Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In fall 2017, Propel Schools — a small, regional charter school network in southwestern Pennsylvania — initiated the expansion of one of its schools, Propel Montour. Originally a single kindergarten through 8th grade (K–8) school with two classrooms per grade, Montour added a new high school and expanded into separate elementary and middle schools over four years, adding a classroom to each grade. These changes were expected to increase enrollment by about 500 students over the four years of the expansion. Broadly, the goal of the expansion was to replicate the Propel model to assist educationally disadvantaged students to meet high academic and behavioral standards. Therefore, the authors investigated the Propel Montour expansion and its impact on academic and behavioral outcomes for both continuing students (i.e., students who attended Propel Montour prior to and during the expansion) and expansion students (i.e., students who newly enrolled at Propel Montour during the expansion). They used difference-in-difference and doubly robust regression models to examine the academic and behavioral experiences of both continuing and expansion Montour students from fall 2017 through the onset of the coronavirus disease 2019 (COVID-19) pandemic in spring 2020. The authors did not find evidence that the academic and behavioral experiences of either the continuing or expansion students fell below what would have been expected absent expansion.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The four-day school week (4dsw) is growing in popularity, especially in rural areas across the western United States. RAND Corporation researchers addressed knowledge gaps about the 4dsw by conducting a large-scale study of the implementation and outcomes of the 4dsw that involved the collection of original data in numerous districts across Idaho, New Mexico, and Oklahoma, as well as administrative data from these and other states. The researchers analyzed both qualitative and quantitative data to compare the 4dsw and five-day school week (5dsw). The analyses resulted in mixed findings. Advocates of the 4dsw argue that the shorter week saves money, improves student attendance, and helps recruit and retain teachers in rural districts. Cost savings related to the four-day model were relatively small, but savings due to a 4dsw may be used to maintain the level of instructional expenses in the face of revenue shortages. There was no quantitative evidence that the 4dsw improved student attendance. Qualitative data supported the view that the model helps attract and retain teachers. Families and students reported highly valuing the extra time that the 4dsw allowed them to spend together, and the data showed that, overall, stakeholders experienced high levels of satisfaction with the 4dsw. However, a comparison of English language arts and math test scores showed that students on the 4dsw have lower scores, over time, when compared with peers on a five-day schedule. Given these mixed findings, communities are likely to make different choices about the 4dsw depending on their goals and the local context.