This is the fourth in a six-part series related to the district budget, with this week's focus examining how the budget impacts the classroom setting.
Last week I noted that MSAD #51 spends 74% of its total operating budget directly on the classroom, which is significantly higher than the state average of 68%. The remaining 26% of the budget relates to all aspects of the district that keep our schools operating, such as administration, utilities, debt, busing, custodial services, facility maintenance, etc. Said differently, the district's mission of educating students to their fullest potential and personal best naturally means that we are going to prioritize direct funding to classrooms. These three considerations, or criteria, are at the forefront of decision-making:
- Enrollment changes (up or down at different schools and grade levels)
- Class size (grade-level dependent in most cases)
- Programming (meeting all students' needs per our mission)
Since 2016 the district's enrollment has incrementally increased, from just over 2,000 students to 2,250 today, with another 250 students expected by the end of this decade. As enrollment inches upward, additional teachers have been added to the budget to keep class sizes at moderate levels. The bulk of this increase has occurred at the elementary level, though it has now caught up at GMS 6-8, where two teaching positions are being added in 2025-26. With 29 modular classrooms between MIW and GMS, we have navigated an additional layer of consideration given the constraints of slightly smaller square footage in modular rooms.
Each year we review class sizes across the district and make adjustments as needed. For example, class size went hand-in-hand with making a decision to add more teachers at GMS 6-8 due to enrollment growth over a 2-year period, though it also helped us decide to forego an additional teacher requested at MIW, along with reducing a teaching position at GHS in 25-26. Class sizes generally are held at lower levels in grades PK-2, with larger classes seen in grades 3-8 as students become more independent with age.
The Strategic Plan has led to enhanced academic programming over the years and thus a greater commitment in direct funding to the classroom. Examples over the last decade include alternative education, Pathways, academic and behavioral interventions, mental health support, and special education, among others. At GHS, where the Board has long been committed to a comprehensive high school program, services range from IB and AP to special education, alternative education, and everything in between. In order to help students gain the full benefit of these courses and program offerings, class sizes vary anywhere from a half dozen to 25, depending on the master schedule, individual student needs, and graduation requirements.
Catch up with the previous segments in this series:
Part 3: Budget Organization
Part 2: Determining Budget Priorities
Part 1: Budget Process