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Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance

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  • Graves, Jennifer

Abstract

Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African American students. I find significant negative effects of multi-track year-round calendars on academic achievement for all subgroups examined, with only the limited English proficiency student subgroup producing unreliable estimates. Negative and significant results for another type of year-round calendar, single-track, are also found for the full sample of students and low socioeconomic status students.

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  • Graves, Jennifer, 2011. "Effects of year-round schooling on disadvantaged students and the distribution of standardized test performance," Economics of Education Review, Elsevier, vol. 30(6), pages 1281-1305.
    • Handle: RePEc:eee:ecoedu:v:30:y:2011:i:6:p:1281-1305
    DOI: 10.1016/j.econedurev.2011.04.003
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    Cited by:

    1. Graves Jennifer & McMullen Steven & Rouse Kathryn, 2018. "Teacher Turnover, Composition and Qualifications in the Year-Round School Setting," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 18(3), pages 1-27, July.
    2. D. Mark Anderson & Mary Beth Walker, 2015. "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week," Education Finance and Policy, MIT Press, vol. 10(3), pages 314-349, July.
    3. Dills, Angela & Hernández-Julián, Rey & Rotthoff, Kurt W., 2016. "Knowledge decay between semesters," Economics of Education Review, Elsevier, vol. 50(C), pages 63-74.
    4. Berthelon, Matias & Kruger, Diana & Vienne, Veronica, 2016. "Longer School Schedules and Early Reading Skills: Effects from a Full-Day School Reform in Chile," IZA Discussion Papers 10282, Institute of Labor Economics (IZA).
    5. Steven C. McMullen & Kathryn E. Rouse, 2012. "The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions," American Economic Journal: Economic Policy, American Economic Association, vol. 4(4), pages 230-252, November.
    6. Thomas, Jaime L., 2012. "Combination classes and educational achievement," Economics of Education Review, Elsevier, vol. 31(6), pages 1058-1066.
    7. Depro, Brooks & Rouse, Kathryn, 2015. "The effect of multi-track year-round academic calendars on property values: Evidence from district imposed school calendar conversions," Economics of Education Review, Elsevier, vol. 49(C), pages 157-171.
    8. Thompson, Paul N., 2019. "Effects of Four-Day School Weeks on Student Achievement: Evidence from Oregon," IZA Discussion Papers 12204, Institute of Labor Economics (IZA).
    9. Derek Wu, 2020. "Disentangling the Effects of the School Year from the School Day: Evidence from the TIMSS Assessments," Education Finance and Policy, MIT Press, vol. 15(1), pages 104-135, Winter.
    10. Graves, Jennifer, 2013. "School calendars, child care availability and maternal employment," Journal of Urban Economics, Elsevier, vol. 78(C), pages 57-70.
    11. Takyi, Stephen Appiah & Azerigyik, Richard Apatewen & Amponsah, Owusu, 2019. "The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems," International Journal of Educational Development, Elsevier, vol. 71(C).
    12. Kevin P. Belanger & Angela K. Dills & Rey Hernández-Julián & Kurt W. Rotthoff, 2019. "Class Size, Course Spacing, and Academic Outcomes," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 45(2), pages 301-320, April.
    13. McMullen, Steven C. & Rouse, Kathryn E., 2012. "School crowding, year-round schooling, and mobile classroom use: Evidence from North Carolina," Economics of Education Review, Elsevier, vol. 31(5), pages 812-823.
    14. Thompson, Paul N., 2021. "Is four less than five? Effects of four-day school weeks on student achievement in Oregon," Journal of Public Economics, Elsevier, vol. 193(C).
    15. Jennifer Graves & Steven McMullen & Kathryn Rouse, 2013. "Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time," Education Finance and Policy, MIT Press, vol. 8(3), pages 300-315, July.
    16. Benjamin Hansen & Joseph J. Sabia & Jessamyn Schaller, 2022. "In-Person Schooling and Youth Suicide: Evidence from School Calendars and Pandemic School Closures," NBER Working Papers 30795, National Bureau of Economic Research, Inc.

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    More about this item

    Keywords

    Year-round schools; Academic achievement; Minority students;
    All these keywords.

    JEL classification:

    • H4 - Public Economics - - Publicly Provided Goods
    • I2 - Health, Education, and Welfare - - Education

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