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American Economic Journal: Economic Policy: Vol. 4 No. 4 (November 2012)

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The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions

Article 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.4.4.230

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)

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Authors

McMullen, Steven C. (Calvin College)
Rouse, Kathryn E. (Elon U)

JEL Classifications

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

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