GED WORKSHEET - 3 rd AUG 2026 - READING COMPREHENSION PRACTICE (ANSWERS) The Four - Day School Week: Can Fewer School Days Improve Learning? Read the passage and study the chart before answering the questions. Passage For more than a century, the five - day school week has been the standard schedule in many education systems. However, as schools search for ways to improve student performance, support teachers, and address changing family needs, some communities have begun experimenting with a four - day school week. Under this model, students attend school for four longer days and have one additional day away from regular classes. While supporters believe this approach can create benefits, criti cs argue that it may introduce new challenges. One of the strongest arguments in favour of a four - day school week is the possibility of improved attendance. Supporters argue that when students have an additional day available for appointments, family responsibilities, or personal activities, they m ay b e less likely to miss lessons during regular school days. Some schools that have adopted this schedule have reported fewer abse nces, suggesting that students may spend more time engaged in classroom learning. Supporters also believe that teachers may benefit from the additional planning day. Teaching requires more than classroom instruction; educators must prepare lessons, assess student work, communicate with families, and develop new strategies to support lea rners. Having a dedicated day without students may allow teachers to complete these responsibilities more effectively. Some educators argue that better preparation can improve the quality of instruction students receive. Despite these possible advantages, critics question whether a shorter school week creates more problems than solutions. One major concern is that longer school days may be challenging for students, particularly younger learners. A student who is abl e to fo cus during a traditional six - hour school day may struggle to maintain attention during a longer schedule. Critics argue that simply adding more hours to each day does not necessarily lead to better learning. Another concern involves families. Although some parents appreciate having an extra day for personal activities, others may f ace difficulties arranging childcare. This challenge may be especially significant for families where parents work full - time and ca nnot stay home with their children. In addition, some students depend on schools for meals, technology access, and academic suppor t. Reducing the number of school days may limit access to these important resources. However, education researchers caution against judging the four - day school week based only on the number of days students attend school. They suggest that the quality of implementation plays an important role. Schools that use the additional day f or teache r preparation, student support programmes, or enrichment activities may experience better outcomes than schools that simply remove one day without making adjustments. The effectiveness of a four - day school week may also depend on the needs of the community. A schedule that works well in one district may not work in another. Rural communities, for example, may find the model useful because students sometimes travel long distances to attend school. Other communities may struggle because families require daily childcare support. Ultimately, the four - day school week should not be viewed as either a guaranteed success or a complete failure. Instead, it should be considered a possible educational strategy that requires careful planning, evaluation, and adaptation. Schools must examin e evidence, consider the needs of their students, and determine whether this approach supports their educational goals. Supporting Data: Average Student Absence Rate Before and After a Four - Day School Week School District Before Four - Day Week After Four - Day Week District A 8.5% 6.9% District B 10.2% 8.1% District C 7.8% 7.5% District D 11.0% 9.4% Questi ons 1. What is the main idea of the passage? A. Four - day school weeks reduce costs while giving teachers more planning time. B. Four - day school weeks offer possible advantages, but their success depends on careful implementation. C. Traditional five - day school weeks remain the most effective model for all schools. D. Longer school days improve student learning despite creating challenges. 2. Which statement best describes the author's purpose? A. To encourage schools to replace traditional schedules with four - day weeks. B. To explain the potential benefits and challenges of four - day school weeks. C. To compare attendance rates between rural and urban school districts. D. To demonstrate why longer school days produce stronger academic results. 3. According to the passage, why do supporters believe attendance may improve? A. Students can arrange appointments without missing regular school lessons. B. Teachers provide additional online lessons during the extra day each week. C. Schools reduce homework requirements to encourage daily attendance. D. Families receive greater financial support for transportation to school. 4. What can be inferred about schools that successfully adopt a four - day school week? A. They extend lessons without making other educational changes. B. They reduce academic expectations to match the shorter schedule. C. They plan carefully for how the additional day will be used. D. They focus mainly on lowering operating costs and staff workloads. 5. The word implementation in paragraph 6 most nearly means: A. the careful evaluation of educational results B. the process of putting a plan into practice C. the comparison of different scheduling systems D. the replacement of one policy with another 6. Which statement from the passage BEST supports the critics' concerns? A. Teachers may have more opportunities to prepare effective lessons. B. Several schools reported fewer student absences after the change. C. Longer school days may make it harder for students to remain focused. D. Some communities believe the schedule fits their local circumstances. 7. How does the attendance chart support the supporters' argument? A. It indicates that several districts recorded lower absence rates after the change. B. It demonstrates that all schools experienced significant academic improvement. C. It confirms that teachers became more effective after changing schedules. D. It shows that childcare concerns disappeared in participating districts. 8. Which statement about the attendance chart is accurate? A. District C recorded the largest reduction in student absences. B. District B reported the lowest absence rate after the schedule changed. C. Every district experienced a decrease in absence rates after the change. D. District A had the highest absence rate before the new schedule. 9. Which conclusion is best supported by BOTH the passage and the chart? A. Four - day school weeks consistently improve attendance in every community. B. Attendance may improve under a four - day week, but success depends on other factors. C. Student attendance has little connection to the structure of school schedules. D. Schools should measure success only by reductions in student absences. 10. Why does the author mention rural communities? A. To show that different communities may benefit from different school schedules. B. To argue that rural schools should replace traditional schedules first. C. To explain that students in rural areas achieve higher examination results. D. To suggest that travelling long distances always reduces student attendance. 11. Which statement would the author most likely agree with? A. Every school should adopt a four - day school week as soon as possible. B. Traditional school calendars should remain unchanged in every community. C. Four - day school weeks produce better educational outcomes in most cases. D. Schools should evaluate evidence and local needs before changing schedules. 12. Why does the author present both benefits and disadvantages of a four - day school week? A. To show that the decision depends on evidence and local circumstances. B. To persuade readers that the disadvantages outweigh the possible benefits. C. To demonstrate that researchers cannot evaluate school scheduling fairly. D. To explain that both sides of the debate are equally accurate. ANSWERS 1. B The passage presents both the benefits (better attendance, more teacher planning time) and the drawbacks (longer school days, childcare concerns). It concludes that a four - day week is not automatically successful and must be carefully planned and evaluated Why the others are incorrect: A: Cost savings are not presented as the main focus. C: The author never argues that the traditional schedule is always best. D: The passage says longer days may create challenges, not that they improve learning. 2. B The author presents both supporting and opposing viewpoints without trying to convince readers to choose one side. Why the others are incorrect: A: The author does not encourage all schools to adopt the model. C: Rural and urban comparisons are only one small part of the discussion. D: The passage never claims longer days produce better academic results. 3. A The passage explains that the extra day gives students and families more flexibility for appointments and personal responsibilities, reducing absences. Why the others are incorrect: B: Online lessons are never mentioned. C: Homework reductions are not discussed. D: Financial support for transportation is not mentioned. 4. C The passage states that success depends on the quality of implementation. Schools using the extra day for planning, enrichmen t, or student support are more likely to achieve positive results. Why the others are incorrect: A: The passage says planning matters, not simply extending lessons. B: Lowering academic expectations is never suggested. D: Cost reduction is not identified as the key reason for success. 5. B The passage discusses how the way schools carry out the four - day week affects its success. Therefore, implementation means putting the plan into action. Why the others are incorrect: A: Evaluation happens after implementation. C: Comparison is not the meaning of the word. D: Replacement has a different meaning. 6. C This directly supports the critics' argument that longer days may reduce students' ability to concentrate. Why the others are incorrect: A: This supports supporters, not critics. B: This is evidence in favour of the four - day week. D: This is a neutral statement about community differences. 7. A Each district's absence rate decreased after adopting the four - day schedule, supporting the claim that attendance may improve. Why the others are incorrect: B: The chart does not measure academic achievement. C: Teacher effectiveness is not shown. D: Childcare is not measured by the chart. 8. C All four districts show lower absence percentages after switching to the four - day week. District A: 8.5% → 6.9% District B: 10.2% → 8.1% District C: 7.8% → 7.5% District D: 11.0% → 9.4% Why the others are incorrect: A: District D had the largest decrease (1.6%), not District C (0.3%). B: District A (6.9%) had the lowest absence rate after the change, not District B (8.1%). D: District D (11.0%) had the highest absence rate before the change. 9. B The chart suggests attendance improved, while the passage explains that implementation and community needs also influence success. Why the others are incorrect: A: The passage avoids guaranteeing success. C: The chart suggests there may be a connection. D: The author says schools should consider many factors, not just attendance. 10. A The passage explains that what works well in one community may not work well in another, using rural communities as an example. Why the others are incorrect: B: The author does not argue rural schools should adopt the schedule first. C: Examination results are never discussed. D: The passage mentions travel distance but does not claim it always reduces attendance. 11. D The conclusion states that schools should examine evidence and consider their students' needs before deciding whether a four - day week is appropriate. Why the others are incorrect: A: The author does not recommend the model for every school. C: The author is open to change if appropriate. D: The passage does not claim four - day weeks are usually better. 12. A The author presents both sides to show that the issue is complex. Different schools and communities have different needs, so there is no single solution. Why the others are incorrect: B: The author does not argue that disadvantages outweigh benefits. C: The passage never suggests researchers are unable to evaluate the issue. D: The author does not say both sides are equally correct, only that both perspectives should be considered.