district’s budget. I find no detectable effect of the four-day week on academic achievement. |
主题 | Federal and State Education Policy |
子主题 | Educational Equity ; Finance ; School Effectiveness ; Student Success |
URL | https://cepa.stanford.edu/content/effects-four-day-school-weeks-school-finance-and-achievement-evidence-oklahoma |
来源智库 | Center for Education Policy Analysis (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/491894 |
推荐引用方式 GB/T 7714 | Emily Morton. Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma. 2020. |
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文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
wp20-02-v032020.pdf(1881KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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