Monday, November 18, 2024

AV #279 - Proposal: To bring greater accountability to districts on the four-day school week

 


                   FROM Introduction to #278 and #279 – October newsletter

   In 2024 we have a new understanding of the impact of the four-day school week on our students. (Three recent reports find the four-day week has a negative impact on student outcomes.) The legislature and the Colorado Department of Education must take note. In light of what we have learned, we need to update and perhaps significantly change policies that have allowed this unusual school calendar to grow unchecked for decades.

                                                                             

    The Keystone Policy Center’s report, “Doing Less with Less: How a four-day school week affects student learning and the teacher workforce,”[i] made several recommendations to the Colorado Department of Education. One addressed the way the state approves of districts seeking to convert to the shorter school week and shorter school year. I propose we build on that idea and connect CDE’s approval process to state accountability.

    The Keystone report and recent national research makes us more aware of the potential harm to student achievement due to the shorter school week/shorter school year. (AV #278 focused on the SCHOOL YEAR – as few as 141 days of school – in Colorado districts operating on a four-day week.) Given what we now realize, we should leverage our state’s school accountability system and apply it to the state’s approval of districts seeking to remain on a four-day school week.

   The Education Accountability Act passed in 2009. As implemented by CDE and the State Board, the Act has had profound consequences for education in our state. As it has done for years, CDE continues to commit many resources to support district and school accountability (see https://www.cde.state.co.us/accountability/accountability-resources).


                         

      Can CDE remain neutral on this issue? See Addendum A     

         



   To date, however, I see no connection between the state’s work on accountability and how it reviews requests from any low-performing district (i.e., on Performance Watch) seeking to remain on the shorter week/year.                            

   This needs to change.                                                      

    Such an effort would not assume any judgment about the pros or cons of the four-day school week and shorter school year. It would begin with evidence of unsatisfactory student outcomes—as revealed by the School Performance Framework—and proceed from there. Done respectfully and thoughtfully, such an effort can help a number of rural communities explore whether the shorter week/year is a factor when their achievement and growth scores are disappointing. It can also help these communities consider new options.[ii]

    My specific proposal addresses CDE’s “Annual Request from districts on Performance Watch.”


Building on a recommendation from the Keystone report – more rigor

Initial Application

   The Keystone report stated:

CDE should create a rigorous process for state approval of four-day school weeks, with the core question being whether this change will improve student outcomes. The process should not, as is currently the case, be a rubber stamp without a review of the impacts on student learning.

    A sensible first step. Addendum B shows that the initial application does indeed look like a “rubber stamp” process. There I show that the Office of Field Services at CDE does not recall ever denying a district application for the shorter week and school year. Given all we have learned recently about the impact the four-day week on student achievement, it makes sense to create a “rigorous process” before a district is allowed to take this step.

 

Ongoing Annual Applications

 

   But what about the roughly 120 districts that have already received the state’s approval to operate on a shorter school year? CDE expects them “to submit a request for approval on an annual basis.”

 

Annual Request for Approval

School districts operating on a reduced academic calendar (less than 160 scheduled days per school year) are required to submit a request for approval

 on an annual basis ….

https://www.cde.state.co.us/cdeedserv/reducedacademiccalendar_approval

 

  Nothing in this process calls on a district to evaluate whether the shorter week/year is proving helpful or harmful to student achievement and growth.    

   The Keystone report asks us to consider if there might be a correlation, or even a cause and effect, between the district’s calendar and unsatisfactory achievement and/or growth scores. I believe the state needs to require districts on Performance Watch to confront this possibility.

   The Department of Education lacks the resources to impose “a rigorous process” for all 120 districts with their annual applications. So I propose CDE focus such a process on a limited number of districts, those -

a) operating on a four-day week AND

b) on the accountability system’s Performance Watch for more than one year.

 

Annual Request from districts on Performance Watch

 

   CDE already has “a process” for any district accredited with a Priority Improvement or Turnaround Plan wishing to remain on a four-day school week, but it is all pro forma. These districts merely need to “submit additional documentation to the Field Services office.”    

 

At the Colorado Department or Education, under “Annual Request for Approval,” we see this:

 

Process for Districts that are on Performance Watch

 (Priority Improvement, Turnaround or On Watch, years 0+)

“In addition to submitting the reduced academic calendar application through Data Pipeline, districts on Performance Watch that are submitting a district-wide application for all schools within the district to be on a reduced academic calendar need to submit the following additional information: 

·        A copy of their respective school calendars

·        Any applicable schedules, including building class schedules, assembly schedules and/or bell schedule including lunch time interval

·        A copy of their professional development calendar if not included in the overall school calendar

“CDE will review the additional materials for the use and prioritization of instructional time. The executive director of Field Services and the Associate Commissioner of School Quality and Support must recommend approval of the application before it is forwarded to the commissioner for consideration.”

District Wide Performance Watch – Reduced Academic Calendar Form

https://www.cde.state.co.us/reducedacademiccalendar-approvalrequestform

 

   Unfortunately, this too appears to be a “rubber stamp” process. More details in Addendum C.

 

For more rigor in the “Annual Request for Approval,” tie it to accountability 

   I believe it is consistent with the state’s accountability process for CDE to make sure that districts on the four-day week and on Performance Watch re-examine their annual calendar. The steps taken would not assume that the four-day school week is a principal cause of the achievement and/or growth scores that place these districts on Performance Watch. But they would ensure that the question is asked and studied. It would create a new level of rigor in the “Annual Request for Approval” process. The state would only grant a district permission to continue on the shorter week/shorter school year provided it makes a strong rationale for doing do. No more rubber stamp approvals.

 

Where to begin – 7 districts on a four-day week and on Performance Watch

 

   2022: Of 11 districts in Colorado on Performance Watch, 7 operated on a four-day school week.

   2023: Of 19 districts on Performance Watch, 16 were on a four-day week.

   2024: Of 11 districts on Performance Watch, 8 were on a four-day week. (Based on the Preliminary District Frameworks released in September.)

   Of the 8 four-day districts on Performance Watch in the fall of 2024, let’s consider the 7 rated on Priority Improvement or Turnaround for at least two straight years.

   Each district has a different context and history; the socio-economic makeup of their student populations will differ; the factors behind their being on Performance Watch will differ. Fort Morgan has seven K-12 schools and over 3,400 students; Centennial has one school building serving all 180 K-12 students.

   Nevertheless, all seven districts share one trait: a shorter week and a shorter school year. And so it would make sense for CDE’s renewal process to include a focus on this one common factor.

 

  7 districts on Priority Improvement or Turnaround for two years or more[iii]

 

2023

 

2024

District / # of students (2023-24)

Accreditation*

Pts.  earned

Accreditation*

Pts. earned

Year on clock

Fort Morgan   (3,427)

Priority Improvement

41.6

Priority Improvement

42.6

2

Center 26 JT  (606)

Priority Improvement

42.3

Turnaround Plan**

42.3

2

East Otero R-1  (1,326)

Turnaround Plan**

38.6

Priority Improvement

42.0

2

Hanover 28  (271)

Priority Improvement**

45.1

Turnaround Plan**

40.2

2

Centennial RE-1  (187)

Priority Improvement

39.9

Turnaround Plan**

39.9

2

Deer Trail 26 J  (361)

Turnaround Plan**

41.5

Priority Improvement

37.8

2

Las Animas RE-1  (956)

Priority Improvement

35.7

Priority Improvement

36.6

3

*Most often a rating of 34.0 - 43.9% leads to a district being Accredited with Priority Improvement Plan.

**Decreased due to Low Participation. 

    The academic achievement in all seven districts warrants a careful review before they receive permission to continue with their shorter school week and shorter school year. Addendum D provides a snapshot of recent results: 2024 CMAS and SAT scores.

   To return to the theme of AV #278, district calendars indicate that 6 of the 7 provide fewer than 150 student-contact days.

 

 

Student contact days -   from district calendars*

District / # of students (2023-24)

 

Fort Morgan  (3,427)

151

Center 26 JT  (606)

147

East Otero R-1  (1,326)

7-12: 143   K-6: 141

Hanover 28  (271)

146

Centennial RE-1  (187)

147

Deer Trail 26 J  (361)

144

Las Animas RE-1  (956)

143

Average # of student contact days

145.7

*Most data from 2024-25 calendars at district websites; from Center and Hanover via phone call.


    At present the state asks remarkably little of districts on Performance Watch when they apply each year to remain on a “reduced calendar.” I propose that CDE “raise the bar” for the annual renewal process, beginning with the seven districts above.

                                                                                                               **


Addendum A

Can the Colorado Department of Education remain neutral on the four-day school week?

   My proposal asks the Colorado Department of Education to acknowledge what “Doing Less with Less” and other recent studies tell us: that we have good reason to be cautious about enabling ever more Colorado districts to choose to reduce the school week and the school year.

   I use “enable” on purpose. As AV #278 showed, CDE’s policy has allowed the number of districts operating on a four-day week to double over 20 years, from 40 in 1994 to 80 in 2014. The pace has quickened since then: over the past decade, another 40 districts converted to the shorter week/year. Granted, not an addiction, but unchecked. No guardrails.  

   A state department committed to stronger student achievement and growth cannot be neutral when districts choose a calendar that might do damage to both.

CDE - “doesn’t take a position” and “neutrality”

That was then: From The Colorado Sun, August 2019. Is this still the case?

   The Colorado Department of Education doesn’t take a position on whether schools should attend school for five days or four. Students just have to hit a certain number of classroom hours in the year, ranging from 900 hours for full-day kindergarten to 1,080 hours for secondary students. “If they want a school calendar of less than 160 days, however they want to fit that in is OK,” said Jeremy Meyer, a spokesman for the department.                                                                                             

   “What suffers?” Lawmakers aren’t sure.

   The neutrality of the state Department of Education, coupled with a constitution that limits the state’s ability to dictate school policy at the local level, has created an unusual dynamic at the General Assembly.

   On the one hand, many agree that the overall trend is bad. On the other, it’s not clear that it’s a problem in every case — and to the extent that it is, the legislature is limited by the state constitution in how it can respond. School districts are granted local control over most of their operations, including the school calendar.[iv]         (Emphasis mine) 

And now?

   Five years later, given what we now know, this must change. My proposal does not insist that CDE “take a position.” But what we know today means it is unconscionable to act as we have done for 30 years. We have no guidelines to check the growth of Colorado districts and schools operating on a shorter week and a shorter year. We have proceeded as if the reduced calendar would do no harm to student outcomes. Who can say that now? We must set a new course. 


Addendum B

CDE - Annual Request for Approval

Question: Should there be more expected of districts making their annual request to have their reduced calendar approved by the Colorado Department to Education?

I have asked if any of these annual applications have been denied by CDE. 


From CDE: Status of Reduced Academic Calendar Approvals in Colorado                       https://www.cde.state.co.us/cdeedserv/reducedacademiccalendar 

             Annual Request for Approval – Submitting a Request for Approval 

“School districts operating on a reduced academic calendar (less than 160 scheduled days per school year) are required to submit a request for approval on an annual basis. The requests are submitted by the school district via the Directory in Data Pipeline in May of each year, to be approved for implementation for the following school year.  Districts requesting approval are not obligated to follow their proposed calendar if their local planning is not finalized.” https://www.cde.state.co.us/cdeedserv/reducedacademiccalendar_approval 

**

2009 – “Some wouldn’t trade a 4-day week,” The Denver Post, by Michael Booth (April 5, 2009).

Booth spoke with Ken Turner, deputy commissioner of CDE.

“His office nominally approves and rarely denies four-day applications, so long as minimum instruction hours are filled.”

2020  – email exchange –

From me: “I wonder if there is information you can share on the number of districts that have applied that are not given permission to go this route …  just the number each of the past four or five years.”

Email from Jhon Penn, Executive Director, Office of Field Services –

In response to your question, all of the districts that applied for permission to operate on a calendar of less than 160 days (commonly called a four day school week) were granted permission.”

2024 – email from Christina Monaco, Executive Director, Field Services and Supports – 

I am not aware of any districts being denied a reduced calendar application. You referenced an email from Jhon Penn from 2020 and I have been a part the process since 2020, and we have not denied any subsequent requests over the past 4 years.”

 


Addendum C 

Q & A with CDE 

Email - Aug. 15, 2024 - from Christina Monaco, Executive Director, Field Services and Supports

For any district that applies for a reduced calendar application AND is on performance watch (Priority Improvement or Turnaround rating on their DPF), we collect the additional documents via the form link you included in your email (annually, not initially). 

-            Field Services (in collaboration with other offices) examines all documents that are submitted from the PI/T applications and counts the instructional days and then calculates instructional time for all school levels to verify that the schedules submitted meet the minimum instructional time requirements.  

-            Once we have reviewed and verified their documents, we send the entire list and accompanying resources/docs to the commissioner for final review and approval. Once approved by the commissioner, I send approval letters to district superintendents, usually in mid-June for the following school year.

Email – Feb. 28, 2020 – from Jhon Penn, Executive Director, Office of Field Services

Here is a listing of those districts that were either Accredited with Priority Improvement Plan or Accredited with Turnaround Plan that were approved: 

·       For 2019-2020 – Aguilar, Deer Trail (based upon 2018 District Performance Framework)

·       For 2018-2019 - Aguilar, Karval, East Otero, South Conejos (based upon 2017 District Performance Framework)

·       For 2017-2018 – Aguilar, Huerfano (based upon 2016 District Performance Framework)

·       For 2016-2017 – There were no 2015 district performance frameworks produced due to state assessment transition therefore the 2014 district performance framework designation was carried forward for approval consideration.  Aguilar (based upon 2014 District Performance Framework).

·       For 2015-2016 – Aguilar (based upon 2014 District Performance Framework) 

 

Addendum D – 7 districts on Performance Watch - CMAS and SAT scores – 2024 

          % Met/Exceeded Expectations

 

Grade 4

Grade 8

Grade 4

Grade 8

 

Reading/Writing

Math

STATE

42.0%

42.8%

34.1%

32.5%

Centennial*

All grades - 10.8%

All grades – 4.6%

Hanover*

All grades – 18.6%

All grades- 9.8%

Las Animas

31.4%

11.5%

14.3%

-

Deer Trail

21.7%

-

26.1%

-

Center 27J

32.4%

26.1%

8.1%

10.6%

East Otero

16.8%

5.8%

13.7%

-

Fort Morgan

17.9%

26.8%

24.5%

16.0%

 

In YELLOW, scores 16 – 29 % pts. below state average.

    *Given the # of students p/grade in these two small districts, here is the overall average for grades 3-8.                                                        https://www.cde.state.co.us/assessment/cmas-dataandresults-2024

                                                        No score means N < 16


 

 

SAT

Reading/Writing

 

Met/Exceeded 

Expectations

SAT

Math

 

Met/Exceeded

Expectations

 

Mean Scale Score

Mean Scale Score

STATE

500

57.6%

477

31.1%

Hanover

444

30.0%.

424

-

Deer Trail

443

30.4%

407

-

East Otero

441

30.1%

411

9.6%

Las Animas

428

37.3%

403

5.9%

Fort Morgan

419

28.6%

401

8.2%

Center 27J

408

23.3%

393

-

Centennial

-

-

-

-

 

65-92 pts. below state average

 

50-84 pts. below state average

 





















   https://www.cde.state.co.us/assessment/sat-psat-data

                    No score means N < 16

 

    We all know that CMAS and SAT scores tell us only so much about the teaching and learning taking place in these seven districts. But I trust we agree such data tells us something meaningful. The test results are a major reason why these districts are all on Performance Watch.

   Moreover, these scores invite the question (and the theme of AV #278): if this is how students perform when we only offer them 146 days of school, isn’t it our responsibility to provide them (and all Colorado students) many more days of school? Why not at least 160 days of school?


Endnotes


[i]Colorado made kindergarten a priority. But when it comes to four-day school weeks, lawmakers don’t see a problem,” The Colorado Sun, by Brian Eason, Aug. 29, 2019,  https://coloradosun.com/2019/08/29/four-day-schools-politics.

[ii] One of these might include maintaining the four-day week, but extending the school year well into June, as we see in the Lake County School District. Several years ago it chose to go to the four-day school week structure, but created a calendar that ensured students had over 160 days of school. Their 2024-25 school year is 162 days, from August 12 to June 19 (https://www.lakecountyschools.net/wp-content/uploads/2024/07/2024-2025-LCSD-Calendar-Final-Updated-7.9.24.pdf). Kate Bartlett, Lake County’s superintendent, told me that seven months of community engagement led to this plan.

[iii] CDE - District and School Performance Framework Results. http://www.cde.state.co.us/accountability/performanceframeworkresults

[iv]  “Doing Less with Less: How a four-day school week affects student learning and the teacher workforce,” Keystone Policy Center, by Gottlieb, Lagana, and Schoales. Aug. 2024, https://www.keystone.org/doing-less-with-less-how-a-four-day-school-week-affects-student-learning-and-the-teacher-workforce/