This may seem like common sense to many of us, but school districts in rural Oklahoma and Colorado are just now jumping on the bandwagon: less school apparently leads to greater student success.
Four-day weeks have been implemented in many small schools, undoubtedly eliminating the time spent on needless political and ideological indoctrination and placing the focus back on academics, forcing parents to spend an extra day with their children and fostering better relationships that, of course, result in happier, brighter, more receptive children.
This doesn’t take into account the benefit to teachers of having a four-day work week. Good teachers (you know, the ones that aren’t degenerates or pedophiles) often experience burnout after very little time within public schools, due to the long hours, unnecessary busywork, “character education” (i.e., brainwashing under the guise of “acceptance,” and of course, teachers’ unions, which do little to actually help teachers and a whole lot to help the Democratic Party.
Of course, as the push for four-day school weeks moves toward urban centers, there will be backlash, as parents who work will have to coordinate child care, or leave children unattended. Of course, teachers’ unions lobby for more money in spite of the shorter weeks (higher salaries for teachers equate with higher union dues paid to them).
Shorter weeks? Longer hours? “Better teachers” through higher pay? Year-round school? Distance education? There are many questions related to improving public schools and increasing student performance, but after the research, the debate, and the experimentation, the conclusion often arrived at is this: the public school system is inherently flawed, and no amount of corrective measures will make it adequate.