As 4-day school week gains steam, some states are trying to restrict the policy, which is most popular in rural areas

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To recruit and keep teachers, many schools have adopted a four-day school week. "Nationwide, the number of four-day schools has increased by 600% over the past two decades, now numbering more than 1,600 in 24 states, according to research published in 2021," reports David Montgomery of Stateline. "The schedule is most popular in small, rural districts. In Colorado, which has the largest percentage, 124 of the state's 178 districts (70%) follow a four-day schedule."

The practice has had mixed educational results. "Many four-day schools report higher test scores, fewer discipline problems and strong support from parents, teachers and staff. But amid the success stories, the idea faces headwinds as emerging research points to academic declines and other problems," Montgomery writes. "School districts that go from five days to four typically make up at least some of the missing hours by adding time to the other days or extending the school year. But four-day schedules average only 148 school days per year, resulting in less time in school than the national average of 180 days per year for five-day schools."

Less time in the classroom and poorer test results have prompted states to limit or ban four-day school weeks. "In Oklahoma, for example, a 2019 law requires school districts to seek waivers for four-day schools. Lawmakers in Missouri and Texas are pushing legislation to block the practice," Montgomery reports. "A comprehensive study raised fears of academic setbacks among fragile student populations. . . . The six-state analysis, published last summer by the Annenberg Institute at Brown University, found lower student achievement in four-day schools, with larger negative effects among Hispanic students, as well as in those in towns and the suburbs, as compared to rural areas. . . . In Texas, state Sen. Donna Campbell (R), vice chair of the Senate Education Committee, also is pushing a bill that would require five-day weeks. . . . Campbell said the four-day schedule 'has unintentionally caused hardships on working families and does not seem to improve student outcomes,' and research suggests 'It seems to have some negative effects on children.'"

But educators in some Texas schools are defending the schedule and say they should be able to choose what they think is best for their districts. Paula Patterson, superintendent of the Houston-area Crosby Independent School District, which has more than 6,000 students and is about to be the largest Texas district with a four-day week, told Montgomery, "Four days with an exceptional teacher is much more effective and productive than five days with a less effective teacher."

Research on student learning outcomes is mostly recent, and thus limited. Emily Morton, one author of a study published by the Annenberg Institute, told Montgomery, "The findings, Morton said, are largely 'a story of trade-offs,' showing an overall small to medium 'negative effect' on achievement, though close to zero in rural districts, along with positives such as downturns in fighting and bullying. . . . Morton acknowledged, however, that the shortened week has been a morale booster in many districts. . . . School district leaders say the reduced schedule has curtailed or eradicated vacancies and eased the workload on staff."