| Title: |
The Effects of the Four-Day School Week on Teacher Recruitment and Retention. Working Paper No. 320-0625 |
| Language: |
English |
| Authors: |
Andrew M. Camp; J. Cameron Anglum; Cory Koedel; Se Woong Lee; Tuan D. Nguyen; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025. |
| Availability: |
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: |
N |
| Page Count: |
48 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305C240007 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
School Schedules; Teacher Recruitment; Teacher Persistence; Program Effectiveness; School Districts; Rural Schools; Administrator Attitudes; Teacher Attitudes; Educational Research; Attendance; Motivation; Elementary Secondary Education; Rural Urban Differences; Teacher Characteristics; Student Characteristics; Labor Turnover; Faculty Mobility |
| Geographic Terms: |
Missouri |
| Abstract: |
School districts across the United States are increasingly adopting the four-day school week, often in the hope of addressing teacher staffing challenges. We examine the effects of the four-day week on teacher recruitment and retention in Missouri, where three in ten districts currently use it. After presenting qualitative data showing that school and district leaders, and teachers, believe the four-day week improves recruitment and retention, we estimate the effects of the four-day week on these outcomes using difference-in-differences models. We find no evidence that the four-day school week improves teacher recruitment or retention. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
ED673234 |
| Database: |
ERIC |