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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
URLhttps://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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