Background The academic half-day (AHD) format as an alternative to noon conference has gained popularity in recent years. Proposed benefits include flexibility in schedule and instructional methods, and time protection for attendees. Previous studies of the AHD have demonstrated improved attendance, satisfaction, perceived learning, and wellness, as well as improved inservice training exam (ITE) scores in one internal medicine program. It is unknown whether the AHD format impacts board passage rates, and the effect on ITE scores in pediatric programs has not been studied. Objective: Our aim was to determine whether an association exists between American Board of Pediatrics (ABP) certifying exam scores and/or ITE scores, and participation in a pediatric residency program that employs the AHD format. Design/Methods This was a retrospective, multi-center case control study. Pediatric residency programs were recruited through the Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN). Each participating site reported whether they deliver the majority of their structured curriculum via an AHD; they also submitted de-identified learner data for the graduating residency classes of 2015, 2016, and 2017 (USMLE Step 1, yearly ITEs scores, and ABP certifying exam score). We fitted linear mixed-effects regression models to predict ITE and ABP scores from AHD format, controlling for class year, program size, setting, and region, learner USMLE Step 1 score, and clustering in programs. Results 15 programs participated in the study, providing data for a total of 525 residents. 9 programs were AHD programs (298 residents), and 6 were non-AHD programs (227 residents). We did not find a significant difference in ITE or ABP scores between residents participating in AHD programs. Conclusions AHD are increasingly popular as a method of delivering structured curriculum. Our study suggests that residents who train in programs with AHD curricula perform similarly on the ITE and ABP certifying exams compared to those that attend programs with a more traditional curricular approach.