Abstract
The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collected data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.
Department(s)
Counseling Leadership and Special Education
Document Type
Article
DOI
https://doi.org/10.35608/ruraled.v40i1.529
Rights Information
This work is licensed under a CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/) license.
Publication Date
1-1-2019
Recommended Citation
Turner, Jon, Kim Finch, and Ximena Uribe-Zarain. "Three Midwest Rural School Districts' First Year Transition to the Four Day School Week: Parents' Perspectives." Rural Educator 40, no. 1 (2019): 1-15.
Journal Title
The Rural Educator
