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Board reviews two-year data on four-day school week; mixed academic and financial signals
Summary
District staff presented comparative results after roughly two years on a four-day school week: slight gains in graduation and teacher attendance, lower chronic absenteeism and fewer suspensions for bullying in the first year, mixed MAP-to-SBAC results, and varying utility and transportation cost impacts.
District staff presented a nonaction review of comparative data from the shift to a four-day school week, about two years after the change. The presentation covered academic indicators, staffing and substitute-fill rates, transportation and utility expenditures, and other operational effects.
Mister Anderson reviewed state accountability indicators and district-tracked metrics. He reported a roughly 3 percentage-point increase in graduation rates, a 2.5-point reduction in chronic absenteeism and a roughly 50 percent decline in bullying or cyberbullying incidents that resulted in suspension in the first year after the change. Teacher average daily attendance showed a slight uptick. Anderson cautioned that some state-reportable…
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