UNDATED – A new peer-reviewed study finds that four-day school weeks—adopted by a growing number of districts in South Dakota and neighboring states—are linked to lower student achievement, especially in non-rural schools and among female students.
The research, which analyzed student test scores from six states over 11 years, raises questions about the academic trade-offs of the shortened week as more districts across the Northern Plains consider implementing this policy.
The four-day school week, once rare, is now common in rural and small-town districts across the Northern Plains. Districts in South Dakota, Nebraska, and Minnesota have adopted the schedule to save money and attract teachers. However, the new study, published in the Economics of Education Review, reveals that the policy may come with academic costs that are most pronounced outside the rural heartland.
Key Findings
· The study used NWEA MAP Growth test data from 2009 to 2019, tracking students in kindergarten through eighth grade.
· Students in four-day week schools saw a statistically significant drop in spring reading scores (down 0.07 standard deviations) and smaller, but still significant, declines in fall-to-spring gains in both math (down 0.05 SD) and reading (down 0.06 SD).
· The negative effects were larger in non-rural schools, where reading scores dropped by 0.11 SD and math by 0.08 SD.
· Female students experienced greater declines than their male peers.
· The negative impacts of the four-day week were slightly worse than those associated with small increases in class size or teacher turnover, but less severe than the effects of teacher vacancies.
Why It Matters for South Dakota
Districts across South Dakota and the region have turned to the four-day week to address teacher burnout and recruitment challenges, especially where raising salaries is not feasible. The schedule typically means longer school days Monday through Thursday, with Fridays or Mondays off. The new data challenges the claim that the schedule benefits students in the long run, despite cited cost savings and teacher satisfaction.
Regional Impact and Policy Debate
The study’s authors note that the four-day week is most common in small, rural districts—settings that make up much of South Dakota and the surrounding Plains. However, as the policy spreads to larger and more urban schools, the negative academic effects appear to grow. The findings come as lawmakers in Minnesota, Oklahoma, and Missouri debate rolling back or restricting the use of four-day weeks, citing concerns about student outcomes.
What’s Next for Local Schools?
With more than 2,100 schools nationwide now on a four-day schedule, the study’s authors urge policymakers to weigh the academic costs against the benefits for teacher recruitment and retention. For South Dakota families and educators, the research provides new evidence to consider as districts look for ways to balance budgets, support teachers, and ensure students do not fall behind.
