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Unscheduled School Closings and Student Performance

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Marcotte, Dave E., Hemelt, Steven W.·2008·Education Finance and Policy

DOI 10.1162/edfp.2008.3.3.316

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Abstract

Do students perform better on statewide assessments in years in which they have more school days to prepare? We explore this question using data on math and reading assessments taken by students in the third, fifth, and eighth grades since 1994 in Maryland. Our identification strategy is rooted in the fact that tests are administered on the same day(s) statewide in late winter or early spring, so any unscheduled closings due to snow reduce instruction time and are not made up until after the exams are over. We estimate that in academic years with an average number of unscheduled closures (five), the number of third graders performing satisfactorily on state reading and math assessments within a school is nearly 3 percent lower than in years with no school closings. The impacts of closure are smaller for students in fifth and eighth grades. Combining our estimates with actual patterns of unscheduled closings in the last three years, we find that more than half of schools failing to make adequate yearly progress (AYP) in third-grade math or reading, required under No Child Left Behind, would have met AYP if schools had been open on all scheduled days.

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Authors: Marcotte, D. E., & Hemelt, S. W.
Affiliations: IZA - Institute of Labor Economics (DE)
University of North Carolina at Chapel Hill (US)
Corresponding author: Marcotte, Dave E.
ORCID: Marcotte, Dave E.
Hemelt, Steven W.
Venue: Education Finance and Policy
Publisher: MIT Press
Published: 2008-07
Volume: 3
Issue: 3
Pages: 316-338
ISSN: 1557-3060 (ISSN-L)
1557-3079
DOI: 10.1162/edfp.2008.3.3.316
OpenAlex: W2114959928
Cited by: 222
References: 8
Citations by year: 2026: 4 · 2025: 8 · 2024: 16 · 2023: 24 · 2022: 20 · 2021: 16 · 2020: 12 · 2019: 9 · 2018: 4 · 2017: 10 · 2016: 47 · 2015: 15 · 2014: 13 · 2013: 11 · 2012: 3
FWCI: 14.50
Type: journal article
Language: en
Open access: green
doi.org
Locations: Education Finance and Policy (publishedVersion)
SSRN Electronic Journal (acceptedVersion)
RePEc: Research Papers in Economics (submittedVersion)
SSRN Electronic Journal (submittedVersion)
Econstor (Econstor) (submittedVersion)
Funders: Smith Richardson Foundation
Sid W. Richardson Foundation
Rheinische Friedrich-Wilhelms-Universität Bonn
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Educational Assessment and Improvement
Social Sciences › Education › Educational Outcomes and Influences
Keywords: academic performance, mathematics assessment, reading assessment, instructional time, No Child Left Behind Act, Adequate Yearly Progress, school finance, Maryland

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Unscheduled School Closings and Student Performance

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