How Do Education Leaders Engage in Data-based Decision-making? The Curious Case of Four-day School Weeks

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Abstract

Four-day school week (4DSW) policies have grown eight-fold over 25 years, now encompassing approximately six percent of districts nationwide. Often pursued by rural districts to improve teacher recruitment, retention, and shortages, student and teacher outcomes related to 4DSWs are near-universally negative or neutral, questioning the policy’s growth. In this paper, we interviewed three dozen educational leaders and teachers in Missouri, the fastest-growing 4DSW state, to assess 4DSW perceptions and policy decision-making processes. Applying a theoretical framework based on stakeholder theory and data-based decision-making, we find leaders relied largely on anecdotal stakeholder sentiment rather than comprehensive data analysis to form their plans, findings relevant to future 4DSW policy pursuit and, more broadly, to school leader decision-making to address challenging school conditions.

Authors

• J. Cameron Anglum, Lehigh University

• Michael Faccinetto, Southern Lehigh School District

• Reina Garcia, Lehigh University

• Amanda Abdelaal, Lehigh University

• Aaron Park, Saint Louis University