Later High School Start Times and Student Academic Outcomes

This study uses statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. The authors 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.