Due to budget shortfalls, teacher furloughs were imposed in 2009 in Hawaii Public Schools. The furloughs resulted in a 2009-2010 school year of 167 days as opposed to the regular school year of 180 days. The purpose of this causal-comparative study with a pretest-posttest design was to examine the found effects of those furloughs on academic achievement. Carroll's model of school learning provided a foundation for quantifying the relationship between time spent learning and level of achievement. Data sources used were achievement data drawn from the Hawaii State Assessment in reading and mathematics (Grades 3 through 8 and 10) for all public schools that participated in the assessment (N = 251) for school years 2009-2010, 2006-2007, 2007-2008, and 2008--2009. Data analysis included ANOVA for comparison of student performance during the years examined. According to the study results, there was significant difference in achievement levels between the longer school years (2006-2009) and the shorter school year (2009-2010). This study provided evidence of the relationship between time spent in school (school days) and academic achievement (test scores), adding to the mixed and inconclusive literature on the topic. This study leads to positive social change by providing local, state, and national governments with information on whether or not furloughs are a viable option when school funding is insufficient. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]