Redistricting task force grapples with school choice as it works on three map proposals – Waterbury Roundabout

Report on Vermont School Redistricting Task Force Proposals

Executive Summary

A state-appointed task force is evaluating several proposals for school district consolidation to address challenges of declining enrollment, resource inefficiency, and educational inequality. The core objective of this initiative is to create a more sustainable and equitable public education system, directly aligning with several United Nations Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 11 (Sustainable Cities and Communities).

Analysis of Current Systemic Challenges and SDG Alignment

The task force identified key areas where the current district structure impedes progress toward educational sustainability and equity. These challenges are being analyzed to inform consolidation strategies that support core SDG principles.

• Stranded Costs and Inefficiency: In regions like the state capital, declining student enrollment without a corresponding decrease in operational costs places financial stress on the system. This inefficiency hinders the state’s ability to guarantee inclusive and equitable quality education for all (SDG 4).
• Funding Diversion and Inequality: In areas such as the Bennington-Rutland Supervisory Union, public funds are diverted to private institutions through school choice systems. This practice can exacerbate inequalities (violating SDG 10) by weakening the public education infrastructure that serves all students.
• Sparsity Loss and Access to Education: Rural districts, including Danville and Windham, face potential school closures due to low enrollment. This trend threatens to create “public school deserts,” directly contradicting the goal of ensuring access to quality education for all (SDG 4) and undermining the social fabric of sustainable rural communities (SDG 11).

Proposed Redistricting Models

Three preliminary models have been presented, each offering a distinct pathway toward a more integrated and efficient educational framework. These proposals aim to enhance educational opportunities and resource management.

1. Career and Technical Education (CTE) Centric Model

   This proposal, developed by Wolk and Beck, suggests creating 13 school districts aligned with the state’s 15 career and technical education regions.

   • SDG Alignment: This model strongly supports SDG 8 (Decent Work and Economic Growth) by expanding access to vocational training and preparing students for future employment.
   • Identified Challenges: The proposed map results in significant disparities in student population between districts, which could present challenges to achieving SDG 10 (Reduced Inequalities).

2. Comprehensive Regional High School Model

   Developed by Holcombe and Badams, this model focuses on incentivizing the creation of new, comprehensive regional high schools through state construction aid and shared governance.

   • SDG Alignment: By targeting investment in modern educational facilities, this approach directly advances SDG 4 (Quality Education). The emphasis on collaboration between districts also reflects the principles of SDG 17 (Partnerships for the Goals).
   • Identified Challenges: The proposal remains in a preliminary stage, with the exact number and location of regional centers yet to be determined.

3. Strategic Merger Model

   Botzojorns and Holcombe presented case studies for targeted mergers to address specific issues like stranded costs, funding diversion, and sparsity loss. Merging a non-operating district like Winhall into a neighboring district would bolster enrollment and optimize per-pupil spending.

   • SDG Alignment: This targeted approach aims to improve financial sustainability and ensure equitable resource distribution, directly supporting SDG 4 and SDG 10.

Governance and Institutional Framework Challenges

A significant unresolved issue across all proposals is the model for district governance. The choice between supervisory districts (single governing board) and supervisory unions (multiple local boards) is a critical component for building a strong institutional framework.

• SDG 16 (Peace, Justice and Strong Institutions): The task force acknowledges that establishing an effective, accountable, and inclusive governance structure is fundamental to the long-term success of any redistricting plan. This remains a primary stumbling block in finalizing a comprehensive recommendation.

Next Steps

The task force will continue to develop and integrate elements from the three proposals ahead of its upcoming meetings. A final recommendation on a new district map is expected to be presented to the legislature next month. The overarching goal is to implement a structure that ensures educational quality, equity, and sustainability for all students in the state, in alignment with global development objectives.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed. The article focuses entirely on restructuring the public school system to improve efficiency, equity, and access to educational opportunities. It discusses merging school districts to increase access for students, expanding career and technical education, and building new regional high schools to better serve student needs.

• SDG 10: Reduced Inequalities

  The article touches on reducing inequalities in educational access. The effort to merge districts aims to prevent “public school deserts” in sparsely populated areas, ensuring that students in these regions are not left without access to public education. The discussion of lopsided district sizes (one with 22,000 students versus another with 2,000) also highlights an existing inequality that the redistricting proposals seek to address.

• SDG 11: Sustainable Cities and Communities

  The article relates to this goal by focusing on the sustainable planning of community infrastructure, specifically public schools. By addressing declining enrollment and inefficient resource use, the task force is working to create a more financially sustainable and resilient public education system. Preventing school closures helps maintain the viability of small towns and communities.

• SDG 16: Peace, Justice and Strong Institutions

  This goal is relevant through the article’s focus on governance and institutional reform. The task force is grappling with how to structure new school districts, debating the merits of “supervisory districts” versus “supervisory unions.” The discussion about ensuring “shared governance” and that “communities retain a voice” speaks directly to building effective, accountable, and inclusive institutions at the local level.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   The article supports this target through its central aim of reorganizing school districts to “increase access to opportunities for students.” The proposal to merge districts in areas with “sparsity loss” is designed to strengthen isolated public schools so they don’t close, thereby preventing the creation of “public school deserts” and ensuring continued access to secondary education.

2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   This target is directly addressed by the proposal to create 13 school districts that “closely mirror the state’s 15 career and technical education regions.” The stated aim of this proposal is to “expand career and technical education opportunities to students.”

3. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

   The proposal to identify and target “construction aid at regional high schools” to “incentivize neighboring districts to collaborate on the design and development of new regional high schools” directly aligns with this target of building and upgrading education facilities.

4. Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

   The article highlights the challenge of governance as the task force’s “stumbling block.” The discussion of different governance models (supervisory districts vs. supervisory unions) and the emphasis on “shared governance” to ensure “communities retain a voice in how schools meet the needs of students” are directly related to achieving inclusive and participatory decision-making in the reformed school system.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Student enrollment numbers: The article explicitly mentions that enrollment is declining and is a key factor in the need for redistricting. Tracking enrollment numbers in merged districts would be a primary indicator of stabilization and efficiency.
• Per-pupil spending: This is mentioned in the context of merging the Winhall School District to “bolster overall enrollment and per-pupil-spending.” This financial metric can be used to measure the efficient allocation of resources.
• Cost to taxpayers: A stated goal of the redistricting is to “reduce the cost to taxpayers.” Measuring the overall budget and tax burden of the school system before and after the changes would be a key indicator of success.
• Number of students with access to career and technical education (CTE): The proposal to expand CTE opportunities implies that the number of available slots or participating students is a measurable indicator of progress toward Target 4.4.
• Geographic distribution of schools: The concern about creating “public school deserts” implies that an indicator would be the number of school closures and the travel distance for students to the nearest public school, ensuring equitable geographic access.
• Allocation of state construction aid: The proposal to use construction aid as an incentive implies that the amount of funding directed toward building new regional high schools is a measurable indicator for Target 4.a.

4. Table of SDGs, Targets, and Indicators

Source: waterburyroundabout.org