scholarly journals Are All Four-Day School Weeks Created Equal? A National Assessment of Four-Day School Week Policy Adoption and Implementation

2020 ◽  
pp. 1-50 ◽  
Author(s):  
Paul N. Thompson ◽  
Katherine Gunter ◽  
John M. Schuna ◽  
Emily J. Tomayko
Keyword(s):  
National Average ◽  
Day School ◽  
Policy Adoption ◽  
Day Schools ◽  
National Assessment ◽  
Institutional Settings ◽  
Adoption And Implementation ◽  
School Calendars ◽  
School Week ◽  
Substantial Heterogeneity

Four-day school weeks are used in over 1,600 schools across 24 states, but little is known about adoption and implementation of these types of school calendars. Through examinations of school calendars and correspondence with school districts, we have compiled the most complete four-day school week dataset to date. We use this unique database to conduct a comprehensive analysis of four-day school week policy adoption and implementation. We find adoption of four-day school weeks is often financially-motivated and has generally remained a small, rural district phenomenon. These schedules feature a day off once a week – often Friday – with increased time in school on each of the remaining four school days that, on average, is nearly an hour longer than the national average among five-day schools. Four-day school week schedules average only 148 yearly school days, yielding yearly time in school that is below the national average for five-day schools despite the longer school days. Substantial heterogeneity exists in the structure of these schedules across states, which may help explain differential four-day school week effects on student outcomes across institutional settings in the previous literature.

scholarly journals Keeping Up With the Joneses: District Adoption of the 4-Day School Week in Rural Missouri

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110028
Author(s):  
J. Cameron Anglum ◽  
Aaron Park
Keyword(s):  
Survival Analysis ◽  
Rapid Growth ◽  
Teacher Recruitment ◽  
Day School ◽  
Policy Adoption ◽  
Teacher Salaries ◽  
Factors Associated ◽  
Rural School District ◽  
The Past ◽  
School Week

In recent years, rural school district adoption of 4-day school weeks has grown markedly. Despite this rapid growth, scant empirical evidence has documented the factors associated with district adoption and subsequent effects on student, labor, and economic outcomes. We examine the spread of the 4-day school week in rural Missouri, where over 10% of the state’s districts have adopted the policy in the past decade, the majority over the past 2 years. To help policymakers understand why districts forgo a day of instruction and to contextualize postpolicy effects, we conduct a survival analysis to assess student, district, and staff characteristics associated with policy adoption. We find that the presence of nearby 4-day school week districts most strongly predicts policy adoption. Adopting districts typically offer lower teacher salaries than nearby districts and have declining student enrollments. Our findings may inform policy focused on teacher recruitment and retention in rural locales.

scholarly journals PERAN FULL DAY SCHOOL TERHADAP PERKEMBANGAN KREATIVITAS DAN SENI PADA SISWA TINGKAT SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 459
Author(s):  
Arif Hidayat ◽  
Rizka Febriyani Awliyah ◽  
Suyadi Suyadi
Keyword(s):  
Extracurricular Activities ◽  
Integrated Curriculum ◽  
Qualitative Method ◽  
Day School ◽  
School Level ◽  
Day Schools ◽  
Library Research ◽  
Support Students ◽  
Full Day ◽  
And Robotics

The purpose of this study was to obtain information about the development of creativity and art in full-day schools. This study used a qualitative method with the type of library research. Full day school was an integrated curriculum and integrated activity, which meant a system that was carried out consciously in order to organize a planned learning action, then implemented and evaluated the learning in a fun way, with the expectation that students did not feel bored and tiresome even though they had studied all day long. The results of the study revealed the schools that implemented the full day school system, seen from previous research or library research, had many significant advantages in the development of creativity and art, one of which was extracurricular activities that could support students' talents and creativity. Some of them were sports, art and musicextracurricular, or extracurricular of science and robotics, from this explanation, the researchers yielded hypothesis that full-day school had an impact on students’ development, especially on creativity and art at the elementary school level.

Jewish Schools, Jewish Communities

2009 ◽  
pp. 1-28
Author(s):  
Alex Pomson
Keyword(s):  
Jewish Education ◽  
Joint Distribution ◽  
Day School ◽  
Day Schools ◽  
Inner Life ◽  
Social Significance ◽  
Jewish Day School ◽  
Hebrew University ◽  
Jewish Schools

This introductory chapter discusses the growing social significance of Jewish day-school education within the context of the Jewish community. It looks more broadly at the developments within a relationship between school and community. Such questions provided the context and motivation for an international conference held in June 2006 at the Melton Centre for Jewish Education at the Hebrew University, organized with the support of the Jewish Agency for Israel, the Joint Distribution Committee, and the Partnership for Excellence in Jewish Education. This event was convened with the specific intention of encouraging researchers to think in new ways about the sociological functions of Jewish day schools. The chapter discusses the particulars of this conference as well as the research into the inner life of Jewish schools.

scholarly journals Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students From Boarding Schools

2016 ◽  
Vol 31 (4) ◽  
pp. 279-289 ◽  
Author(s):  
Jens P. Pfeiffer ◽  
Martin Pinquart ◽  
Kathrin Krick
Keyword(s):  
Social Support ◽  
Parental Support ◽  
Perceived Social Support ◽  
Peer Group ◽  
Boarding School ◽  
Boarding Schools ◽  
Day School ◽  
Day Schools ◽  
Prosocial Behaviour ◽  
Need Support

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from boarding schools reported higher success in gaining autonomy from parents and forming romantic relationships than students from day schools. However, adolescents from day schools reported higher levels of peer-group integration than students from boarding schools. Compared with students from day schools, students from boarding schools perceived more support from their teachers, but less support from their parents. No difference in prosocial behaviour was found between the two groups. We conclude that some students from boarding schools need support in gaining access to a peer group. In addition, measures are suggested for promoting parental support of students from boarding schools.

The Digital Horserace: An Analysis of Differences in Student Computer Use across the States and across the Years

2008 ◽  
Vol 39 (3) ◽  
pp. 285-312
Author(s):  
Jonathan D. Becker
Keyword(s):  
Elementary School ◽  
West Virginia ◽  
Elementary School Students ◽  
Computer Use ◽  
Policy Diffusion ◽  
National Average ◽  
Educational Progress ◽  
School Students ◽  
National Assessment ◽  
Regional Aspect

Using the National Assessment of Educational Progress (NAEP) Data Explorer, this analysis documents differences in student computer use across the states and across the years. A few noticeable trends emerged. First, there was a significant increase in the frequency of computer use, particularly for math, between 1998 and 2003. Second, elementary school students in the states of West Virginia, Georgia, and Mississippi continually exceed the national average with respect to reported daily (or almost daily) computer use. Finally, there is a regional aspect to student computer use in schools. Spurred by West Virginia and Florida initially, states in the southeastern quadrant of the country have experienced policy diffusion and have engaged in what can best be described as a digital horserace.

scholarly journals The Four-Day School Week

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Andrea D. Beesley ◽  
Carmon Anderson
Keyword(s):  
New Mexico ◽  
South Dakota ◽  
Rural Areas ◽  
Day School ◽  
Current Information ◽  
The Past ◽  
District Personnel ◽  
Alternative Schedule ◽  
School Week

Within the past three decades, a number of schools and districts, particularly those in rural areas, have moved toward a four-day school week. Recent articles and reprots indicate that there are now schools with four-day weeks in Colorado, Wyoming, South Dakota, Louisiana, New Mexico, Idaho, and Nebraska. The reasons for this shift include saving money int he face of declining enrollments and avoiding interruptions and abscences due to sports and activities. Districts contemplating the four-day week need current information about this alternative schedule and how it is working in schools around the country. This report is intended to summarize recent research and other articles on the four-day week and make recommendations to district personnel on whether and how it should be implemented.

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