This study proposes a tri-semester educational policy informed by cognitive science theories such as spaced repetition and the forgetting curve to enhance student achievement and workforce readiness. Traditional two-semester systems are critiqued for their extended breaks that disrupt learning continuity. Through a literature review and analytical approach, the paper examines the effects of educational policy and presents the tri-semester model as a strategic response to modern academic and economic demands. The model aims to reduce summer learning loss, improve retention, and balance workloads. It advocates for evidence-based academic calendar reform to close achievement gaps, support lifelong learning, and prepare students for a competitive, technology-driven world. The paper urges policymakers to revise academic calendars in line with cognitive research and international trends to build more sustainable and effective education systems.