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The distributional effects of the multi-track year-round calendar: a quantile regression approach

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  • McMullen
  • Rouse
  • Justin Haan

Abstract

Year-round school (YRS) calendars that redistribute the 180 school days more evenly across the calendar year are growing in popularity. Learning loss theory predicts student response to year-round calendars could vary substantially across achievement levels. Existing research on the heterogeneous effects of YRS focuses on estimating mean treatment effects by subgroup. We instead use a quantile regression approach with school and grade-by-year fixed effects to estimate the distributional impact of year-round calendars using a natural experiment setting in Wake County, NC. Contrary to the prior literature, we find evidence of a positive impact of year-round calendars for the lowest-performing students. However, even for these students, the estimated academic impact is small.

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  • McMullen & Rouse & Justin Haan, 2015. "The distributional effects of the multi-track year-round calendar: a quantile regression approach," Applied Economics Letters, Taylor & Francis Journals, vol. 22(15), pages 1188-1192, October.
    • Handle: RePEc:taf:apeclt:v:22:y:2015:i:15:p:1188-1192
    DOI: 10.1080/13504851.2015.1016204
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    Cited by:

    1. Graves Jennifer & McMullen Steven & Rouse Kathryn, 2018. "Teacher Turnover, Composition and Qualifications in the Year-Round School Setting," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 18(3), pages 1-27, July.
    2. Gregory Gilpin, 2018. "Policy-induced School Calendar Changes and Teacher Moonlighting," CAEPR Working Papers 2018-009, Center for Applied Economics and Policy Research, Department of Economics, Indiana University Bloomington.

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