A Policy Evaluation of the Four-Day School Week in a Rural District

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-5 - Strategic Approaches to School Reform: Technology, Infrastructure, and Four-Day School Weeks

Abstract

This case study evaluates the impact of the implementation of the four-day school week policy in a small, rural school district in the Midwest. In an effort to recruit and retain highly qualified teachers, the school district in our study moved to a four-day school week, where students attend school Monday through Thursday, and teachers receive professional development every other Friday and have three day weekends twice a month, while keeping the same salary. Through interviews, surveys, and focus groups, we evaluated the effectiveness of the policy as a mechanism for improving teacher recruitment and retention with the long-term goal of improving both student learning and teacher working conditions.

Authors

• Liz Hollingworth, University of Iowa

• Brian An, University of Iowa

• Asih Asikin-Garmager, University of Iowa