The Four-day School Week in Montana - PHASE II - Ethnicity, Gender, Recruitment, Retention

Oct 3, 2026

Comprehensive Phase II research examines the four-day school week schedule in Montana from the perspective of student outcomes and staffing sustainability. The study focuses on how student achievement, graduation rates, reading and math achievement, ACT scores, and attendance differ across school districts using the 4dsw versus 5dsw schedules, with analyses further disaggregated by ethnicity and gender. It also evaluates teacher recruitment and retention differences between the two schedules. Data support credibility through provided administrative sources and verification processes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages79

Reading Time3 h 19 min

AccessFree to download

Introduction

Research Questions

Research Question 1

Research Question 2

Research Question 3

Research Question 4

Research Question 5

Research Question 6

Research Question 7

Research Question 8

Research Question 9

Research Question 10

Research Question 11

Research Question 12

Conclusions and Recommendations

References

Appendix A

Appendix B

Appendix C

The Four-day School Week in Montana: A Comprehensive Study 2008-2023 PHASE II ETHNICITY – GENDER – RECRUITMENT – RETENTION The Department of Educational Leadership Phyllis J. Washington College of Education University of Montana Dr. Erica Allen Dr. John Matt Dr. Bill McCaw Dr. Liqin Tang Dr. Dan Lee, Dean ACKNOWLEDGMENTS This continuation (Phase II) of the comprehensive research of the four-day school week schedule in Montana would not have been possible without the support and guidance of the following individuals. Special recognition goes to Julie Murgel, Ph.D., the Montana Office of Public Instruction Chief Program Officer, for her vision and support in this ongoing inquiry. Data for student achievement, student attendance, student graduation rates, and teacher retention were provided by the Montana Office of Public Instruction and verified for accuracy through their data assurance process. Special thanks go to Robin Clausen, Ph.D., Montana SLDS Program Manager for his timely responses regarding data needs, as well as thorough and consistent data compilation. Dr. Dan Lee, Dean of the Phyllis J. Washington College of Education at the University of Montana, provided indispensable support for a study of this magnitude. His leadership and continued encouragement have been instrumental to the success of this study. Thanks go to Kristine Steinberg, Phyllis J. Washington College of Education Director of Accreditation and Licensure Manager, for coordinating two survey distributions to Teacher Education Program completers with Montana Educational Preparation Programs. TABLE OF CONTENTS INTRODUCTION ................................................................................................................. 1 RESEARCH QUESTIONS .................................................................................................... 4 Research Question 1: What is the relationship between student achievement and school size and how does this relate to student achievement in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule? ................................................................ 4 Research Question 2: What is the difference between graduation rates in large schools and small schools and how does this relate to graduation rates in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule? .................................... 6 Research Question 3: What is the dference in graduation rates between school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule when disaggregated by ethnicity?........................................................................................................................... 7 Research Question 4: What is the difference in reading achievement between students in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule when disaggregated by ethnicity? ............................................................................................... 8 Research Question 5: What is the difference in reading achievement between students in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule when disaggregated by gender?.................................................................................................. 15 Research Question 6: What is the difference in math achievement between students in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule when disaggregated by ethnicity? ............................................................................................... 25 Research Question 7: What is the difference in math achievement between students in school districts utilizing the 4dsw schedule and those utilizing the 5dsw schedule when disaggregated by gender? .................................................................................................. 32 Research Q

FAQs

What schedules are compared in this Phase II study?

The study compares school districts utilizing the 4dsw schedule versus those utilizing the 5dsw schedule in Montana.

How does the report analyze achievement and outcomes across demographics?

Several research questions disaggregate results by ethnicity and others by gender for measures such as reading and math achievement, ACT scores, and attendance.

What staffing aspect is evaluated in addition to student outcomes?

Teacher recruitment and retention are assessed by comparing the four-day school week schedule with the five-day school week schedule.

Oct 3, 2026

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