American Economic Journal:
Economic Policy
ISSN 1945-7731 (Print) | ISSN 1945-774X (Online)
The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions
American Economic Journal: Economic Policy
vol. 4,
no. 4, November 2012
(pp. 230–52)
Abstract
In 2007, 22 Wake County, North Carolina traditional calendar schools were switched to year-round calendars, spreading the 180 instructional days evenly across the year. This paper presents a human capital model to illustrate the conditions under which these calendars might affect achievement. We then exploit the natural experiment to evaluate the impact of year-round schooling on student achievement using a multi-level fixed effects model. Results suggest that year-round schooling has essentially no impact on academic achievement of the average student. Moreover, when the data are broken out by race, we find no evidence that any racial subgroup benefits from year-round schooling. (JEL H75, I21, I28, J24)Citation
McMullen, Steven C., and Kathryn E. Rouse. 2012. "The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions." American Economic Journal: Economic Policy, 4 (4): 230–52. DOI: 10.1257/pol.4.4.230Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I28 Education: Government Policy
- J24 Human Capital; Skills; Occupational Choice; Labor Productivity
There are no comments for this article.
Login to Comment