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A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the "biological clocks" of adolescents. This paper studies whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban districts have made large policy changes but St. Paul and other suburban districts have maintained early schedules. I use individual-level ACT test scoredoi:10.1162/edfp_a_00045 fatcat:qzhddiplj5dftkugwfc5bmoiga