A comparative study using selected characteristicsof four-day week schools and five-day week schools in rural New Mexico

This study was a comparative study using selected characteristics of four-day week schools and five-day week schools in rural New Mexico. In recent years, reform efforts have called for an increase in the number of school days per year. However, little research has been done about the comparisons of four-day and five-day week schools. This study contributed to the research concerning student achievement and variable school calendars.

The purpose of the study was to compare student achievement, student satisfaction, and faculty satisfaction in K-12 rural four-day and five-day New Mexico school districts. All school districts in the study had enrollments of 400 average daily membership or less. Student achievement was analyzed over an eight-year period. Student and faculty member satisfaction was correlated with 1989 student achievement.

Several analyses were used to compare the variables. Student achievement in small rural schools was analyzed by a three-way ANOVA using grade level, days per week, and the Comprehensive Test of Basic Skills (CTBS) scores as variables. The 1989 CTBS scores were compared to student and faculty satisfaction, as measured by-the National Association of Secondary School Principal's (NASSP) Comprehensive Assessment of School Environments, using multiple regression techniques. Using discriminant analysis, student satisfaction and student achievement also predicted the number of days per week that students were in school.

The study indicated that CTBS scores of students in grades five and eight were significantly different (<0.05) between small rural four-day week schools and small rural five-day week schools in New Mexico. The four-day week student scores were significantly higher than the five-day week scores over an eight-year period.

Indicators of student and faculty satisfaction, as determined by the NASSP Satisfaction Surveys, showed no significant correlation with CTBS scores for the 1989 school year. When predicting student membership in a four-day or five-day week school, the discriminant analysis technique was accurate approximately 66% of the time.

As a result of this research, recommendations were made to study community and parental attitudes toward four-day week schools. Further research was also recommended concerning expenditures to improve direct instruction by four-day week schools.