Legislature(2025 - 2026)BELTZ 105 (TSBldg)
01/26/2026 03:30 PM Senate EDUCATION
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| Audio | Topic |
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| Start | |
| Presentation(s): the Four-day School Week Outcomes and Impacts | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
JANUARY 26, 2026
3:32 P.M.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
MEMBERS ABSENT
Senator Gary Stevens, Vice Chair
Senator Robert Yundt
COMMITTEE CALENDAR
PRESENTATION(S): THE FOUR-DAY SCHOOL WEEK OUTCOMES AND IMPACTS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
SEAN GRANT, Associate Research Professor
HEDCO Institute
University of Oregon
Eugene, Oregon
POSITION STATEMENT: Gave the presentation The Four-Day School
Week Outcomes and Impacts.
ACTION NARRATIVE
3:32:02 PM
CHAIR TOBIN called the Senate Education Standing Committee
meeting to order at 3:32 p.m. Present at the call to order were
Senators Bjorkman, Kiehl, and Chair Tobin.
^PRESENTATION(S): THE FOUR-DAY SCHOOL WEEK OUTCOMES AND IMPACTS
PRESENTATION(S): THE FOUR-DAY SCHOOL WEEK OUTCOMES AND IMPACTS
3:33:03 PM
CHAIR TOBIN announced the committee would hear a presentation by
the University of Oregon, The Four-Day School Week Outcomes and
Impacts, presented by Mr. Grant. She explained that the Harold
and Ester Dornsife (and Company) HEDCO Institute works to inform
decision-making for K12 education leaders through research and
evidence-based recommendations. She noted that the topic gained
attention as school boards across Alaska search for cost-saving
measures amid significant budget shortfalls. She acknowledged
that the Anchorage School District has considered moving to a
four-day school week.
3:34:13 PM
SEAN GRANT, Associate Research Professor, HEDCO Institute,
University of Oregon, Eugene, Oregon, gave the presentation The
Four-Day School Week Outcomes and Impacts. He stated that he
would present joint research that he conducted with Elizabeth
Day on the four-day school week. He explained that the four-day
school week shortens the weekly schedule by eliminating one day,
usually Friday or sometimes Monday, while extending the
remaining four school days to meet minimum annual instructional
time requirements.
MR. GRANT described the HEDCO Institute's role in conducting
systematic reviews of research evidence. He explained that the
institute compiles and analyzes all published academic research
on a topic to identify trends and summarize findings, and that
researchers collaborate with K12 educators during the process.
He reported that Ms. Day conducted interviews with four
superintendents who had switched or considered switching to a
four-day school week to incorporate perspectives from education
leaders.
MR. GRANT explained that the HEDCO Institute receives funding
from the HEDCO Foundation based in California but that the
funder does not participate in research activities or decision-
making. He emphasized that the institute operates as a
nonpartisan organization that presents research findings to
policymakers without advocating for specific policy decisions.
He stated that the goal involves summarizing the full body of
research evidence so policymakers can make informed decisions.
MR. GRANT reported that researchers found no empirical studies
specifically examining the four-day school week in Alaska. He
explained that the research team instead reviewed studies
addressing related topics relevant to the committee, including
rural school districts, Indigenous education, and school
finances, to identify evidence that most closely resembles
Alaska's context. He stated that research on the four-day school
week in Indigenous education remains extremely limited. He
reported that the team identified only one empirical study
involving interviews with families and schools on an American
Indian reservation. He explained that the study examined
physical activity and found that schedule changes associated
with the four-day school week reduced the duration and frequency
of recess, increased homework and testing pressure, and limited
participation in after-school activities due to longer school
days. He added that the findings provide indirect insights into
potential consequences of extended school days even though the
study does not directly reflect Alaska's Indigenous communities.
3:35:24 PM
MR. GRANT moved to slide 2, About Us, and described the HEDCO
Institute's role in conducting systematic reviews of research
evidence:
[Original punctuation provided.]
At the HEDCO Institute we conduct systematic reviews
of education research, working alongside K-12
educators to empower them with research that works.
• Funded by the HEDCO Foundation
• Follow rigorous standards for best practices in
synthesis research
• Strictly non -partisan educational approach
MR. GRANT explained that the institute compiles and analyzes all
published academic research on a topic to identify trends and
summarize findings, and that researchers collaborate with K12
educators during the process. He reported that Ms. Day conducted
interviews with four superintendents who had switched or
considered switching to a four-day school week to incorporate
perspectives from education leaders.
MR. GRANT explained that the HEDCO Institute receives funding
from the HEDCO Foundation based in California but that the
funder does not participate in research activities or decision-
making. He emphasized that the institute operates as a
nonpartisan organization that presents research findings to
policymakers without advocating for specific policy decisions.
He stated that the goal involves summarizing the full body of
research evidence so policymakers can make informed decisions.
3:36:46 PM
MR. GRANT moved to slide 3, The 4DSW in Alaska, and reported
that researchers found no empirical studies specifically
examining the four-day school week in Alaska. He explained that
the research team instead reviewed studies addressing related
topics relevant to the committee, including rural school
districts, Indigenous education, and school finances, to
identify evidence that most closely resembles Alaska's context:
[Original punctuation provided.]
The 4DSW in Alaska
No studies of schools only in Alaska
• Rural districts have been studied more rigorously
than non-rural overall.
• Most areas of Alaska would be considered 'rural'
by these studies.
3:37:19 PM
MR. GRANT moved to slide 4, The 4DSW in Tribal Communities, and
stated that research on the four-day school week in Indigenous
education remains extremely limited:
[Original punctuation provided.]
The 4DSW in Tribal Communities
No studies of Alaska Native communities, but one study
gathered perspectives of the 4DSW from an American
Indian reservation, specific to physical activity:
"Participants in our study discussed how the 4DSW
lengthened each school day, decreased the duration
and frequency of recess, intensified academic
requirements (homework and tests), and prevented
many children from participating in after school
activities."
MR. GRANT reported that the team identified only one empirical
study involving interviews with families and schools on an
American Indian reservation. He explained that the study
examined physical activity and found that schedule changes
associated with the four-day school week reduced the duration
and frequency of recess, increased homework and testing
pressure, and limited participation in after-school activities
due to longer school days. He added that the findings provide
indirect insights into potential consequences of extended school
days even though the study does not directly reflect Alaska's
Indigenous communities.
3:38:15 PM
MR. GRANT moved to slide 5, Impact on School Budgets:
[Original punctuation provided.]
Impact on School Budgets
Four studies:
1. 1999-2017 data from across the U.S.1 :
• District budgets decreased 1 percent - 2 percent
on average with the 4DSW adoption
2. 2004-2017 data from Oklahoma:
• District budgets decreased 2 percent on average
with the 4DSW adoption
3. 2003-2020 data from Colorado:
• Adopting the 4DSW reduced (a) federal revenue and
(b) support service, food service, and
transportation expenditures
4. 2006-2023 data from Montana:
• Total difference in instruction, maintenance,
transportation, and food services was an increase
of 1.5 percent above average inflation rate (8
percent increase in total budget)
Authors of all these studies caution that potential
consequences for student outcomes may outweigh cost
savings
MR. GRANT reported that policymakers often focus on the impact
of a four-day school week on school budgets. He explained that
three to four studies compared budgets in four-day school week
districts with those in five-day school week districts and
generally found small but potentially meaningful cost savings.
MR. GRANT described a national study using data from 1999 to
2017 that found district budgets decreased by about 1 to 2
percent on average after adopting a four-day school week. He
stated that the savings primarily resulted from reduced support
services expenditures due to decreased educational service
provision. He also referenced a study in Oklahoma from 2004 to
2017 that found about a 2 percent average budget decrease, with
reductions concentrated in operations, transportation, and food
service expenditures.
MR. GRANT summarized a Colorado study covering 2003 to 2022 that
also found decreased spending after districts adopted a four-day
school week. He reported that the reductions mainly occurred in
support services, particularly food services, and in salary
expenditures tied to transportation staff. He added that the
study also identified a decrease in federal revenue due to lower
reimbursements for free or reduced-price lunch meals when fewer
meals were served.
3:40:08 PM
MR. GRANT discussed a Montana study from 2006 to 2023 that
examined school budgets after 2021 and found increased budgets
after adjusting for inflation. He explained that the study did
not control for differences between four-day and five-day school
week districts as rigorously as the other studies, which limited
confidence in attributing the increased costs to the four-day
school week itself. He noted that researchers included the study
due to interest in post-COVID data but cautioned that other
factors could have driven the cost increases.
3:40:53 PM
MR. GRANT stated that authors of the studies consistently
cautioned states, districts, and schools to weigh potential
negative impacts on student outcomes against the potential cost
savings associated with a four-day school week.
3:41:17 PM
MR. GRANT moved to slide 6, Impact on Student Outcomes, and
reported that the research literature showed no clear evidence
of large positive effects on student outcomes from adopting a
four-day school week.
[Original punctuation provided.]
Academic achievement Math and reading test scores,
proficiency, and gains
Academic attainment Graduation rates, dropout
rates, and on-time progression
Attendance Average daily attendance,
fraction of students absent,
chronic absenteeism
Criminal activity Frequency of crime at school,
crime not at school, property
crime, violent crime, and
drug violations
Disciplinary incidents Days missed for discipline,
and frequency of substance
use, vandalism, bullying,
fighting, weapons, truancy,
and school bus disciplinary
instances
Our Study did not include financial outcomes.
MR. GRANT explained that most studies instead identified small
but meaningful negative effects across several student outcome
measures. He stated that five primary domains of student
outcomes were examined: academic achievement such as test
scores, academic attainment such as graduation rates, school
attendance including chronic absenteeism, criminal activity
among primarily among high school students, and disciplinary
incidents on school grounds.
3:42:02 PM
MR. GRANT moved to slide 7, Rural K-8 Schools, which shows
mathematics achievement, reading achievement and proficiency
data for various years and tests from a Colorado study. He
explained that findings varied somewhat by school level, so the
research team first reviewed results for K8 schools,
particularly in rural districts. He reported that multiple
multi-state studies consistently found decreased academic
achievement in both math and reading among K8 students in rural
schools operating on a four-day school week.
MR. GRANT described one Colorado study that measured student
performance by the percentage of students scoring proficient or
advanced on standardized tests rather than average test scores.
He reported that the study found increases in proficiency rates
for Grade 5 math and Grade 4 reading.
MR. GRANT explained that researchers believe the different
results may relate to the time period of the Colorado data set,
which covered 2000 to 2010 and largely preceded the 2008 Great
Recession. He stated that many schools adopting the four-day
school week before the recession aimed to improve attendance
rather than reduce costs, particularly for high school students
balancing sports, work, or family obligations. He noted that
more recent adoptions often focus on cost savings, which may
limit districts' ability to reinvest resources into strategies
that support academic achievement.
3:43:49 PM
SENATOR KIEHL said he would like to understand the magnitude of
the reports and noted that the top two charts measured outcomes
in standard deviation (SD) units while the bottom chart used
percentage point changes. He stated that he understood
percentage point changes and asked for an explanation of what an
SD unit represents in the context of the data.
MR. GRANT explained that a standard deviation (SD) measures
variation in student test scores. He stated that an effect size
between 0.0 and 0.1 SD represents a relatively small change,
which may translate to about a one to two percentage point
difference in performance. He illustrated that a student
performing at the 50th percentile in math or reading might drop
to approximately the 48th or 47th percentile. He noted that
although the changes appear modest, the decreases in achievement
remain meaningful, particularly as education leaders focus on
preventing learning loss and improving academic performance.
3:45:06 PM
SENATOR KIEHL asked if the numbers represent statistically
significant declines in achievement or if the differences
reflect rounding errors.
3:45:49 PM
At ease.
3:49:36 PM
CHAIR TOBIN reconvened the meeting and asked Mr. Grant to
continue answering the question.
3:49:47 PM
MR. GRANT confirmed that the reported differences in the
research are statistically significant and not the result of
chance. He explained that the effects remain small in magnitude
but still meaningful. He illustrated that the change would
resemble an average student moving from the 50th percentile in
academic achievement to about the 48th percentile. He noted that
the shift represents a modest decline but still reflects a
measurable decrease in achievement.
3:50:39 PM
MR. GRANT moved to slide 8, Rural High Schools, which shows
academic attainment data from Oregon and Colorado. He reported
that research on rural high school students came from studies
conducted in Oregon and Colorado. He stated that those studies
showed somewhat more positive academic outcomes compared to K8
results, including small increases in math scores, little to no
change in English language arts performance, higher graduation
rates, and lower dropout rates.
3:51:08 PM
MR. GRANT noted that some studies also identified potential
negative consequences for rural high school students. He
explained that researchers observed increases in student
absences and chronic absenteeism, as well as a decrease in on-
time progression to the next grade level. There was also
increased juvenile criminal activity in areas surrounding
schools. He added that incidents particularly increased on
Thursday nights, which became the first night of the extended
weekend when Friday served as the non-school day.
MR. GRANT discussed two possible explanations for the increase
in absences. He stated that one explanation involves a real
attendance difference because missing one day in a four-day
school week equals 25 percent of the instructional week compared
to 20 percent in a five-day school week. He added that another
explanation may involve measurement differences, such as schools
counting participation in activities like football games
differently, which could cause attendance patterns to appear
worse in the data even if student participation remains similar
3:52:22 PM
CHAIR TOBIN stated that during her own academic experience she
participated in a work-study program during her senior year that
took place on the fifth day of the school week. She asked
whether the research on increased juvenile criminal activity
examined how students spent the fifth day when school was not in
session. She questioned whether students involved in the
incidents simply did not attend school or whether they
participated in supervised activities such as sports, work-study
programs, or other structured responsibilities monitored by
adults. She also asked whether the research included data about
those types of supervised activities.
MR. GRANT responded that the study referenced regarding
increased juvenile criminal activity did not account for how
students spent the fifth day when school was not in session. He
stated that the researchers did not have direct evidence
identifying whether students participated in supervised
activities such as work programs, sports, or other structured
responsibilities during that time. He added that the study
therefore could not determine how those activities may have
influenced the observed outcomes.
3:53:33 PM
MR. GRANT stated that research suggests some negative
consequences of a four-day school week may be mitigated by
providing structured opportunities for students on the fifth
day. He explained that schools and communities can reduce
potential risks by offering supervised activities such as
remedial classes, academic support, clubs, sports, or other
educational programming.
MR. GRANT noted that districts could consider reinvesting some
of the modest cost savings, typically about 1 to 2 percent, into
programming offered on the non-school day. He also emphasized
the importance of partnerships with families and community
organizations to expand opportunities available outside the
school setting.
MR. GRANT added that opportunities for high school students
could include work-study programs or employment experiences. He
concluded that policymakers and school leaders should consider
what structured and developmentally appropriate activities are
available on the fifth day when evaluating whether to adopt a
four-day school week, because stronger programming can help
mitigate potential negative effects.
3:54:41 PM
CHAIR TOBIN asked whether any of the research addressed food
security. She noted that many schools in Alaska qualify as Title
I schools and provide free or reduced-price breakfast and lunch
to students. She asked whether researchers examined how reducing
the school week to four days might affect students' ability to
access those meals.
MR. GRANT stated that although he is not aware of research,
professional literature discusses the issue, particularly
following COVID-19 school closures. It encourages schools to
continue food distribution arrangements developed during
lockdown periods. He stated that districts could consider using
any cost savings from a four-day school week to support health
and social services, including meal access for students who rely
on school-provided nutrition. He emphasized that policymakers
may want to consider both academic and basic needs supports when
evaluating programming on the fifth day.
3:55:54 PM
SENATOR KIEHL said reinvesting potential savings is not why many
districts are considering a four-day school week, nor are they
seeking to improve achievement from it. Rather, they are
attempting to avoid increasing class sizes and closing schools
due to budget pressures. He asked whether the researchers had
any sense of how the magnitude of the educational outcome
declines associated with a four-day school week compares with
the effects of increasing class sizes, such as raising the
pupilteacher ratio by three to five additional students per
classroom. He requested insight into how those impacts might
compare in terms of educational attainment.
MR. GRANT stated that he did not have an immediate comparison
translating the effects of a four-day school week into the
equivalent impact of increased class sizes. He said the research
team could follow up.
MR. GRANT explained that, based on his recollection of the
research, effect sizes associated with increases in the pupil
teacher ratio or larger class sizes generally appear larger than
the effect sizes observed for the four-day school week. He noted
that this suggests a potential tradeoff in which reducing the
school week might produce smaller academic impacts than
significantly increasing class sizes.
MR. GRANT cautioned that the comparison involves some
assumptions because the studies examining four-day school weeks
do not necessarily occur in the same context as studies
examining class size increases. He added that the research team
could provide additional information on effect sizes related to
class size changes and their impact on academic achievement for
further consideration.
3:58:24 PM
CHAIR TOBIN noted that the research showed increased graduation
rates for rural high school students. She asked whether any
studies examined college or career readiness outcomes, such as
SAT or ACT completion, college admission, Armed Services
Vocational Aptitude Battery (ASVAB) participation, or
involvement in career and technical education programs.
3:59:03 PM
MR. GRANT stated that the research team did not identify any
studies examining the impact of the four-day school week on
college or career readiness. He explained that existing research
focuses mainly on academic achievement, standardized test
scores, attendance, chronic absenteeism, grade progression, and
graduation rates rather than outcomes such as college
attendance, standardized college entrance exams, or technical
career preparation.
3:59:52 PM
MR. GRANT moved to slide 9, Key Considerations, and stated that
two main factors influence outcomes in a four-day school week:
[Original punctuation provided.]
Key Considerations
Loss of learning time risks a loss of learning.
Question to ask: How does a schedule switch impact
overall instructional time?
Maintaining activities that foster healthy youth
development on the fifth day is important for
minimizing other negative impacts.
Question to ask: What's available at school, in the
community, and at home for students on the fifth day?
MR. GRANT explained that maintaining total instructional time
remains critical, noting that districts that only meet minimum
time requirements tend to see the most negative academic
outcomes, while those that maintain similar learning time to a
five-day schedule see fewer negative effects.
MR. GRANT added that outcomes also depend on how students spend
the fifth day. He emphasized that providing structured
opportunities through schools, homes, and community programs
helps reduce negative impacts and supports healthy student
development.
4:02:24 PM
SENATOR BJORKMAN observed that the length of the school day
varies widely among schools, with some Alaska schools operating
just over six hours per day and others close to seven and a half
hours in a five-day week. He asked whether the research or
literature review considered how differences in daily
instructional time affect the transition from a five-day to a
four-day school week.
4:03:15 PM
MR. GRANT stated that he was not aware of a study directly
examining differences in daily school length when transitioning
from a five-day to a four-day school week. He explained that
research generally shows schools with more instructional time
tend to achieve better academic outcomes. He added that
districts switching to a four-day school week while maintaining
the same total instructional hours over the school year tend to
avoid negative impacts on academic achievement, which is why
researchers emphasize preserving instructional time.
4:04:18 PM
MR. GRANT moved to slide 10, Other HEDCO 4DSW Resources, and
stated that the HEDCO Institute report on student outcomes
related to the four-day school week is freely available on the
institute's website and encouraged committee members to review
and share it. He explained that the institute also maintains an
interactive database of studies on the four-day school week,
updated with research published through 2025, which allows users
to filter by topics, geography, and school level. He noted that
the database helps identify research relevant to specific policy
questions. He said he would follow up with answers to questions,
including comparisons related to class size impacts.
4:05:28 PM
CHAIR TOBIN found no further questions. She said there is a two-
page document available on BASIS from the HEDCO Institute that
provides additional review of the systemic analysis done on the
12 highest quality studies on the four-day school week. She
encouraged interested Alaskans to read the summary.
4:07:17 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 4:07 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HEDCO Institute - Four-Day School Week Presentation 01.26.2026.pdf |
SEDC 1/26/2026 3:30:00 PM |
Education |
| HEDCO Institute - Rural School Districts Comparison 01.26.2026.pdf |
SEDC 1/26/2026 3:30:00 PM |
Education |