ERIC Number: ED573255
Record Type: Non-Journal
Publication Date: 2003-Feb
Abstractor: As Provided
Reference Count: 115
The Four-Day School Week: An Examination of Long-Term Student Achievement at the Middle and Secondary Levels
Fagergren, Peter J.
Online Submission, Ed.D. Dissertation, Boyer Graduate School of Education
Academic achievement under a four-day school week is compared to the traditional five-day school week. Test scores from the CAT [California Achievement Test], ITBS [Iowa Test of Basic Skills], TASK [Stanford Test of Academic Skills], SAT [Stanford Achievement Test], TAP [Tests of Academic Proficiency], and MAT [Metropolitan Achievement Test] were analyzed for a fifteen year period: the five years before the four-day school week, five years on the four-day school week, and then the five-years immediately off the four-day school week. Adequate Yearly Progress (AYP) was measured in grades eight, eleven, and twelve in reading, mathematics, and language subject areas. The data support the interpretation that the majority of students made AYP across the fifteen year period, with no detrimental effects to standardized test score results.
Descriptors: School Schedules, Academic Achievement, Middle School Students, Secondary School Students, Achievement Tests, Standardized Tests, School Districts, Comparative Analysis, Educational Indicators, Data Analysis, Scores, Outcomes of Education, Hypothesis Testing, Rural Schools, Small Schools, Effect Size, Longitudinal Studies, Cohort Analysis, Questionnaires, Statistical Analysis
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Assessments and Surveys: California Achievement Tests; Iowa Tests of Basic Skills; Stanford Achievement Tests; Tests of Achievement and Proficiency; Metropolitan Achievement Tests