College of Education News

Understanding the rise of the four-day school week

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Shorter weeks and longer weekends have become a reality for many in Missouri.  

Over 25% of school districts in Missouri switched to a four-day school week since 2008. Only one has reverted.   

“Districts started using the four-day week for financial savings. But the reasons for transitioning have changed over the past few years,” said Dr. Jon Turner.  

Turner is an associate professor of counseling, leadership and special education (CLSE) at Missouri State University.  

Shorter weeks bring positive changes 

Districts primarily transition to shorter weeks to combat teacher shortages.  

“Less than half of Missouri teachers remain in the field after the first five years of teaching, according to a recent report,” Turner said.  

“The four-day week helps schools attract and retain teachers.”  

And for good reason: Faculty and staff reported that shorter weeks improve morale and the academic quality of their teaching, according to a study Turner conducted with CLSE colleagues Dr. Ximena Uribe-Zarain and Dr. Kim Finch.  

More benefits include:  

  • Higher attendance rates among students. 
  • More time for teachers to plan, collaborate and train. 
  • Better “work/life balance” for teachers and students. 
  • An extra day for students to seek opportunities, such as job shadowing, dual credit programs and volunteering.    

Though there is research that raises concerns about impacts on student achievement, as Turner notes, “the number of instructional minutes is what’s important to student learning. Both four-day and traditional weeks have 1,044 hours of instruction.”  

Additionally, school faculty and staff have more time to work on their professional development.  

Missouri State’s Pathways for Paraprofessionals program allows para educators to pursue a degree and certification in special education while they are employed.  

In districts using the four-day week, paras can use the fifth day to work on their coursework for their degree and certification.    

Learn more about the four-day week 

Barriers of the four-day school week 

Despite the benefits, shortened school weeks can pose challenges.  

“Some families struggle to find childcare for their children on the weekday school isn’t in session,” Turner said. “This mostly affects families who only have elementary-aged children and families with students receiving special education services.” 

To help families with their childcare needs, some districts offer school-operated childcare for the fifth weekday.    

Other concerns include:  

  • Reduced access to school lunches. 
  • More time over the weekend for students to forget what they learned. 
  • Increased risk to children’s safety on the weekday without school.  

Turner said his research indicates most parents do not hold these concerns.  

“Overall, parents tend to support the four-day week. But we need to pay special attention to those families with unique challenges,” he said. 

Become a teacher 

Understanding the rise of the four-day school week

by

Shorter weeks and longer weekends have become a reality for many in Missouri.  

Over 25% of school districts in Missouri switched to a four-day school week since 2008. Only one has reverted.   

“Districts started using the four-day week for financial savings. But the reasons for transitioning have changed over the past few years,” said Dr. Jon Turner.  

Turner is an associate professor of counseling, leadership and special education (CLSE) at Missouri State University.  

Shorter weeks bring positive changes 

Districts primarily transition to shorter weeks to combat teacher shortages.  

“Less than half of Missouri teachers remain in the field after the first five years of teaching, according to a recent report,” Turner said.  

“The four-day week helps schools attract and retain teachers.”  

And for good reason: Faculty and staff reported that shorter weeks improve morale and the academic quality of their teaching, according to a study Turner conducted with CLSE colleagues Dr. Ximena Uribe-Zarain and Dr. Kim Finch.  

More benefits include:  

  • Higher attendance rates among students. 
  • More time for teachers to plan, collaborate and train. 
  • Better “work/life balance” for teachers and students. 
  • An extra day for students to seek opportunities, such as job shadowing, dual credit programs and volunteering.    

Though there is research that raises concerns about impacts on student achievement, as Turner notes, “the number of instructional minutes is what’s important to student learning. Both four-day and traditional weeks have 1,044 hours of instruction.”  

Additionally, school faculty and staff have more time to work on their professional development.  

Missouri State’s Pathways for Paraprofessionals program allows para educators to pursue a degree and certification in special education while they are employed.  

In districts using the four-day week, paras can use the fifth day to work on their coursework for their degree and certification.    

Learn more about the four-day week 

Barriers of the four-day school week 

Despite the benefits, shortened school weeks can pose challenges.  

“Some families struggle to find childcare for their children on the weekday school isn’t in session,” Turner said. “This mostly affects families who only have elementary-aged children and families with students receiving special education services.” 

To help families with their childcare needs, some districts offer school-operated childcare for the fifth weekday.    

Other concerns include:  

  • Reduced access to school lunches. 
  • More time over the weekend for students to forget what they learned. 
  • Increased risk to children’s safety on the weekday without school.  

Turner said his research indicates most parents do not hold these concerns.  

“Overall, parents tend to support the four-day week. But we need to pay special attention to those families with unique challenges,” he said. 

Become a teacher 

Grow your own program works to add teachers to SPS classrooms

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Class is in session for the first semester of the Future Educators Program, a cooperative arrangement between Missouri State University and Springfield Public Schools. It’s a grow your own program, where Springfield graduates commit to Missouri State University and then commit to teaching in SPS once they graduate.

“Grow your own programs are popping up around the country to draw more folks into the teaching profession,” said Dr. Chloe Bolyard, assistant professor in the College of Education at Missouri State.

“One of the challenges that we are facing nationwide is our student population is diversifying far faster than our teaching workforce, and so this partnership between SPS and MSU hopes to increase the diversity of our teachers so that students have teachers who look like them.”

Future Educators program grows their own

One of the tools to assist with recruitment in this program is the financial incentive, Bolyard explained. 

  • For the high school to educator pathway: Students would receive $2,000 per academic year through an access scholarship from MSU.  Additionally, they would receive a $3,000 per year from Springfield Public Schools.
  • For our college to educator pathway: Current college students would receive $2,000 per academic year through an access scholarship from MSU. They would also receive a $5,000 per year incentive from Springfield Public Schools. 

“Once they are here at Missouri State University, we provide resources for passing their teacher certification exams, resume prep, interview prep, and support them with a mentor in Springfield Public Schools,” Bolyard said. “They would meet with that mentor, who’s a current classroom teacher, once a month and develop a relationship with them.

Apply to the Future Educators program

“We also provide them with four professional learning opportunities for each year that they are in the program and focus on culturally responsive teaching, financial literacy, test preparation and community engagement.”

Read transcript

The importance of representation

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Uribe-Zarain with food in front of a brightly colored building.“When I close my eyes and think of Mexico, I see people on the streets, music everywhere and food in every corner,” said Dr. Ximena Uribe-Zarain, associate professor of the counseling leadership and special education department and endowed professor of Hispanic outreach working with K-12 schools.  

Uribe-Zarain was born and raised in Mexico City, Mexico.  

“My heritage, like most Mexicans, is a mix of extraordinarily rich influences,” she said. “We acknowledge the considerable influence colonialism had on our language, religion, race and even art. But we are also immensely proud of our indigenous roots and struggles.”  

From the ancient ruins and beaches to the little towns with bright colors, Uribe-Zarain has a strong love for the places her hometown has to offer.

From Mexico to the U.S. 

Uribe-Zarain immigrated to the U.S. to pursue a doctoral degree when she was 25 years old.  

She started work at Missouri State University seven years ago. At the time, her husband had already worked at Missouri State for a year, which helped her become part of the community with ease. 

“People at the university were very welcoming, and it was a smooth transition for me,” she said. “However, I would like to emphasize that my experience as an immigrant in this country is unique to me, and I recognize that it is not always that easy for new faculty to fit right in.”   

Representation benefits all 

Group photo in Mexico City.Missouri State has a sharp vision to increase diversity, equity and inclusion. Uribe-Zarain hopes to see more representation at the university in the future as well as in K-12 classrooms.  

“The number of Latino/a/x students enrolled at MSU is increasing, but only about 2% of the faculty identify as Latino/a/x.”  

Uribe-Zarain said research repeatedly indicates that students’ educational experiences and outcomes benefit from racial and ethnic diversity in K-12 classrooms and in universities.  

“Having diversity helps build a campus culture where people of color feel comfortable learning and teaching,” she said. 

“When students from groups who have been traditionally underrepresented on campus see themselves reflected in the faculty and staff, they are often inspired to set higher goals for themselves.”

As Missouri State works to increase representation of Latino/a/x students, staff and faculty, Uribe-Zarain said having a well-organized Latino/a/x association can help build a sense of community.  

“A supportive climate is vital not only for staff and faculty, but especially for the students,” she said. 

“The term Hispanic/Latino is an umbrella concept. The group of students who identify as Latino/a/x is remarkably diverse. We have Latino/a/x communities, emphasis on the plural. We need to understand this diversity in higher education to promote student retention.” 

Find supportive clubs and communities 

Be an advocate for your students 

Uribe-Zarain suggests that future educators advocate for themselves and their students from the beginning.  

Despite the often-sensitive topic, Uribe-Zarain said teachers need to find safe strategies to advocate for a fair and equal chance to educate students. 

“To advocate for themselves, I would encourage new teachers to seek groups or associations that offer support to novice teachers and teachers of color,” she said.  

“People before us fought hard to lay the groundwork for us to get here. We need to learn and acknowledge their work and let us keep opening doors for Latino/a/x who want to have a place in education.”

Learn to teach at Missouri State 

From kindergarten to college

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The teaching profession is more than educating students. It is also about building meaningful relationships that impact both the teacher and the students.  

Allison Kramer built a special relationship with her kindergarten teacher, Linda Wolff, that she carried with her throughout her education. When Allison was in eighth grade, she nominated her for the Golden Apple Teacher Award. Mrs. Wolff sent a letter to Allison to thank her and encourage her to consider attending Missouri State University. 

Allison is now in her third year at Missouri State. She recently re-discovered the letter from Mrs. Wolff in her old memories box. She knew her favorite teacher would be thrilled that she attended Missouri State after all and decided to send her a letter by mail.  

“I was so excited to send her a letter telling her I chose MSU. I also wanted to tell her that my current roommate was also in her kindergarten class with me,” Allison said. After three attempts, Allison finally found the correct mailing address. 

The letter Mrs. Wolff sent in response was filled with stories of her experience at Missouri State. She wrote that she thought everything Allison was doing at Missouri State was awesome, and Allison plans to write back to her to tell her to visit the campus again.  

Mrs. Wolff and Allison made a connection that’s lasted for many years. Teachers have the power to inspire and encourage students to achieve their personal and professional goals, just as Mrs. Wolff did for Allison.