More parents of students in the Glenville-Emmons School District indicated their support of going with a four-day school week than those who disagreed with it, according to the results of a survey sent out this month to families in the district.

The survey, accompanied by a letter from Superintendent Mark Roubinek explaining the option of a four-day school week, asked families to indicate whether they strongly support, support, are neutral, disagree or strongly disagree with the possible change.

The consideration of going to a four-day school week comes at a time of declining enrollment, increasing costs and lower tax revenues. The superintendent said in the letter that the school district will be facing a large budget deficit next year — a more than $200,000 shortfall.

There were 220 letters sent out, and the school district got back 47, or about 20 percent, Roubinek said.

Parents not supportive of the four-day option indicated concerns such as a longer day for younger students, bus routes starting earlier and ending later and a longer school day with activities at night, he said. There were also some child-care concerns.

Supportive parents indicated that going to a four-day week would be a way for the district to be more financially healthy.

Roubinek said Glenville-Emmons school board members reviewed the surveys during their Monday meeting and decided they will continue to gather information about the budget ramifications of going to a four-day school week, along with what other services or options might have to be sacrificed if the district sticks with a five-day week.

He said none of the six board members were outspoken against looking at the four-day option and that there was a “neutrality to interest.”

“Nobody said we need to pull it off the table now,” he said.

The superintendent will put together two different budget proposals to present to the board, basically a four-day-week proposal and five-day-week proposal.

A budget without a four-day week might have cuts to para-educator support, electives and class sizes, to name a few services, he said.

Services provided by the district also might have to be taken on by alternative sources such as community education or other community groups.