Impacts of the four-day school week on high school achievement and educational engagement

Paul N. Thompson, Emily J. Tomayko, Katherine B. Gunter and John Schuna

Education Economics, 2022, vol. 30, issue 5, 527-539

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.

Date: 2022
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DOI: 10.1080/09645292.2021.2006610

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