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



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Texas Tech University


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 r.ultiple 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 (-^O.OS) 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.