Impacts of the Four-Day School Week on Early Elementary Achievement.

This study explores the impact of four-day school weeks on early elementary achievement. Using covariate adjusted regression analyses and data on all students who entered kindergarten in Oregon, USA between 2014 and 2016, we examine differences in 3rd grade math and English Language Arts test scores (i.e., achievement) for students enrolled in a four-day school week versus a five-day school week at kindergarten entry. On average, we find minimal differences between 3rd grade test scores of four-day and five-day students, but there are notable differential effects across the spectrum of these students' kindergarten readiness scores and educational program participation. We find that above median performers on kindergarten assessments, White students, general education students, and gifted students - student groups that make up more than half our sample - are the most negatively impacted by the four-day school week during the early elementary period. We generally find no statistically significant evidence of detrimental four-day school week achievement impacts for students who were below median performers on kindergarten assessments, minority students, economically disadvantaged students, special education participants, and English as a second language students.

Impacts of the Four-Day School Week on High School Achievement and Educational Engagement.

Four-day school week schedules are being adopted with increasing frequency, particularly in rural areas. In this paper we consider the academic implications of students in Oregon attending a four-day school week for the first time when they enter high school. We find 11th grade math achievement in 0.09 standard deviations lower among four-day school week students, with significant impacts driven by four-day school week students in non-rural settings. We also find a greater number of four-day school week students being classified as chronically absent. Finally, we find reductions in on-time graduation among four-day school week students compared to five-day students.

Impact of Reduced School Exposure on Adolescent Health Behaviors and Food Security: Evidence From 4-Day School Weeks.

BACKGROUND: Four-day school week (FDSW) use has increased substantially among US districts in recent years, but limited data exist on health impacts of this school schedule. This study examined associations of reduced school exposure via FDSWs with adolescent health and risk behaviors, obesity, and food security. METHODS: Self-report data from 8th- and 11th-grade students from the Oregon Healthy Teens survey across 5 survey years (odd years 2007-2015, total N = 91,860-104,108 respondents depending on the survey question) were linked to a FDSW indicator. Regression analyses controlling for student and school characteristics compared outcomes between students in 4- and 5-day schools overall (without school fixed effects) and outcomes associated with switching to a FDSW (with school fixed effects). RESULTS: When controlling for multiple student- and school-level factors, we observed adolescents in FDSW schools report they consume sugar sweetened beverages more frequently and water less frequently, have access to fewer days of physical education, are more likely to be food insecure, and are more likely to report the use of any drugs and specifically marijuana than 5-day school week students. CONCLUSIONS: Limiting exposure to the school environment via FDSWs may impact adolescent health behaviors, including diet, physical activity, and drug use.

Effects of Four-Day School Weeks on Physical Education Exposure and Childhood Obesity.

BACKGROUND: Use of 4-day school weeks (FDSWs) as a cost-saving strategy has increased substantially as many US school districts face funding declines. However, the impacts of FDSWs on physical activity exposure and related outcomes are unknown. This study examined physical education (PE) exposure and childhood obesity prevalence in 4- versus 5-day Oregon schools; the authors hypothesized lower PE exposure and higher obesity in FDSW schools, given reduced school environment exposure. METHODS: The authors utilized existing data from Oregon to compare 4- versus 5-day models: t tests compared mean school-level factors (PE exposure, time in school, enrollment, and demographics) and complex samples weighted t tests compared mean child-level obesity data for a state representative sample of first to third graders (N = 4625). RESULTS: Enrollment, time in school, and student-teacher ratio were significantly lower in FDSW schools. FDSW schools provided significantly more PE, both in minutes (120 vs 101 min/wk in 4- vs 5-d schools, P < .01) and relative to total time in school (6.9% vs 5.0%, P < .0001). Obesity prevalence did not differ significantly between school models. CONCLUSION: Greater PE exposure in FDSW schools was observed, and it remains unknown whether differences in PE exposure contributed to obesity prevalence in this sample of students. Efforts to better understand how FDSWs impact physical activity, obesity risk, and related factors are needed.