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Findings indicate urban high schools often start very early or very late, and later start times correlate with improved engagement, including reduced suspensions and higher course grades, especially for disadvantaged students. Achievement effects are mixed, with positive and negative associations with test scores, requiring further research on efficacy and scalability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/answering-the-bell-high-school-start-times-and-student-academic-outcomes/589871/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/answering-the-bell-high-school-start-times-and-student-academic-outcomes/589871.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study estimate the effects of high school start times?","Question",{"text":112,"@type":113},"It uses statewide North Carolina student-level data to estimate start time effects for all students and traditionally disadvantaged students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What engagement outcomes are associated with later start times?",{"text":117,"@type":113},"Later start times are associated with positive engagement outcomes, including reduced suspensions and higher course grades, particularly for disadvantaged students.",{"name":119,"@type":110,"acceptedAnswer":120},"Are academic achievement results consistent across measures?",{"text":121,"@type":113},"No. Achievement results are mixed, with both positive and negative associations between start times and high school students’ test scores.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589871,1792171189,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nOctober-December 2018, Vol. 4, No. 4, pp. 1–12 DOI: 10. 1177/2332858418812424  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nAnswering the Bell: High School Start Times and Student Academic Outcomes  \nKevin C. Bastian  \nSarah C. Fuller  \nUniversity of North Carolina at Chapel Hill  \nWe contribute to the school start time literature by using statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. Descriptively, we found that urban high schools were likely to start very early or late. Later start times were associated with positive student engagement outcomes (reduced suspensions, higher course grades), especially for disadvantaged students. Achievement results were mixed, with positive and negative associations between start times and high school students’ test scores. Continued research is necessary to evaluate the efficacy of later start times as a scalable and cost-effective approach for boosting engagement and achievement.  \nKeywords: student achievement, student engagement, school start times  \nOver the past two decades, states, school districts, and philanthropic groups have worked to improve the operation of high schools and the achievement of high school students through intensive whole school reforms, such as schools within schools, early college high schools, career academies, and school transformation programs. Many initiatives have targeted urban school districts, which typically enroll higher percentages of minority and economically disadvantaged students and face pressing challenges around student absences, disciplinary incidents, achievement scores, and graduation rates (Roderick, Nagaoka, & Coca, 2009; Rumberger & Thomas, 2000) . Research evidence on the efficacy of these school reforms is mixed (Bloom & Unterman, 2014; Kahne, Sporte, de la Torre, & Easton, 2008; Zimmer, Henry, & Kho, 2017) and indicates that these efforts are often expensive and infeasible to scale to a larger population of high schools. For example, early college high schools return promising results but have higher per-pupil expenditures than do traditional public schools and require the participation of a college willing to host the school (Edmunds et al. , 2017; Lauen, Fuller, Barrett, & Janda, 2017) .  \nIn a time of scarce resources for public education, states and school districts need inexpensive and scalable solutions to boost students’ engagement with and success in high school. One such solution may be starting high school later in the morning. Later school start times are supported by findings from sleep and health research (Carskadon, 2011; Carskadon, Acebo, & Jenni, 2004; Carskadon,  \nAcebo, & Seifer, 2001; Landhuis, Poulton, Welch, & Hancox, 2008) . Likewise, nascent work suggests that later school start times are positively associated with the school attendance, course grade, and test score outcomes of adolescents (Carrell, Maghakian, & West, 2011; Cortes, Bricker, & Rohlfs, 2012; Wahlstrom, 2002; Wahlstrom et al., 2014) . Estimates from cost-benefit analyses indicate that the financial returns to delaying high school start times by 1 hour (returns for increased student achievement, graduation rates, and earnings) could be as much as 9 times larger than the costs to implement (Jacob & Rockoff, 2011) and that delays to school start times could add $83 billion to the U. S. economy over the next decade (Hafner, Stepanek, & Troxel, 2017) .  \nWhile existing studies suggest benefits to later school start times, there are two important gaps in the literature that we address in the present study. First, previous work estimated the effects of school start times in a small number of schools. This focus is a product of studying school districts that make subst","cbCaipg7ZN5k3DRe","https://ap.wps.com/l/cbCaipg7ZN5k3DRe","pdf",628291,12,"English","# Overview\n## Research questions and study focus\n## Prior context and literature gaps\n## Evidence on outcomes and costs\n## Findings and implications","[{\"question\":\"How does the study estimate the effects of high school start times?\",\"answer\":\"It uses statewide North Carolina student-level data to estimate start time effects for all students and traditionally disadvantaged students.\"},{\"question\":\"What engagement outcomes are associated with later start times?\",\"answer\":\"Later start times are associated with positive engagement outcomes, including reduced suspensions and higher course grades, particularly for disadvantaged students.\"},{\"question\":\"Are academic achievement results consistent across measures?\",\"answer\":\"No. Achievement results are mixed, with both positive and negative associations between start times and high school students’ test scores.\"}]","Answering the Bell - High School Start Times and Student Academic Outcomes | PDF",1792068300]