What is the Potential Impact of a Four Day School Week

Introduction and Background

International Falls (ISD 361) is considering a transition from the traditional five-day school week to a four-day school week, and the district has begun hosting public sessions to discuss the proposal. This rural northern Minnesota district (pre-K through 12th grade) faces challenges common in many small communities, such as tight budgets, teacher shortages, and declining enrollment (A four-day school week? More Minnesota school districts are giving it a look.). In recent years, a handful of similar rural districts in Minnesota – including Carlton, Lake Superior (Two Harbors/Silver Bay), Blackduck, and Ogilvie – have adopted four-day weeks as a strategy to address such issues (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota) (A four-day school week? More Minnesota school districts are giving it a look.). These districts typically hold classes Monday through Thursday, with no school on Friday (or Monday, in some cases), while slightly lengthening the remaining school days to meet state-required instructional hours (A four-day school week? More Minnesota school districts are giving it a look.).

Despite being rare in Minnesota (only about seven districts currently use a four-day schedule (A four-day school week? More Minnesota school districts are giving it a look.)), the model has gained traction in rural areas nationwide as a way to save money, boost attendance, and improve staff recruitment (A four-day school week? More Minnesota school districts are giving it a look.). Nationwide, the number of school districts on four-day weeks grew from roughly 650 in 2019 to about 900 by 2023 (A four-day school week? More Minnesota school districts are giving it a look.). Research suggests the impact of a condensed week can vary: small rural districts often see different outcomes than larger districts. To provide context for ISD 361’s decision, this report examines the potential advantages and disadvantages of a four-day school week, focusing on key stakeholders – students, parents, teachers, and the broader community – and drawing on data and examples from comparable rural districts. The goal is to present a balanced, objective analysis of how the change might affect ISD 361, without advocating for or against the switch.

Potential Impact on Students

(Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota)Supporters of a four-day week argue that students can benefit academically from the adjusted schedule. With longer class periods Monday through Thursday, students have more uninterrupted time for learning, which can allow for deeper exploration of subjects and more hands-on activities (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota) (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). An extra day off (usually Friday) provides time for students to catch up on homework, work on extended projects, or seek tutoring without missing class (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). It also offers flexibility for appointments (doctor, dentist, etc.) that might otherwise pull students out of class – these can be scheduled on the off-day, reducing absenteeism during the week (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). In some rural districts, student attendance rates have improved under the four-day schedule, as the three-day weekend helps combat burnout and gives students (and staff) more time to rest and recharge (A Four-Day School Week? Here Are the Costs and Benefits | RAND) (A Four-Day School Week? Here Are the Costs and Benefits | RAND). Additionally, a free Friday can open opportunities for older students to work part-time jobs or engage in youth activities, internships, or family responsibilities, which is particularly valuable in an area like International Falls where many students participate in community and outdoor activities during long weekends.

On the other hand, researchers caution that a shorter week may come with academic trade-offs. Studies across multiple states have found that, on average, students on a four-day schedule learn slightly less over the course of the school year compared to their peers on five-day schedules (Four-day school week: What research suggests) (Four-day school week: What research suggests). The differences are generally small, and notably smaller in rural schools (like ISD 361) than in more urban or suburban settings (Four-day school week: What research suggests) (Four-day school week: What research suggests). In rural areas, students’ academic progress under a four-day week tends to be about the same as under a five-day week, but it is not markedly better either (Four-day school week: What research suggests) (Four-day school week: What research suggests). There is also concern about the longer school days required to make up instructional time – younger children especially might struggle with fatigue or attention span issues when classes run later into the afternoon. Some parents worry about the “developmental consequences” of kids being out of school an extra day each week (A four-day school week? More Minnesota school districts are giving it a look.), fearing that less frequent class meetings could slow learning or that unstructured time on the off-day might not be used productively by every student. While many students enjoy having Friday off, those who need routine or extra academic support might find the long weekends challenging. In summary, for students the four-day week offers more flexibility and potentially improved well-being, but it requires adjusting to longer days and carries a risk of marginally reduced academic growth, which the district would need to monitor closely.

Potential Impact on Parents and Families

Parent perspectives on a four-day school week can be mixed, often hinging on the age of their children and family circumstances. Advantages for families include more quality time together and schedule flexibility. Many parents in districts that switched to four-day weeks report appreciating the additional family day – they can plan long weekends, participate in family activities, or schedule appointments for their children on Fridays without missing school (Four-day school week: What research suggests) (Four-day school week: What research suggests). For working parents, the extended hours Monday–Thursday can align the school day more closely with standard work hours, simplifying drop-off and pick-up routines (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). In practice, when school days run roughly 8am to 4pm, students are in class for about the same hours that parents are at work, which can reduce the need for after-school care on those days (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). Some families also find cost savings in areas like transportation and childcare – one less day of driving kids to school or paying for after-school programs can add up over a year.

However, the childcare challenge on the off-day is the most significant concern cited by parents. For families with young children (elementary age) who cannot stay home alone, the Friday with no school means parents must find daycare, arrange supervision, or possibly miss work. This can be a financial and logistical burden, especially in a community like International Falls where childcare options may be limited. In fact, surveys in four-day districts have found that families with only elementary-aged children are less supportive of the schedule than those with older kids (Four-day school week: What research suggests) (Four-day school week: What research suggests). These parents worry about securing safe, affordable care every week for that extra day. Some districts have addressed this by offering enrichment programs or partnerships with community organizations on the off-day, but those solutions may involve additional costs or may not cover everyone’s needs. Parents of students with special education services also voice concerns – an extra day out of school could mean disruptions in routine or missed therapy sessions (Four-day school week: What research suggests). Additionally, not all jobs accommodate a three-day weekend, so many parents may not be home on Fridays to supervise or spend time with their kids, negating some of the perceived family-time benefit. Cost of childcare, especially for younger students, can thus become a hidden expense for families under a four-day week (A four-day school week? More Minnesota school districts are giving it a look.).

Communication and planning are key to alleviating parent concerns. In Carlton, MN (a district near Duluth that moved to a four-day week in 2024), a survey found 78% of parents supported the switch (A four-day school week? More Minnesota school districts are giving it a look.) – likely reflecting extensive community input and plans to mitigate childcare issues. ISD 361 is similarly gathering input (through surveys and forums) and exploring options such as Friday youth programs or partnerships with local childcare providers. Overall, for parents, the four-day week can offer welcome flexibility and family time, but its success will depend on how well the district and community address the childcare gap and ensure that children have constructive, supervised opportunities on the day off.

Potential Impact on Teachers and Staff

Teachers and school staff are often among the strongest supporters of the four-day week, and their response in ISD 361 is a crucial factor. Experience from other Minnesota districts indicates that a shorter week can significantly boost teacher morale and retention. For example, in rural Missouri districts that recently transitioned to four-day schedules, all surveyed staff reported improved morale, and many felt the change had a positive impact on classroom instruction quality (Four-day school week: What research suggests). In Carlton’s case, an overwhelming 99% of teachers backed the move to four days (A four-day school week? More Minnesota school districts are giving it a look.). The extra day off each week (typically used on Friday) gives teachers much-needed time for planning, grading, and professional development, as well as attending to personal matters. Instead of cramming lesson prep into evenings or weekends, teachers can use Friday to prepare upcoming lessons and collaborate with colleagues, which may improve the effectiveness of teaching during the four instructional days (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). The four-day schedule has also become a valuable recruiting tool for rural districts: small schools that offer a three-day weekend every week have seen a surge in job applications for teaching positions (Four-day school week: What research suggests) (Four-day school week: What research suggests). In a competitive market, ISD 361 could potentially attract qualified teachers (and retain current staff) by offering a more favorable work-life balance. One superintendent explained that in a rural community where salaries can’t easily be raised, giving teachers an extra day off was a way to “offer some benefit…they might not have elsewhere,” helping to keep high-quality educators from leaving (A Four-Day School Week? Here Are the Costs and Benefits | RAND) (A Four-Day School Week? Here Are the Costs and Benefits | RAND). Many teachers value the four-day week so much that they would resist returning to five days – describing the new schedule as something “everyone loves” once implemented (A Four-Day School Week? Here Are the Costs and Benefits | RAND).

There are, however, professional considerations to manage. A compressed week means longer school days, which can be tiring for staff. Teachers must adjust their lesson plans to fit extended class periods and ensure that learning objectives are still met within fewer days. This can be an opportunity to try more in-depth projects or labs, but it also requires careful pacing to keep students engaged late in the afternoon. Especially at the elementary level, managing young children for an extended day can be challenging. Some staff might initially worry about fitting the full curriculum into four days, though districts with experience have shown it’s feasible by slightly increasing daily instructional minutes and trimming breaks. It’s also important to note that while morale generally improves, a four-day week is not a one-size-fits-all solution for every teacher’s personal situation (A four-day school week? More Minnesota school districts are giving it a look.). For instance, teachers who have children attending school in a traditional five-day district might need to arrange childcare on their off-day. Additionally, hourly and support staff (like paraprofessionals, bus drivers, food service workers) could see their work hours reduced, which might affect their income unless the district adjusts pay or duties. In past cases, however, many support staff have favored the change – surveys in one long-running four-day district showed over 90% of support staff were in favor, alongside teachers and parents (A four-day school week? More Minnesota school districts are giving it a look.). In summary, for ISD 361’s faculty and staff, the four-day week promises improved work-life balance, higher morale, and a powerful incentive to attract and keep teachers. The district would need to manage the transition carefully, helping teachers adapt to schedule changes and addressing any workload or pay concerns for staff, to fully realize these benefits.

Potential Impact on the Broader Community

A shift to a four-day school week doesn’t only affect those in the schools – it also has implications for the wider International Falls community. One consideration is economic and operational: the school district expects some cost savings from the change, which can benefit taxpayers or be reinvested in student programs. Running schools one less day per week can lower expenses for busing, heating, lighting, and hourly wages (for staff like bus drivers and cafeteria workers) (A four-day school week? More Minnesota school districts are giving it a look.). For example, another Minnesota district estimated saving about $150,000 annually – largely by cutting transportation and hourly staffing costs – by moving to a four-day week (A four-day school week? More Minnesota school districts are giving it a look.). In a small district, this is a significant help in trimming budget deficits. ISD 361 could similarly save on fuel for school buses during frigid winter months, and reduce wear and tear on facilities by being closed an extra day. These savings might lessen the need for future levy increases or program cuts, indirectly benefiting the community. That said, cost savings are typically modest (often in the range of a few percent of the budget) and should be weighed against the value of the services not provided on the off-day (Four-day school week: What research suggests). The Minnesota Department of Education has in the past scrutinized four-day week proposals to ensure that financial benefits don’t come at the cost of student outcomes (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota) (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). Community members will want assurance that any budget gains are used to strengthen the schools or hold down local taxes.

Beyond finances, the four-day schedule can influence community life in subtler ways. Local businesses and employers may experience changes in youth and family routines. With no classes on Fridays, older students become available for part-time work or internships that day, which could help local businesses facing worker shortages (a common situation in small towns) and give teens valuable job experience. Families might use three-day weekends for travel or recreation, which could mean more people leaving town for short trips – or conversely, more local tourism if nearby attractions are visited. The school district may collaborate with community centers, libraries, or the local recreation department to organize activities for younger students on Fridays, creating new community programs or bolstering existing ones. For instance, community education programs or the YMCA might offer Friday camps or clubs, turning the off-day into an enrichment opportunity rather than idle time. Such programs would require community support (funding, volunteers, venues) but could mitigate the impact on working parents and keep students engaged.

However, the community must also consider possible downsides. One concern documented in research is an uptick in unsupervised youth during the extra day off. In a Colorado study, rural areas that adopted a four-day school week saw a 20% increase in juvenile crime rates, especially property crimes, after the schedule change (Four-day school week: What research suggests) (Four-day school week: What research suggests). The logic is that if students have a free day without structured activities (and parents at work), some may drift into mischief or risky behavior. International Falls’ leaders – from law enforcement to youth organizations – would need to be proactive in providing supervision and positive options for students on Fridays to avoid such issues. The community’s initial reactions often mirror those of parents: support tends to be strong once people see potential benefits, but there are worries about “kids running around town” or getting into trouble on their day off. Over time, many four-day districts report that these fears can be managed. For example, the Lake Superior School District (Two Harbors area) has operated on a four-day week for several years and calls it a success, indicating that the community adapted and students remained productive on off-days (Carlton Schools ‘More Time for Life’ four-day week brings more students and staff to district). Successful implementation often involves the whole community – businesses, nonprofits, and the school district – coordinating to ensure Friday becomes a day for internships, family time, extracurricular practice, or rest, rather than a source of community disruption.

In summary, for the International Falls community, a four-day school week could yield financial savings for the district and new opportunities for student involvement in the local economy, but it also places some responsibility on the community to support families and youth on the non-school day. Public sentiment in other northern Minnesota towns has generally become positive after adjusting to the change, especially when the community sees the schools thriving (e.g. retaining teachers, avoiding budget cuts) as a result (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota) (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). ISD 361’s ongoing public forums are a chance for community members to voice concerns and brainstorm solutions – for example, perhaps organizing low-cost childcare at community centers on Fridays, or volunteer-led academic clubs – which can help ensure the broader community adapts well to the new schedule.

Conclusion

The proposal for ISD 361 to move to a four-day school week comes with a complex mix of advantages and disadvantages. On one side, the change promises significant benefits: Students could enjoy more rest and flexibility, teachers gain improved morale and a powerful incentive to stay, and the district might save money and differentiate itself in a competitive educational landscape (A Four-Day School Week? Here Are the Costs and Benefits | RAND) (A Four-Day School Week? Here Are the Costs and Benefits | RAND). Many rural districts that have made this switch report high satisfaction among stakeholders – with surveys showing strong majority support from parents, students, and staff after experiencing the four-day schedule (A four-day school week? More Minnesota school districts are giving it a look.). On the other side, there are clear challenges: Families of young children must find childcare for the off-day, academic outcomes need to be closely watched to prevent any learning loss, and the community must adjust to a new rhythm where Fridays become a day without school. As one Minnesota superintendent noted, the impact “will be a little different for all…depending on what their situations are like,” underscoring that a four-day week is not a one-size-fits-all solution (A four-day school week? More Minnesota school districts are giving it a look.).

For International Falls, which is carefully gathering input through public meetings, the key will be balance and support. The district can look to peers like Carlton, Lake Superior, and Blackduck for lessons learned: proactive communication, offering optional programs on the off-day, and remaining flexible to tweak the schedule if problems arise. By understanding the pros and cons – from student well-being and parent logistics to teacher retention and community implications – ISD 361 can make an informed decision that best serves its educational mission. This objective overview highlights that a four-day school week offers a promising but delicate trade-off. If the community’s concerns (especially around childcare and academics) are addressed, the four-day model could be a creative solution to the district’s challenges; if not, those concerns could outweigh the benefits. Ultimately, the decision should carefully weigh the experiences of similar districts and the voices of local stakeholders to determine whether a shorter school week is the right fit for ISD 361. The ongoing dialogue in International Falls is a positive step toward finding that answer.

Sources: The analysis above incorporates data and examples from Minnesota school districts and education research, including news reports (Star Tribune, MPR News, Duluth News Tribune), district surveys, and academic studies on four-day school week outcomes (A four-day school week? More Minnesota school districts are giving it a look.) (A four-day school week? More Minnesota school districts are giving it a look.) (Four-day school week: What research suggests) (Four-day school week: What research suggests) (A Four-Day School Week? Here Are the Costs and Benefits | RAND) (Schools with 4-day weeks plead to continue – Duluth News Tribune | News, weather, and sports from Duluth, Minnesota). These sources provide insight into the potential impacts discussed for students, parents, teachers, and the community.