Rise and Shine: How School Start Times Affect Academic Performance
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| Title: | Rise and Shine: How School Start Times Affect Academic Performance |
|---|---|
| Language: | English |
| Authors: | Heissel, Jennifer, Norris, Samuel |
| Source: | Education Next. Sum 2019 19(3):54-61. |
| Availability: | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | School Schedules, Sleep, Academic Achievement, Fatigue (Biology), Scores, Mathematics Tests, Reading Tests, High School Students, Time Factors (Learning), Puberty, Gender Differences, Educational Benefits |
| Geographic Terms: | Florida |
| ISSN: | 1539-9664 |
| Abstract: | American teenagers are chronically sleep deprived. As children enter puberty, physiological changes delay the onset of sleep and make it more difficult to wake up early in the morning. By the end of middle school, there is a large disconnect between biological sleep patterns and early-morning school schedules: one study found that students lose as much as two hours of sleep per night during the school year compared to the summer months, when they can better control their sleep schedules. Such deficits may have big implications for learning and cognition. Important memory formation and consolidation processes occur overnight, as the brain replays patterns of activity exhibited during learning. Could something as simple as changing when school starts each day really make a difference in how much students learn? And which students would benefit most from a later start time? The authors consider differences between sunrise and school start times among a group of public schools in northern Florida's "Panhandle," which straddles the central and eastern time zones. In this region, sunrise times differ, but school start times do not fully adjust for this difference. Students may start school at the same hour on the clock but not at the same "time"--those in the later time zone could have as much as one additional hour of early-morning daylight before school compared to their neighbors in the earlier zone. How does this affect their performance in school? The authors compare test scores for students between the ages of 8 and 15 who move from one time zone to the other and find substantial differences, especially for adolescents. A one-hour delay in start times relative to sunrise increases math scores by 8 percent of a standard deviation for adolescents--the equivalent of roughly three months of student learning--but by only 1 percent of a standard deviation for younger children. The effects on reading scores are similar, but smaller. These findings are the first to quantify the potential academic benefits of changing high-school start times--a seemingly straightforward policy that districts can find difficult to implement. |
| Abstractor: | ERIC |
| Entry Date: | 2019 |
| Access URL: | https://www.educationnext.org/journal/summer-2019-vol-19-no-3/ |
| Accession Number: | EJ1218320 |
| Database: | ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1218320 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Rise and Shine: How School Start Times Affect Academic Performance – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heissel%2C+Jennifer%22">Heissel, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Norris%2C+Samuel%22">Norris, Samuel</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Education+Next%22"><i>Education Next</i></searchLink>. Sum 2019 19(3):54-61. – Name: Avail Label: Availability Group: Avail Data: Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 8 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22Sleep%22">Sleep</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Puberty%22">Puberty</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1539-9664 – Name: Abstract Label: Abstract Group: Ab Data: American teenagers are chronically sleep deprived. As children enter puberty, physiological changes delay the onset of sleep and make it more difficult to wake up early in the morning. By the end of middle school, there is a large disconnect between biological sleep patterns and early-morning school schedules: one study found that students lose as much as two hours of sleep per night during the school year compared to the summer months, when they can better control their sleep schedules. Such deficits may have big implications for learning and cognition. Important memory formation and consolidation processes occur overnight, as the brain replays patterns of activity exhibited during learning. Could something as simple as changing when school starts each day really make a difference in how much students learn? And which students would benefit most from a later start time? The authors consider differences between sunrise and school start times among a group of public schools in northern Florida's "Panhandle," which straddles the central and eastern time zones. In this region, sunrise times differ, but school start times do not fully adjust for this difference. Students may start school at the same hour on the clock but not at the same "time"--those in the later time zone could have as much as one additional hour of early-morning daylight before school compared to their neighbors in the earlier zone. How does this affect their performance in school? The authors compare test scores for students between the ages of 8 and 15 who move from one time zone to the other and find substantial differences, especially for adolescents. A one-hour delay in start times relative to sunrise increases math scores by 8 percent of a standard deviation for adolescents--the equivalent of roughly three months of student learning--but by only 1 percent of a standard deviation for younger children. The effects on reading scores are similar, but smaller. These findings are the first to quantify the potential academic benefits of changing high-school start times--a seemingly straightforward policy that districts can find difficult to implement. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.educationnext.org/journal/summer-2019-vol-19-no-3/" linkWindow="_blank">https://www.educationnext.org/journal/summer-2019-vol-19-no-3/</link> – Name: AN Label: Accession Number Group: ID Data: EJ1218320 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 54 Subjects: – SubjectFull: School Schedules Type: general – SubjectFull: Sleep Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Fatigue (Biology) Type: general – SubjectFull: Scores Type: general – SubjectFull: Mathematics Tests Type: general – SubjectFull: Reading Tests Type: general – SubjectFull: High School Students Type: general – SubjectFull: Time Factors (Learning) Type: general – SubjectFull: Puberty Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Educational Benefits Type: general – SubjectFull: Florida Type: general Titles: – TitleFull: Rise and Shine: How School Start Times Affect Academic Performance Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heissel, Jennifer – PersonEntity: Name: NameFull: Norris, Samuel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 1539-9664 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Education Next Type: main |
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