The need was becoming dire.
A school district in Brighton, in the Denver metro area of Colorado, was having a hard time keeping teachers. The salaries in the district, 27J Schools, were low for the region. And in Colorado, voters have to approve higher property taxes to send additional dollars to schools, including for salary bumps, but by 2018 voters had refused six straight times.
So, strapped for cash, the district decided to switch to a four-day school week.
Chris Fiedler, then the superintendent of 27J Schools, had previously worked in a rural district on a shortened schedule, and he hoped it would help attract teachers in the absence of better pay. Frustrated and eager for solutions, everyone seemed ready to try a new approach, Fiedler says.
“You just get tired of being kind of the minor league team in the Denver metro area, in terms of teacher and adult talent, working with kids — and not just teachers, but administrators as well. So how do you find a way to encourage them to stay and encourage them to join you in the first place?” he says.
In his eyes, the experiment was a success. The district now punches above its weight in teacher retention and the policy has proven consistently popular with students and teachers in the years since it was introduced, he argues.
Fiedler isn’t solitary in his enthusiasm for this model of schooling, and the four-day school week has, in some ways, taken off. When many schools are suffering staffing shortages and tight budgets, districts like 27J Schools have turned to shorter school weeks to attract and retain teachers. As many as 900 districts have embraced these abridged weeks, according to a 2023 estimate from the Associated Press. (There are about 13,000 districts in the country.) Colorado, where 27J is located, has proven a particularly fertile ground for four-day school weeks, and more districts in the state have moved to a four-day school week than any other state except Missouri, according to one estimate.
But though educators like Fiedler trumpet these shortened weeks, others worry that they do little to attract teachers — and may even harm students and voters.
‘Slightly Negative’
Interest in four-day weeks usually stems from the need to recruit or retain teachers in the absence of funding. Supporters also value it for giving students and teachers time that enables a better school-life balance. But the evidence paints an ambiguous to slightly negative picture, according to researchers like Van Schoales, senior policy director for the nonprofit Keystone Policy Center, which published a recent report on the four-day school week in Colorado. In fact, the data from the state doesn’t give supporters or detractors a clear victory, according to the report.
Schoales says he became interested in four-day weeks after noting that his colleagues from within Colorado were talking about it more post-pandemic. While there was some national research, there wasn’t much within the state yet, he says.
Some national studies link four-day school weeks to slumping academic performance for students. For instance, one analysis from the Annenberg Institute found that the available data shows a “relatively small, negative average” in standardized test scores for reading and math in districts that adopt four-day policies. The Annenberg analysis also noted that the negative effects of four-day weeks are disproportionately larger in non-rural schools and may compound over time.
Still, the Colorado Department of Education was “rubber-stamping” all of the proposals from districts looking to change over to a four-day school week, even though some superintendents and school board members were “quietly raising concerns,” Schoales says.
What did the Keystone researchers learn? Universally, superintendents report that they are motivated to try this because they don’t have enough money to pay teachers, Schoales says. But even if some districts were bullish on the policy, the Keystone study found that truncated school weeks were not effective for keeping teachers. It may have worked for some districts, Schoales says, but overall the districts that adopted these policies had higher turnover rates.
Previous studies show the effect of this policy ranges from neutral to negative on students, with most national studies showing it has a small but negative impact on learning, he says. If true, the differences could stack up over time academically, and many of the districts adopting these policies, at least within Colorado, are far from reaching state standards already, he adds.
So, he asks, why not figure out how to solve the pay issue rather than cut days of instruction?
What Are Students Doing?
Plus, there’s another possible problem. How are students spending that fifth day, if not in school?
By one estimate, more than 60 percent of districts in Colorado have a four-day schedule, though these tend to be small and rural districts, meaning they only account for around 14 percent of the state’s students. But four-day school weeks are spreading to larger and more urban areas. It’s not clear how well-attended after-school programs are in these regions, Schoales says, adding that it was difficult to perform a thorough analysis on attendance because these programs are being run outside of the district. But, he says, at least one person they interviewed for the report suggested they were having a hard time engaging lower-income families on the fifth day.
When asked, Schoales identified Brighton, which has more than 22,000 students and is comparatively large and urban, as the place with some of the most robust outside-of-school programming.
So what does it look like there?
Since adopting the four-day week, there are no classes on Mondays in the district, and the remaining days were lengthened to avoid lost instruction time. But that doesn’t mean there aren’t students at school even on Mondays, Fiedler, the former superintendent of 27J Schools, says: Extracurriculars such as athletics, students council meetings and choir practices still happen on Mondays. City and community programs including the Boys & Girls Club also pitched in when the district made the switch, beefing up staff to make programs more available on those days, he adds. An orchestra program started up as well.
But after the first year, the city stepped back from its expanded programs, in part because they were not being used, Fiedler says.
The district also expanded a preexisting program — where parents pay a fee for day care — to cover Mondays, he says. Initially, around 1,000 parents expressed interest in the program. But when it actually started, there were more like 300 to 400 students enrolled, he says. Fiedler suspects that many families who had expressed interest in the program didn’t end up using it because they figured out ways to “share caregiver duties” — relying on neighborhood members, or older siblings or family members to step in and watch younger students on Mondays.
Because of the lower-than-expected interest, the district had to pivot from its plan to run these care programs in all elementary schools, instead running them in regional “centers” around the city.
‘The Second-Best Option’
When compared to other methods of attracting teachers, policy analysts recommend districts weigh their options for shortened school weeks carefully.
Some have suggested the practice may even be counterproductive for taxpayers reluctant to increase school budgets. For instance, voters in Brighton had shot down additional funding for schools repeatedly. But by denying the school district enough funding to adequately compensate teachers, voters ended up lowering their own property values, says Frank James Perrone, an associate professor at Indiana University Bloomington’s School of Education. That’s because the district felt backed into a corner, as if it really didn’t have a choice but to embrace four-day school weeks, he says. An analysis, coauthored by Perrone, found that the four-day school week policy actually lowered property values there by 2 to 4 percent, purportedly showing that homebuyers preferred to avoid the area.
But 27J Schools, the Brighton school district, is one of the largest districts in Colorado to adopt a four-day week. And Fiedler, the superintendent of the district who retired this year, isn’t swayed by the arguments against the four-day school week.
The district lost staff the first year it moved over to the four-day schedule. But in the years since, Fiedler says, it hasn’t had the turnover rate one would expect for one of the lowest-paying districts in the area. Data that Fiedler sent to EdSurge suggests that 27J had a 13.61 percent turnover rate in 2023 to 2024 with a $52,002 base teacher salary. That puts it in the lower third for teacher turnover in the area, despite offering the sixth-lowest base salary.
Plus, Fiedler adds, the graduation rates have lifted, including for disadvantaged students. Data from Fiedler shows a steady incline in graduation rates for the district between 2017 and 2022. That increase may not be because of the shortened weeks specifically, but he says that it happened at the same time, meaning that the policy didn’t prevent the district from improving academically.
Twice per month, the district also uses those free Mondays for teacher training, which has been good for morale, he adds.
But even if he isn’t convinced shortened weeks are a bad policy, Fiedler seems to agree that it’s not the ideal situation.
And he rejects the notion that four-day weeks save substantial money. It saved the district around $800,000 or so during the first year, Fiedler estimates, mostly in transportation costs but also in salaries for food service and electricity. In his view, that’s such a small amount when compared to the overall budget that it’s “not worth the heartache.”
The “mill levy” override — that would provide additional money to boost teacher salaries — finally passed for 27J Schools in 2022. They still offer salaries at the lower end of the range, and the district likely won’t transition back. “Nobody called my office and said, ‘Now that you have money, you have to go back to a five-day school week,’” Fiedler says.
Even so, he says it feels “like the second-best option.” If the district had been able to find enough money to pay teachers what they are worth, it would have never tried the four-day school week, he says: “But absent that, you’ve got to try something new and different to be competitive.”
Now, when other districts ask about four-day school weeks, he tells them that he doesn’t want them to change over, because he doesn’t want the district to lose its “competitive edge.”
