The Role Of Specific Subjects On Education Production Functions : Evidence From Morning Classes During Chicago Public High Schools Essay

1186 Words5 Pages
Kalena E. Cortes, Jesse Bricker, and Chris Rohlfs exploited the fact that absences are 4-7 days higher per year in first period classes in Chicago Public school in their paper "The Role of Specific Subjects in Education Production Functions: Evidence from Morning Classes in Chicago Public High Schools". They found that having a class in first period significantly reduces grades in that course, but does not affect grades in related subjects (Cortez Year). this effect is especially apparent in math classes, and also reduces grades in future math classes (Cortez year). Implications The literature presented is in almost unanimous agreement that later daily school start times lead to improved academic achievement in adolescents, with the greatest improvement as start times move from around 7:00 am to after 8:00 am, with diminishing marginal improvements afterwards. Students assigned to a first period class at the USAFA earned worse grades in both their first period classes and classes throughout the day than their peers who were not assigned to a first period class(Carrell 79). This negative effect was most apparent when the first period starting time was 7:00 am, but was still present after a policy changed the starting time of the first period to 7:50 am. Likewise, middle school students in the Wake County Public School System who began their day between 8:00-8:45 am had 2% higher scores on both standardized mathematics and reading exams than students whose

More about The Role Of Specific Subjects On Education Production Functions : Evidence From Morning Classes During Chicago Public High Schools Essay

Get Access