Four-Day School Week:Policy for Developing Rural Education in the United States
Four-Day School Week is an important policy initiative in the United States to address issues related to educational resources and the environment in rural areas.This policy originated in the 1930s and mainly focused on saving funds for rural education during its development.In recent years,its role as a consumption pattern of compensation has become prominent in attracting and retaining rural teachers.Policymakers of Four-Day School Week issue policy regulations to clarify implementation requirements,while policy implementers form differentiated implementation approaches based on local resources.Af-ter policy implementation,policymakers and implementers need to conduct policy evalua-tions targeting teachers and students.The effectiveness of this policy is mainly reflected in saving funds,adjusting the funding structure to ensure teachers'salaries,improving the work environment to attract and retain teachers,and motivating teachers to promote student development.However,this policy has sparked numerous controversies regarding its imple-mentation effectiveness and impact on teachers and students.From the perspective of con-sumption pattern of compensation,this study analyzes the experience and insights of Four-Day School Week in promoting the development of rural teachers and rural education through coordinated efforts in terms of teachers'salaries and work environment.
United Statesrural educationrural education policyFour-Day School Weekconsumption pattern of compensation
万方数据
维普
