Washington school districts report success with four-day week and increased student attendance

The House Education Committee meeting on January 27, 2025, focused on the implementation and impact of the four-day school week across various school districts in Washington. This innovative scheduling model, which reduces the number of school days while extending daily hours, has gained traction among rural districts seeking to enhance educational outcomes and address staffing challenges.

Superintendents from three districts—Angelouam, Waterville, and Bickleton—shared their experiences with the four-day week, highlighting its benefits in attendance, staff retention, and student performance. Brian Freeman, superintendent of Angelouam School District, noted that aligning the school schedule with the local tribe's work week has improved attendance rates and staff retention. He reported a slight increase in attendance post-implementation, emphasizing the importance of meeting community needs.

Tabitha Myers, former superintendent of Waterville School District, explained that the shift to a four-day week allowed for increased instructional hours despite a reduction in total school days. This change has led to significant improvements in student proficiency in both English Language Arts and math, with scores rising nearly 10% in the first year. Myers also highlighted the positive feedback from families regarding the consistency of the schedule.

Tom Whitmore, superintendent of Bickleton School District, reflected on the long-term success of the four-day week, which has been in place for 15 years. He reported decreased absenteeism among both students and staff, attributing this to the increased time spent in the classroom. Whitmore also noted that the model has facilitated more effective professional development, allowing teachers to collaborate and focus on student needs without the disruptions of half days.

The meeting underscored the growing interest in flexible scheduling as a means to enhance educational efficiency and meet local community needs. As more districts consider adopting similar models, the experiences shared by these superintendents may serve as valuable case studies for future educational policy discussions.