000			01509nab a2200253 c 4500
999			_c144540 _d144540
003			ES-MaIEF
005			20210825131154.0
007			ta
008			210825t2021 us ||||| |||| 00| 0|eng d
040			_aES-MaIEF _bspa _cES-MaIEF
100			_965237 _aThompson, Paul N.
245		0	_aDoes a day lost equal dollars saved? _bthe effects of four-day school weeks on school district expenditures _c Paul N. Thompson
260			_c2021
500			_aDisponible también en formato electrónico.
500			_aResumen.
504			_aBibliografía.
520			_aAlthough four-day school weeks often have financial justifications, researchers know little about whether they save school districts money. This study examines the dynamics of school district expenditures surrounding the adoption of four-day school weeks using a self-collected nationwide panel of four-day school week use from 1999 to 2017 combined with disaggregated school district expenditure data. The study finds that districts use the four-day school week in conjunction with preexisting instructional expenditure reduction policies and that the four-day school week reduces support services expenditures due to decreased educational service provision.
650		4	_aCENTROS DOCENTES _933596
650		4	_aHORARIOS _945446
650		4	_aGASTOS EN EDUCACION _944900
650			_aESTADOS UNIDOS _942888
773	0		_9165394 _oOP 233/2021/1 _tNational Tax Journal _w(IEF)86491 _x 0028-0283 _gv. 74, n. 1, March 2021, p. 147-183
942			_cART