According to data compiled by the LaSalle Parish School System, the district’s new four-day school week is paying huge dividends on employee morale.

LaSalle School Superintendent Jon Garrett revealed data from a recent system-wide employee survey last week during the LaSalle Parish School Board’s (LSPB) Education Committee meeting, noting that 95% of employees say their morale has been significantly increased or somewhat increased with the four-day school week.

An assessment of the four-day week was included as part of the Board’s decision to change from a five-day week to a four-day week back in April. This is the first assessment to be done since school started and it focused on employee morale, student productivity, how well the system did in transitioning from five to four-day weeks and employee attendance. At least one other assessment will be held at the end of the school year.

“This is just how the teachers feel right now,” Superintendent Garrett said, “but the proof is in the pudding (referring to end of year testing results).”

During the survey conducted in recent weeks, teachers were asked to rate the impact of the four-day week on teacher morale.

“In that question, 71% said morale was significantly increased, 24% said it was somewhat of an increase, 3% said no change, 2% said somewhat of a decrease and 0% said significant decrease,” he said. “When you combine the first two, that shows that 95% say their morale has increased with the four-day school week.”

On the question of “how would you rate our transition to a four-day work week?” the results showed 49% said it was an extremely easy transition, 32% a somewhat easy transition, 14% neither easy nor difficult, 3% somewhat difficult and 2% extremely difficult.

On the question of how the teachers would rate the new four-day week on student productivity in their classrooms, 22% said students have shown a significant increase in productivity, 46% somewhat of an increase, 32% no change, and 0% said somewhat of a decrease or significant decrease.

Based upon the results of this mid-year survey, Garrett said the change from a five to four-day school week is “promising.”

“But again, this is more of a ‘how you feel’ survey,” he said. “We’ll be able to have better understanding of the impact to student performance after the end of the year.”

One area of the assessment that wasn’t based upon employee feelings was when attendance numbers were examined. The assessment looked at employee attendance and student attendance during the first five months of the school year.

“During the 2021-22 school year, employee attendance was at 95%,” the Superintendent noted. “Last year, during the 2022-23 school year, employee attendance was 93%. So far this year, we’re at 95%. Up from last year but back to the level of two years ago.”

For students, the attendance average is slightly up from last year so far this year, despite the fact that during the last two months many students have fallen ill with the flu, strep throat, covid and other issues, according to Garrett.

During the 2021-22 school year, LaSalle’s student average attendance was 94.3%. During the 2022-23 school year, that average decreased to 92.1%. For the first five months of this school year, the average is 92.7%.

“We are basically at the state average regarding student attendance but we have set a goal to be at 93 or higher by the end of the year,” Garrett said. “When you look at all things, it’s a promising sign for us.”

Student Performance Scores Examined

Also at the Education Committee meeting December 19, Garrett reviewed the 2022-2023 student performance scores from LEAP testing in grades third through high school. (Numbers quoted reflect percentages of students who scored Mastery or Advanced.)

“Some bright spots include the students’ performance in grades 3-8 in math,” he said. “Last year’s scores were very impressive – up from the previous year and 13 points higher than the state average. No one is satisfied though as we want to continue to grow.”

He also noted that 3-8 English, Language, Arts (ELA) scores are five points above the state average and science is also five points above the state average. Social Studies was six points above the state average.

A look at the data showed the LaSalle Parish School District with the following numbers: 3-8 ELA: 2020/21 – 46; 2021/22 – 50; 2022/23 – 47.

3-8 Math: 2020/21 – 34; 2021/22 – 41; 2022/23 – 44.

3-8 Science: 2020/21 – 28; 2021/22 – 32; 2022/23 – 33.

3-8 Social Studies: 2020/21 – 31; 2021/22 – 26; 2022/23 – 32.

3-8 All Subjects: 2020/21 – 35; 2021/22 – 36; 2022/23 – 38.

The Superintendent said that the scores ranked LaSalle as the 13th highest rated school district in the state among 3-8 grade scores.

Examining the data from the high school scores, Garrett noted that English 1 scores are even with the state average, English 2 scores are seven points below the state average, Algebra I scores are four points below the state average, Geometry scores are 17 points below the state average, Biology scores are five points below the state average and U.S. History scores are five points below the state average.

A look at the data showed the LaSalle Parish School District with the following numbers:

9-12 English 1: 2020/21 – 38;

2021/22 – 43; 2022/23 – 43.

9-12 English II: 2020/21 – 47;

2021/22 – 40; 2022/23 – 40.

9-12 Algebra I: 2020/21 – 21;

2021/22 – 33; 2022/23 – 35.

9-12 Geometry: 2020/21 – 18;

2021/22 – 8; 2022/23 – 14.

9-12 Biology: 2020/21 – 29;

2021/22 – 19; 2022/23 – 23.

9-12 U.S. History: 2020/21 – 31; 2021/22 – 24; 2022/23 – 22.

9-12 All Subjects: 2020/21 – 32;

2021/22 – 28; 2022/23 – 29.

Garrett also examined the ACT performance scores, which showed a slight decline from last year.

In 2020-21, the parish average was 17.8, in 2021-22, the parish average was 18.7 and in 2022-23, the parish average was 18.2. The state average for last year was 18.4.

Education Committee Chairperson Deborah Mayo pointed out that one of the issues with the lower scores in the high school has to do with teacher retention.

“Teacher retention is not the same (in high school) as it is in elementary,” she said. “I know it’s not an excuse but it does impact (the scores).”

Secondary Supervisor Tish Taylor agreed, noting that many changes have been made to combat the issues regarding test scores at the high school level.

“We won’t use that as an excuse,” she said. “We’re doing some things to attack that issue.”

Superintendent Garrett said that many plans and courses of action have been implemented and continue to be implemented as the system works to improve all student scores from the third grade to the high school level.