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Parents and teachers urge Francis Howell board to preserve full‑day early childhood program
Summary
Multiple parents and teachers urged the Francis Howell R‑III Board on Nov. 20 to maintain full‑day early childhood programming, citing student readiness, family access and the program’s contribution of more than $1 million in tuition and fees.
Parents, teachers and district staff urged the Francis Howell R‑III Board of Education on Nov. 20 to preserve the district’s full‑day early childhood program amid budget pressure and shifting program capacity.
Several speakers during the patron comment portion described the program as a critical entry point for families and said it measurably improves academic and social readiness. Catherine, a Henderson parent and vice president of the nonprofit PALS, said Francis Howell families choose the district’s full‑day option despite it being “40–200% more expensive than the other districts” when hours are accounted for, noting 106 children remain enrolled and the program generates “over $1,000,000 in tuition and supply fees.”
Amanda Harrison, a kindergarten teacher at Independence Elementary, described classroom evidence that children who attend the district’s full‑day early childhood programs arrive better prepared: “The full‑day program ensures that these kids are able to meet these expectations that are set for them,” she said, citing kindergarten assessment data reported to DESE. Sarah Simpson, whose child graduated from Hackman Early Childhood Center, told the board that the program builds community and helps families commit to the district.
Superintendent and finance staff signaled that administration is still reviewing program placement and capacity. Interim Superintendent Mark Delaney and finance staff briefed the board that early childhood tuition‑based classrooms have declined about 30% since 2021 as demand for early childhood special education (ECSE) services has increased; administration said it will bring a recommendation to the board at the January meeting and that no changes are planned for the current school year.
The comments underscored competing pressures: speakers argued for preserving access for working families and for the district to recognize the program’s long‑term value, while administration and board members emphasized the district’s legal obligation to provide ECSE services and the need to balance special education and tuition‑funded placements.
The board did not take action on program structure at the Nov. 20 meeting; administration expects to return with options in January.
