Earlier School Start Times as a Risk Factor for Poor School Performance: An Examination of Public Elementary Schools in the Commonwealth of Kentucky created by Peggy S. Keller, Olivia A. Smith, Lauren R. Gilbert, Shuang Bi, and Eric A. Haak

By:

Keller, Peggy S [author]

Material type: Text

TextSeries: ; Volume , number ,Kentucky American Psychological Association 2014Content type:

text

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unmediated

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volume

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Summary: Adequate sleep is essential for child learning. However, school systems may inadvertently be promoting sleep deprivation through early school start times. The current study examines the potential implications of early school start times for standardized test scores in public elementary schools in Kentucky. Associations between early school start time and poorer school performance were observed primarily for schools serving few students who qualify for free or reduced-cost lunches. Associations were controlled for teacher–student ratio, racial composition, and whether the school was in the Appalachian region. Findings support the growing body of research showing that early school start times may influence student learning but offer some of the first evidence that this influence may occur for elementary school children and depend on school characteristics.

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Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051JOU (Browse shelf(Opens below))	Vol 107. No.1 pages 236-245	SP25270	Not for loan	For Inhouse use only

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Adequate sleep is essential for child learning. However, school systems may inadvertently be promoting
sleep deprivation through early school start times. The current study examines the potential implications
of early school start times for standardized test scores in public elementary schools in Kentucky.
Associations between early school start time and poorer school performance were observed primarily for
schools serving few students who qualify for free or reduced-cost lunches. Associations were controlled
for teacher–student ratio, racial composition, and whether the school was in the Appalachian region.
Findings support the growing body of research showing that early school start times may influence
student learning but offer some of the first evidence that this influence may occur for elementary school
children and depend on school characteristics.

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