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District presents comparative data on academic and fiscal impacts of four-day week
Summary
Staff presented comparative academic and fiscal indicators for the four-day school week: graduation rates up ~3 percentage points, student absenteeism down ~3 points, teacher attendance up ~2 points, and mixed effects on instructional test measures.
District staff presented comparative metrics for the transition to a four-day school week, comparing the 2022–23 five-day baseline to the first four-day academic year. Cassandra Stolke (S6) said the district saw a roughly 3-point increase in graduation rate, about a 3-point decrease in student absenteeism, a 0.5-point reduction in bullying-related suspensions, and an increase of over 2 percentage points in teacher average daily attendance.
Staff noted the two primary assessment measures — MAP (formative) and SBAC (annual snapshot) — can diverge. Stolke said projected MAP scores and actual SBAC results varied in some years (for example, one spring projection differed by nearly 13–14 percentage points from SBAC outcomes), and staff emphasized that MAP provides multiple data points across the year while SBAC is a single annual snapshot.
