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Does a Day Lost Equal Dollars Saved? The Effects of Four-Day School Weeks on School District Expenditures

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  • Paul N. Thompson

Abstract

Although four-day school weeks often have financial justifications, researchers know little about whether they save school districts money. This study examines the dynamics of school district expenditures surrounding the adoption of four-day school weeks using a self-collected nationwide panel of four-day school week use from 1999 to 2017 combined with disaggregated school district expenditure data. The study finds that districts use the four-day school week in conjunction with preexisting instructional expenditure reduction policies and that the four-day school week reduces support services expenditures due to decreased educational service provision.

Suggested Citation

  • Paul N. Thompson, 2021. "Does a Day Lost Equal Dollars Saved? The Effects of Four-Day School Weeks on School District Expenditures," National Tax Journal, University of Chicago Press, vol. 74(1), pages 147-183.
    • Handle: RePEc:ucp:nattax:doi:10.1086/712916
    DOI: 10.1086/712916
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    Cited by:

    1. Jason Hung, 2023. "Policy-Oriented Examination of Left-Behind Children’s Health and Well-Being in China," Sustainability, MDPI, vol. 15(7), pages 1-12, March.
    2. Thompson, Paul N. & Ward, Jason, 2022. "Only a matter of time? The role of time in school on four-day school week achievement impacts," Economics of Education Review, Elsevier, vol. 86(C).
    3. Morton, Emily & Thompson, Paul N. & Kuhfeld, Megan, 2024. "A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth," Economics of Education Review, Elsevier, vol. 100(C).

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