After long deliberations, the Florence-Carlton school district in Ravalli County opted for a four-day school week, joining many smaller Montana districts. The decision aims to tackle staffing shortages, worsened by the end of pandemic funding and a drop in student enrollment by 50 this school year. Florence, a rural town facing competition from nearby districts with higher teacher salaries, sees the shortened week as a potential tool to recruit and retain staff and provide families with more time together.
A survey indicated 51% of local parents favored the four-day school week. The board approved the new model in January, leading to extended school days by 45 minutes, with schools closed on Fridays starting this fall. However, the transition faced strong opposition, with parents filing complaints and even a lawsuit. Concerns about students falling behind academically have driven some parents to either transfer their children to other districts or consider homeschooling.
Board chair Matthew Roth noted the sudden community involvement, stating, “Ninety-nine percent of the people in this room have not been to a meeting that I’ve seen.” This controversy highlights a broader debate about four-day weeks as nearly 40% of Montana districts have adopted this model. Despite the growing trend, studies, like one from the University of Montana, reveal negative impacts on student outcomes, including lower math and reading proficiency.
Parental concerns echo findings from the Montana Office of Public Instruction’s commissioned study, which highlights potential academic drawbacks of the four-day week. Although proponents argue it helps with teacher recruitment, research shows that costs remain high, with teacher retention better in five-day models. In response, some parents are preparing for Fridays with alternative education plans, such as purchasing supplemental curricula and organizing community childcare solutions.
Nationwide, the shift to four-day weeks continues, yet some states like Idaho are implementing policies to ensure minimum instructional days. The debate in Florence reflects broader questions about balancing educational quality with logistical and financial challenges.
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