Four-day school weeks have no detectable effect on high school students' ACT scores¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The 4-day school week shows no detectable causal effect on high school students' ACT scores. → Emily Morton 2022

Evidence¶

Emily Morton 2022¶

Emily Morton. (2022). Effects of 4-day school weeks on older adolescents: Examining impacts of the schedule on academic achievement, attendance, and behavior in high school. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737221097420

q2 · i? · causal · r?

In the Oklahoma district-level difference-in-differences analysis, the study finds "no detectable effect" on ACT scores. No effect size or test statistic is printed in the available text, so the null is reported without an equivalence claim.

"Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance."

Discussion¶

Related Claims¶

• No quantitative evidence that the four-day school week improved student attendance — related
• Four-day school weeks have no detectable effect on high school attendance — related
• Students on the four-day school week have lower English language arts and math test scores over time than peers on five-day schedules — reports the opposite
• Four-day school weeks have no detectable effect on disciplinary incident types other than bullying and fighting — related
• Four-day school weeks decrease per-pupil fighting incidents among high school students by approximately 31% — related
• Four-day school weeks decrease per-pupil bullying incidents among high school students by approximately 39% — related
• Families and students highly value extra time from the four-day week, and stakeholders report high satisfaction — related