KELLOGG – After two successful years, it appears the four-day school week is here to stay in the Kellogg School District. 

The first two years of the reduced schedule were approved as a “pilot schedule,” allowing the district time to collect data and determine whether the change was meeting its goals. 

Earlier this year, the Kellogg School District Board of Trustees approved its 2026-27 calendar, which includes the four-day schedule. Unlike the previous year, when trustees held a specific vote to continue the pilot program, the new calendar was approved with the four-day week already incorporated. 

Board Chair Alexa Griffin said the schedule is not necessarily permanent, but it remains the district’s preferred model for the foreseeable future unless evidence shows it is having a negative impact. 

“Our tracking data has shown consistent improvements in attendance, scores, and costs, so this is our plan moving forward,” Griffin said. “School districts, especially smaller, more rural ones like ours, always need to be ready for any change, especially if it fits our students’, families’, and communities’ needs. We will always be paying attention to what’s going on at the local level.” 

When trustees approved the switch to a four-day school week in 2024, the move was driven largely by efforts to recruit and retain teachers, reduce staff burnout, and improve attendance. District leaders pointed to growing competition from neighboring districts with similar schedules and the need to provide additional time for teacher planning and professional development. 

Officials also cited chronic attendance challenges and the potential for increased funding tied to average daily attendance. Community and staff support remained strong throughout the transition, with surveys conducted before the change and after the first year showing high levels of approval for the reduced schedule. 

Parents have also embraced the change. 

Julie James, who has children in both the Kellogg and Wallace school districts, said she wishes all of her children were on a four-day schedule. 

"We love it," she said. "I think the four-day week really benefits my kids. My son, in particular, seems to feel less pressure and is getting much better grades. I also love the way the schedule works for sports and long weekends." 

Superintendent Lance Pearson said district data shows academic gains across multiple grade levels. 

According to Pearson, kindergarten reading proficiency reached 81% districtwide, while Canyon Elementary reported 100% reading proficiency among kindergarten and first-grade students by the end of the school year. 

Middle school benchmark assessments showed a 15% increase in students meeting math targets from fall to spring, while the number of students requiring intensive intervention declined. 

At Kellogg High School, 11th-grade math proficiency increased 12%, while science proficiency rose 15% from the previous year. 

Attendance data has also improved. 

According to the Idaho Report Card, chronic absenteeism in the district reached an all-time low. Chronic absenteeism is generally defined as missing 10% or more of the school year for any reason. In a typical 180-day school year, that equates to about 18 days, or roughly two days per month. The measure includes excused absences, unexcused absences, and suspensions. 

In Idaho, where school funding is based on average daily attendance, getting students into classrooms affects both learning outcomes and district funding. 

The most recent Idaho Report Card data showed a chronic absenteeism rate of 27.5% in Kellogg during the 2023-24 school year. That figure dropped to 0.7% in 2024-25, the district’s first year operating on a four-day schedule. 

Attendance has increased in each of the district’s four buildings. Last summer, Pearson reported overall attendance was up 5% districtwide following the first year of the reduced schedule. 

Staff retention also improved after the transition. Following the first year of the four-day week, retention increased by 50%, a trend Pearson believes will continue. 

“These numbers tell us that our schedules are working and our students are growing,” he said. “The combination of happy staff, steady attendance, and improving test scores will give the board positive feedback to look at as they discuss the long-term future of the school calendar.”