Date of Graduation

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Education Policy (PhD)

Degree Level

Graduate

Department

Education Reform

Advisor/Mentor

McKenzie, Sarah C.

Committee Member

Wai, Jonathan

Second Committee Member

McGee, Josh

Keywords

four-day school week; education reform; teacher burnout; academic outsomes; alternative calendar model

Abstract

The four-day school week (4DSW) has gained traction across the United States, particularly in rural districts seeking innovative responses to mounting challenges. Despite its expanding adoption, key questions remain regarding the motivations for implementing 4DSW schedules and their implications for teacher well-being and student achievement. This dissertation examines the emergence and effects of the 4DSW in Arkansas, where adoption has increased rapidly in recent years, offering a unique context shaped by state-level policy and rural dynamics. Employing a mixed-methods, this dissertation investigates (1) why and how districts adopt the 4DSW, (2) whether the policy alleviates teacher burnout, and (3) how it affects student academic outcomes. The first paper draws on qualitative interviews with district and school leaders and finds that 4DSW adoption is often framed as a strategic response to teacher recruitment and retention challenges, burnout, and post-pandemic pressures. Implementation is highly localized and shaped by stakeholder engagement. The second paper analyzes survey data, including the Maslach Burnout Inventory–Educator Survey, and finds that teachers in 4DSW districts report significantly lower emotional exhaustion and depersonalization, particularly in rural areas. The third paper uses a staggered difference-in-differences design with student-level standardized achievement data. While no average effects are found across subjects, science scores exhibit modest cumulative declines over time. This dissertation contributes new evidence to policy discussions about instructional time and educational equity. Findings underscore the importance of local context, timely implementation research, and attention to both workforce sustainability and student outcomes as districts increasingly pursue alternative calendar models.

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