Is Four Less Than Five? Effects of Four-Day School Weeks on Achievement Across Student Subgroups

• In Event: 47.038 - Beyond Classroom Walls: Community Innovations to Support Education

Abstract

This paper considers the implications for student achievement of school districts switching to a four-day school week. This study uses a difference-in-differences analysis using a panel data set of student-level test scores to examine the effects of the adoption of these four-day school weeks on student achievement in Oregon. I generally find that student achievement declines following the switch to a four-day school week, as math test scores fall by around one-tenth of a standard deviation and fewer students are likely to meet proficiency targets. Looking at differential effects across student groups, minority, low-income, and special education students seem to be the most affected by these policies, possibly exacerbating pre-existing achievement gaps in these districts.

Author

• Paul N Thompson, Oregon State University