Semesters or Quarters? The Effect of the Academic Calendar on Postsecondary Student Outcomes
American Economic Journal: Economic Policy
vol. 14,
no. 1, February 2022
(pp. 40-80)
(Complimentary)
Abstract
There exists a long-standing debate in higher education on which academic calendar is optimal. Using panel data on the near universe of four-year nonprofit institutions and leveraging quasi-experimental variation in calendars across institutions and years, we show that switching from quarters to semesters negatively impacts on-time graduation rates. Event study analyses show that the negative effects persist beyond the transition. Using transcript data, we replicate this analysis at the student level and investigate possible mechanisms. Shifting to a semester: (i) lowers first-year grades, (ii) decreases the probability of enrolling in a full course load, and (iii) delays the timing of major choice.Citation
Bostwick, Valerie, Stefanie Fischer, and Matthew Lang. 2022. "Semesters or Quarters? The Effect of the Academic Calendar on Postsecondary Student Outcomes." American Economic Journal: Economic Policy, 14 (1): 40-80. DOI: 10.1257/pol.20190589Additional Materials
JEL Classification
- I23 Higher Education; Research Institutions
- I28 Education: Government Policy
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