To the Members of the Jefferson County Public Schools Board of Education,

We, the undersigned parents, educators, students, and community members of Jefferson County, Kentucky, respectfully petition the Board to consider and adopt a four-day school week beginning with the 2026–2027 school year in response to the district’s documented financial shortfall and persistent teacher retention challenges.

CONTEXT AND URGENCY

Jefferson County Public Schools (JCPS) currently operates with an annual budget of approximately $1.802 billion. For the 2026–2027 school year, the district must identify $142 million in savings to continue operating without reductions to essential services.

This shortfall represents approximately 7.9% of the district’s total operating budget:

$142,000,000 ÷ $1,802,000,000 ≈ 7.88%

A deficit of this magnitude cannot be addressed through minor efficiencies alone and requires system-level, strategic changes that preserve instructional quality while reducing operational strain. Transitioning from a five-day instructional week to a four-day school week is one evidence-informed option increasingly used by districts facing similar fiscal and staffing pressures nationwide.

ADVANTAGES OF A FOUR-DAY SCHOOL WEEK

1. Meaningful Contribution to Budget Stabilization
Districts operating four-day school weeks report operational savings in multiple areas, including transportation, utilities, food service, and substitute staffing. While a four-day week is not expected to single-handedly resolve a 7.9% budget gap, even modest percentage savings can equate to millions of dollars in a district with a $1.802 billion budget, helping JCPS avoid more disruptive measures such as program cuts, increased class sizes, or staff layoffs.

2. Teacher Retention, Recruitment, and Workforce Stability
Teacher burnout and turnover continue to threaten district stability. National surveys show that teachers are the strongest supporters of four-day school weeks, often citing improved work-life balance. An additional non-instructional weekday allows educators time for planning, grading, professional development, and personal responsibilities, reducing burnout and serving as a non-financial incentive in a competitive labor market. Improved retention also reduces costs associated with recruitment, onboarding, and substitute coverage.

3. Improved Morale and Satisfaction Among Stakeholders
Research and district surveys indicate high satisfaction levels among teachers, students, and families in four-day week districts. Families value increased flexibility for appointments, childcare coordination, and family engagement, while students—particularly at the secondary level—frequently report strong preference for the schedule.

4. Positive School Climate and Student Behavior
Some studies associate four-day school weeks with reductions in disciplinary incidents, including bullying and fighting. Improved student rest and reduced fatigue may contribute to better behavior and overall school climate, supporting learning environments even when instructional time is redistributed.

5. Attendance and Student Well-Being Benefits
Four-day schedules can reduce instructional time lost to appointments and travel, as families may use the non-school day for obligations typically handled during the week. Additional rest may also support student mental health and sleep, both of which are linked to engagement and behavior.

6. Flexible Use of the Non-Instructional Day

The fifth weekday can be used flexibly to extend student and family supports without expanding the traditional instructional calendar. Districts may offer optional tutoring, voluntary enrichment programs, targeted intervention services, mental health supports, and structured community outreach or service-learning opportunities that allow students to engage in meaningful, real-world experiences. These programs are often voluntary and frequently delivered in partnership with community organizations, making them significantly less costly than operating a full instructional day. The fifth day can also be leveraged for meaningful family engagement opportunities, strengthening school–home connections while maximizing existing resources.

7. Alignment With National Trends and Fiscal Realities
The number of U.S. school districts using four-day school weeks has grown steadily over the past decade, particularly following economic downturns and post-pandemic staffing shortages. While still not the national norm, this approach reflects districts’ efforts to respond creatively to budgetary pressures and workforce challenges.

ADDRESSING ACADEMIC CONCERNS

We acknowledge that peer-reviewed research on academic outcomes is mixed. Some studies report modest declines in certain areas, particularly secondary mathematics, while others find neutral effects when total instructional time is preserved. Importantly, research consistently emphasizes that implementation quality matters. Districts that maintain instructional minutes, protect core academic content, and monitor outcomes can mitigate potential risks to student achievement.

REQUEST TO THE JCPS BOARD

We respectfully request that JCPS:

Conduct a formal cost-benefit analysis examining how a four-day week could offset part of the 7.9% budget shortfall.
Establish a stakeholder task force including educators, families, administrators, and community partners.
Pilot a four-day school week in select schools or regions during the 2026–2027 school year.
Ensure equity protections, including access to meals, childcare partnerships, and optional enrichment services.
Evaluate outcomes annually, including financial impact, teacher retention, attendance, behavior, and academic performance.

CONCLUSION

Facing the challenge of closing a **$142 million gap—nearly 8% of a $1.802 billion budget—**JCPS must consider innovative, data-informed solutions that protect both fiscal stability and educational quality. A carefully designed four-day school week offers potential benefits beyond cost savings, including improved teacher retention, enhanced school climate, and greater flexibility for families and students.

We urge the Jefferson County Public Schools Board to seriously explore this option in the interest of long-term sustainability and community well-being.

Respectfully submitted,
The Undersigned Supporters

References

Education Week. (2024, January 23). The popularity of 4-day school weeks, in charts.
https://www.edweek.org/leadership/the-popularity-of-4-day-school-weeks-in-charts/2024/01

NWEA. (2025). What the research tells us about four-day school weeks.
https://www.nwea.org/blog/2025/what-the-research-tells-us-about-four-day-school-weeks/

Thompson, P. N., Ward, J., & Dills, A. (2022). Impacts of the four-day school week on high school achievement. Economics of Education Review, 91, 102327.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9642983/