Journal of Policy Analysis and Management · 2026 · Taylor J. Landon、Nolan G Pope
中文摘要
学校常常忽视学生和教师的作息安排方式可能对教育结果产生的影响。我们分析了非传统校历对学生和教师生产率的影响。这类校历通过选择(1)每个教学日的时数、(2)每年的教学日数量以及(3)教学日在全年中的分布,对规定的教学时间进行差异化配置。为此,我们使用了超过200万名学生的行政数据,并利用了在这三个维度上各不相同的非传统校历被交错(分批)取消的情况。我们发现,尽管学校作息安排对年幼儿童的学习影响甚微,但教学日更长、教学日数量更少的作息安排对年长学生具有较大的负面影响,其程度相当于教师质量下降近一个标准差。我们的结果似乎是由在家学习行为和上学开始时间的变化所驱动,而非教学日在全年中的分布方式。此外,教学日更长、教学日数量更少的作息安排会增加教师流失。我们的结果表明,日常作息安排对学校生产率具有重要作用。
Abstract
ABSTRACT Schools often overlook how structuring student and teacher schedules may impact educational outcomes. We analyze the impact of nontraditional school calendars on student and teacher productivity. These calendars differentially allocate mandated instructional time by choosing (1) the number of hours in the school day, (2) the number of school days each year, and (3) the distribution of school days throughout the year. To do this, we use administrative data on over 2 million students and exploit the staggered elimination of nontraditional school calendars that vary on these three dimensions. We find that while school schedules have little impact on younger children's learning, school schedules with longer and fewer school days have large negative effects on older students that are equivalent to decreasing teacher quality by nearly one standard deviation. Our results appear to be driven by changes in at‐home study behavior and school start times rather than how school days are distributed throughout the year. In addition, school schedules with longer and fewer school days increase teacher turnover. Our results suggest an important role of daily schedules on school productivity.