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A Comparative Study on Graduation Rates, Attendance, and Student Behavior Between Four-Day School Week and Five-day School Week in Montana

Author

Listed:
  • Liqin Tang
  • John Matt
  • Erica Allen
  • Bill McCaw

Abstract

More and more schools are interested in the four-day school week (4dsw) schedule. However, the existing research on the effects of the (4dsw) schedule in Montana is limited. This quantitative census study was conducted to address this gap and offer valuable insights to the literature about 4dsw schedule. The purpose of this quantitative census study was to investigate whether there are differences in student graduation, attendance, and behavior between the 4dsw schedule and the 5dsw schedule in Montana school districts. The research results revealed that schools utilizing the 5dsw schedule had a slightly higher overall graduation rate, compared to those that utilized the 4dsw schedule. The overall attendance rates in schools that utilized the 5dsw schedule were slightly higher compared to those of the 4dsw schedule. School districts utilizing a 4dsw schedule reported fewer incidents of fights compared to those with a 5dsw schedule. However, the data also showed higher incidents of alcohol and marijuana use among students in 4dsw districts compared to 5dsw districts. In summary, the 4dsw schedule in Montana school districts didn’t improve student graduation rates and attendance rates. Additionally, these schools had an increase of substance use. Based on the findings, the researchers of this quantitative census study rendered recommendations and encouraged school district policy makers to evaluate the broader trade-offs of implementing a four-day school week as a strategy for improving student attendance and graduation rates, offering a nuanced framework for informed decision-making.

Suggested Citation

  • Liqin Tang & John Matt & Erica Allen & Bill McCaw, 2025. "A Comparative Study on Graduation Rates, Attendance, and Student Behavior Between Four-Day School Week and Five-day School Week in Montana," Journal of Education and Training Studies, Redfame publishing, vol. 13(3), pages 1-10, July.
    • Handle: RePEc:rfa:jetsjl:v:13:y:2025:i:3:p:1-10
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    References listed on IDEAS

    as
    1. Paul N. Thompson & Emily J. Tomayko & Katherine B. Gunter & John Schuna, 2022. "Impacts of the four-day school week on high school achievement and educational engagement," Education Economics, Taylor & Francis Journals, vol. 30(5), pages 527-539, September.
    2. D. Mark Anderson & Mary Beth Walker, 2015. "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week," Education Finance and Policy, MIT Press, vol. 10(3), pages 314-349, July.
    3. Fischer, Stefanie & Argyle, Daniel, 2018. "Juvenile crime and the four-day school week," Economics of Education Review, Elsevier, vol. 64(C), pages 31-39.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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