Kate Barnes & Sarah McKenzie
There has been a lot of discussion about education in Arkansas lately. While we OEP folks like to think it’s because of our work, the chatter is more likely due to the unveiling of Governor Sanders’ Arkansas LEARNS Act. Arkansas LEARNS has been promoted as a way to improve the lives of students by supporting innovative approaches to education. This isn’t to say that Arkansas school districts have shied away from innovation in the past.
Before the introduction of LEARNS, districts were reevaluating their practices to search for new ways to best support their students. One practice gaining popularity is districts saying “Goodbye!” to the traditional school calendar. Our latest research explores the history behind and motivation for changes in school calendars throughout Arkansas. We have also developed resources for communities and district leaders considering making a change, including sample survey questions, questions for families to ask, and policy recommendations.
The traditional school calendar, with nine months of instruction and a long summer break, has been the norm in most Arkansas schools for decades. In the past few years, however, many school districts have adopted, or are considering, a four-day school week (4DSW) or year-round calendar (YRC). In the 2022-23 school year, 33 Arkansas districts adopted a 4DSW or YRC. Currently, several Arkansas districts are having conversations with their communities about changing to a new calendar. OEP, in partnership with the Arkansas Department of Education, sought to learn why district leaders elected to change calendars and explore any successes or challenges of the implementation. We feel that the information we gathered could help district leaders navigate choosing a calendar that best fits the needs of their community.
Background
Recent legislation made it easier for districts to adopt non-traditional calendars. There are four calendar options for districts to choose from:
Each calendar requires 1,068 instructional hours for students. The calendars differ on how the time is split over the school year. For this study, we focused on districts with 4DSW and YRC, because the Alternate Calendar closely mirrors the traditional calendar, just with slightly modified instructional times.
District Calendar Adoption
Twenty-seven districts in Arkansas currently operate using a 4DSW, while six districts use a YRC. The map below shows the location of districts using these calendars.
The 4DSW is gaining popularity, and YRC has been present in Arkansas schools for awhile. The graph below shows the increase in individual schools adopting 4DSW and YRC.
Over the past three years, there has been a notable uptick in districts adopting new calendars. While 59 schools use a 4DSW and YRC, the number of students enrolled in these districts only makes up about 4.5% of the overall student population in the state.
Interview Process and Results
The learn more about the calendar adoption process, we decided to go straight to the head honchos: District superintendents. OEP invited these district leaders to participate in an interview to gather information about why they changed calendars and how the implementation has gone thus far. Twenty-three superintendents responded to our request.
After the interviews, the following themes emerged:
- Calendar Change Rationale
- Modified School Structures
- Outcomes Monitored
- Extended Partnerships
- Ancillary Matters
Each superintendent discussed their district’s motivation behind shifting away from the traditional school calendar. The three main reasons were: teacher recruitment and retention, the mental health of students and teachers, and learning loss. We expand on the motivations below. Please see the full report or the policy brief for more information about each theme.
Teacher Recruitment and Retention
Recruitment and retention of teachers quickly surfaced as the primary reason for the change. The following is a quote from a superintendent in a 4DSW district:
Several superintendents also mentioned recruiting more high-quality teachers since adopting a new calendar option. The following is a quote regarding the applicants for open positions in the district:
Mental Health of Students and Teachers
Seven of the superintendents noted the mental health of students and teachers as the primary reason for the new calendar adoption. The superintendents commented about increased burnout from their staff over the past few years. The following is a quote from Superintendent 13:
Learning Loss
Learning loss has always been a topic of conversation in education. Schools always worry about the “summer slide,” where students lose some skills they learned during the school year. In addition to this struggle, districts have faced challenges with learning loss because of school closures from the Covid-19 pandemic. As a result, schools are getting more innovative with solutions for students falling behind in key subject areas. The following is a quote from Superintendent 6:
Several superintendents noted they address learning loss with modified school structures within their calendars. Examples include blocking Tier 1 instruction, increased intervention programs, or even additional Tier III interventions during unscheduled time.
Pre-K Schedules
Pre-K services appeared as a recurrent concern or frustration for superintendents whose districts adopted a 4DSW. In the 2022-23 school year, Pre-K programs were required to remain on a traditional five-day school schedule while the rest of the district operated for four days. One district official mentioned that the district lost their ABC funding for Pre-K after adopting a 4-day school week. Below is a comment from Superintendent 11:
Final Thoughts
Overall, the superintendents interviewed expressed that their school communities have, thus far, been pleased with the calendar adoption. They also noted that choosing a school calendar isn’t a “one size fits all” process for districts. If districts are considering adopting a new calendar, it is important to consider the following: the feelings of school and community members, priorities for the district, and how the implementation might impact measurable outcomes like student growth, achievement, attendance, or enrollment.
Here at OEP, we recommend the following for districts considering making a change:
- Districts should have a collaborative plan for gathering input from teachers, students, staff, parents, and the community. The interviewees noted this was a lengthy process that should not be rushed. We developed resources for communities and district leaders considering making a change.
- Districts should have a plan for adoption including:
- A summary outlining how the district will meet the requirement for instructional time.
- A summary of needs that will be addressed by changing calendars. Possible examples include cost savings, improved test scores, teacher retention, and decreased absenteeism.
- An explanation of how unscheduled days may be used for professional development, planning, or additional academic support.
- A summary of comments received at community meetings on the calendar proposal and how concerns will be addressed.
More policy recommendations can be found in our policy brief or in the full report.
Insights gained from district leaders through this interview process provides a greater understanding of a piece of the non-traditional calendar puzzle. Further research can help inform policymakers and district leaders with additional information about best practices for calendar adoption. As school districts across the state continue to explore new ways of improving education, whether through Arkansas LEARNS or new calendars, embracing innovative solutions with careful planning and considerations may promote student success.