Bastian and Fuller set out to examine schools with varying start times, with the goal of answering two important questions. Do later high school start times predict students’ engagement with school and their achievement in school? Do later high school start times have larger impacts on the engagement and achievement outcomes of disadvantaged student subgroups? They examined a diverse set of students and schools across urban and rural settings, including 410 unique high schools and 770,623 individual students.

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