Can four equal five? Essays on the four-day school week
Abstract/Contents
- Abstract
- Four-day school weeks have proliferated across the United States in recent years, affecting over 650 public school districts in 24 states as of 2019, but very little is known about their implementation or their effects on students. The three chapters comprising this dissertation provide novel evidence regarding the implementation and effects of the four-day school week. The first two chapters employ difference-in-differences research designs and estimate causal impacts of the schedule on school finance, achievement, attendance, and student behavior. Results indicate that four-day school weeks reduce school spending by about 2%, have no detectable effect on achievement or attendance, and decrease school bullying and fighting incidents by 27-31%. The third chapter leverages a mixed-methods approach to describe the implementation of the four-day week in terms of the differences in students' experiences and time use on four- and five-day week schedules. Findings indicate that four-day week students spend less time at school per year, but differences in instructional time are unknown. Furthermore, four-day week students spend their fifth day primarily at home with adult supervision, and they spend more time per week outside of school on chores, non-school sports or exercise, hobbies, jobs, and homework relative to five-day week students. Taken together, the three chapters provide insights for policymakers and practitioners regarding the potential advantages and disadvantages of adopting a four-day week.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2021 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Morton, Emily |
|---|---|
| Degree supervisor | Damon, William, 1944- |
| Thesis advisor | Damon, William, 1944- |
| Thesis advisor | Bettinger, Eric |
| Thesis advisor | Dee, Thomas S. (Thomas Sean) |
| Thesis advisor | Reardon, Sean F |
| Degree committee member | Bettinger, Eric |
| Degree committee member | Dee, Thomas S. (Thomas Sean) |
| Degree committee member | Reardon, Sean F |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Emily Morton. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2021. |
| Location | https://purl.stanford.edu/rz289sr3469 |
Access conditions
- Copyright
- © 2021 by Emily Morton
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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