Honors College Thesis


Attachment to Place Among Teenage Students in School Districts With Four-Day School Weeks Public Deposited

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  • Rural communities face acute challenges in providing education. Attachment to place plays a significant role in rural communities but little research exists on how it influences policy. One policy response to financial, physical, and cultural factors in rural Oregon is the four-day school week (FDSW). Through health survey responses of Oregon teenagers, I estimate the impact of the four-day school week on various metrics for attachment to place by regressing these metrics onto a FDSW dummy. I find that students in the FDSW are more likely than students not in a FDSW to agree with the statement “If I had to move, I would miss the neighborhood I now live in.” I also find that students in FDSWs are less likely to have changed schools three or more times, more likely to report that they volunteer in their local community, and report better mental health outcomes. I also include a qualitative analysis through an ethnographic interview with a university student who went to a FDSW school in Oregon. I conclude that attachment to place interacts with the FDSW policy choice and policy outcomes. I also make a case for the integration of qualitative analysis into quantitative study.
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