Shorter School Weeks with Four Days: A Disadvantage for Children and Families - Explaining the Reasons Behind
The debate over reducing educational time through the adoption of four-day school weeks in American states has sparked concerns about the long-term effects on students, families, and educational quality.
Multiple high-quality studies have been reviewed by the University of Oregon's HEDCO Institute, revealing no substantial evidence that four-day school weeks improve student academic outcomes. In fact, the evidence suggests potential negative effects, particularly for younger students in rural districts where math and reading achievements in K-8 grades have decreased. For high school students in rural areas, math scores and on-time graduation rates have shown some improvement, but these gains are not consistent across all metrics or locations. In non-rural (urban and suburban) districts, the trend is generally negative, with declines in math scores, graduation rates, and an increase in high school absenteeism.
The four-day schedule may also increase student absences and reduce engagement, especially in urban and suburban schools. The extended single days might lead to student fatigue or disengagement, although detailed data on behavioral outcomes is less clear. The lack of evidence for improved attendance or behavior suggests that the compressed schedule does not necessarily enhance student connection to school.
The shift to a four-day week has implications for families beyond academics. It affects how families organize childcare and manage their time. Parental involvement is critical for student success and well-being, and changes in school schedules can impact the quality and quantity of time parents spend with their children. Studies show higher parental involvement correlates strongly with positive educational outcomes and improved family relationships. While the four-day week might offer families an extra day together, parents who need to work may struggle with childcare or supervision, potentially reducing the benefits of increased home time. This dynamic can widen disparities based on parental educational background and work flexibility.
School districts often adopt four-day weeks to address budget shortfalls by saving on staffing, utilities, and food services. For instance, the Finley School District in Washington adopted the model in 2025 to manage a $1 million budget gap. Such financial savings come with a need for schools to ensure instructional hours are met by lengthening each school day to comply with state mandates. Districts plan to monitor and evaluate the impact to determine whether to maintain the schedule.
In conclusion, while four-day school weeks may help districts financially, they do not reliably improve educational outcomes and can hamper some aspects of student engagement and family life. The impacts vary by location and grade level, and districts considering this model should carefully monitor results and family needs before widely adopting it. The long-term costs of four-day school weeks in terms of children's education, family stability, and community well-being outweigh the immediate financial savings. Instead of cutting back, the focus should be on extending educational opportunities to foster a robust learning environment.
- Despite the financial savings that come with four-day school weeks for school districts, a lack of reliable improvements in educational outcomes and potential negative effects on student engagement and family life suggest the need for caution in its adoption.
- As the HEDCO Institute's reviews of multiple studies indicate, the four-day school week has shown potential negative effects, particularly in rural districts, with decreases in math and reading achievements in K-8 grades, and questionable benefits in urban and suburban schools regarding student attendance and behavior.
