Ben DeGrow is a public policy analyst with the Independence Institute, focusing on education labor issues.
As last year’s election season came upon us, I was pleased with the opportunity to debate state senator Rollie Heath (D-Boulder) on 9News about his statewide education tax increase measure, Proposition 103. Three of the primary reasons he cited as evidence of school district cutbacks allegedly causing adverse effects on students and families were larger class sizes, extra fees and four-day school weeks.
The first two factors can be saved for another conversation.
This week, though, I stumbled across an interesting study, featured on the Governing website under the headline “Four-Day School Week Could Boost Student Performance.” Really, I thought? How would you explain that? A lot of studies cross my desk, and I don’t get time to look at them all. But this one focused specifically on Colorado. So how could I resist?
As the study authors — economists D. Mark Anderson (Montana State) and Mary Beth Walker (Georgia State) — note, more than 60 of Colorado’s 178 school districts have cut either Friday or Monday out of the regular school schedule. These tend to be smaller, rural districts. The authors also cited a 2010 CDE survey in which most administrators listed “financial savings” as the motivation for cutting a day out of the school week. Not exactly new for those who closely follow education in Colorado.
But it’s the bottom line of Anderson and Walker’s research that deserves further scrutiny and discussion:
The results presented in this paper illustrate that academic outcomes are not sacrificed under the four-day week; in fact, we provide some evidence that math and reading achievement scores in elementary schools actually improve following the schedule change….
Specifically, using data from the Colorado Department of Education, we find that scores on math achievement tests increase by roughly 12 percent after the switch to a four-day week schedule. The estimated impact of the four-day week on reading achievement is always positive in sign but is generally smaller in magnitude and estimated with less precision….
I’ll leave it to the academics to parse out the methodology and the fine print, and to place the study in the larger context of research on the question. But the findings are enough to give pause, or some small degree of reassurance, to local policy makers. I certainly wouldn’t recommend a statewide mandate for schools and districts to switch to four-day weeks. It’s a matter of local concern, and those most directly affected have to chime in and to buy in.
However, such research may inform or persuade their decisions. They also likely would want to know what might explain the positive findings. The study’s authors offer as possible explanations greater teacher flexibility, reduced teacher absenteeism, more focused use of instructional time, and improved student attendance. They also suggest the possibility that the flexible scheduling may benefit student-athletes and some parents.
While there always will be other factors to consider in making a significant scheduling change like so many Colorado school districts have done, I find it noteworthy that switching from a five-day to a four-day school week might actually prove beneficial to student learning in some contexts.
Thus, the four-day week may lose its luster as a plank for K-12 tax hike advocacy. Many school districts made the switch for financial reasons. How much cost savings have they realized, though? Perhaps it’s time for a closer look — and time to dust off that copy of Stretching the School Dollar…
The priority for decisions like these has to be the learning of the students. Larger class sizes hurts learning, but extra fees and 4 day weeks don’t.
I think more but shorter days makes sense for students, especially the younger ones. They get tired. I’d like to see a year round schedule, not necessarily more hours, just spread out more. Breaks shouldn’t be more than a couple of weeks long, and weeks should be 4 days, and days should be shorter. The ten week summer break is a big setback, and interferes with educational consistency
Ben – Thanks for shining the light on this research – I am excited to explore the work and see if they have found any determining factors – what is it about four days that helps improve the scores?
Don – I appreciate that you think and feel – let’s use the research to inform our decisions -
Fourth grade reading and fifth grade math is a pretty narrow study. I know from looking at my district’s assessment data that the overall percentage of students scoring proficient or advanced on CSAP has declined for two consecutive years since we began the four-day week. A few quotes from the link to consider:
“The shorter week is associated with a 7 percent increase in fifth-grade math scores, and a 3 percent increase in fourth-grade reading scores.” Has anyone noticed that over 25% of fifth grade students statewide scored advanced on the math portion of the CSAP last year?
“The authors don’t attempt to attribute specific causes to the improvement; however, they pose some hypotheses, such as more focused instruction, improved student attendance and increased morale.” A causal link between the four day week and improvement in schools is admittedly tenuous.
“It is noteworthy that, on average, schools with four-day school weeks still score lower than schools with traditional schedules in both grades and subject areas.” Again, a reminder that they only looked at fifth grade math and fourth grade reading. And shouldn’t we consider that districts with a four-day week reportedly tend to have higher rates of poverty? Should areas with greater poverty be moving to the four-day week because of lack of funding?
Research findings may inform our decisions, yet other factors often overtake the decisions.
“A research synthesis conducted by Cooper et al. (1996) integrated 39 studies examining the effects of summer vacation on standardized achievement test scores. The meta-analysis indicated that summer learning loss equaled at least one month of instruction as measured by grade level equivalents on standardized test scores—on average, children’s tests scores were at least one month lower when they returned to school in fall than scores were when students left in spring.”
http://www.ericdigests.org/2003-5/summer.htm
Not surprising to teachers that spend weeks in the early fall getting students caught up to spring levels.
“In 1978, Smith and Glass published a meta-analysis combining the results of 77 empirical studies pertaining to the relationship between class size and achievement. Overall, they found that small classes were associated with higher achievement at all grade levels.”
http://www2.ed.gov/pubs/ReducingClass/title.html
Not surprising to teachers that see the effects of class sizes rising dramatically in the last few years.
Not surprising that four day weeks don’t hurt either. Could an advantage be that students are more focused in the shorter week with an extra day for recreation? that teachers are better prepared with the extra day for planning and preparation?
Is there research concerning extra fees and student achievement? concerning kids getting tired at the end of a long day and learning?
Quality research is welcome when examined fairly, as is common sense.
Thanks for sharing the findings of this study and for spotlighting the potential benefits of four-day school weeks. It affirms something I’ve always believed — that whether we are talking about calendar days, seat time/length of specific class periods, or four vs. five day school weeks, it is not the time itself that matters (although the ways in which we organize and structure our time in schools and a school’s master schedule speaks volumes about what it values) but what we (as teachers, schools, students, etc.) do with the time we have.
Budget cuts have certainly forced school districts to be creative with all resources, including the resource of time, and large classes and limited schedules have crippled many of our schools as a result. Looking through a quality vs. quantity lens is, I believe, going to become an ongoing reality (and necessity) if we hope to offer students’ an equitable education with limited financial resources.
We are seeing misleading articles about tax increases of $2.50 per month for a $250k home, or $1.23 for a $100k home as shown on the jeffco schools website. This estimate is far too low. When using these rates against the 2011 assessed values in the county, the total tax increase amount is $13 million county-wide over a $7 billion assessed value in 2011 for the entire county with all residential and 29% properties. There is also a bond issue being retired that isn’t discussed in the papers. How does anyone get to a addback of $39 million using $1.23. for a $100 million home value. I would like to see that calculation. It certainly looks misleading and that is my reason for writing today. Please ask someone to publish direct calculations. Thank you.