Superintendent addresses school district successes, concerns – Juneau Empire

Report on the State of the Juneau School District and Alignment with Sustainable Development Goals

Executive Summary

The Juneau School District (JSD) is navigating a complex landscape of educational achievements, significant operational challenges, and financial uncertainty. A recent presentation by Superintendent Frank Hauser highlighted progress in graduation rates, which aligns with Sustainable Development Goal 4 (Quality Education). However, this progress is threatened by severe staffing shortages and an unstable budget, impacting the district’s ability to deliver on SDG 4, as well as SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 11 (Sustainable Cities and Communities). This report analyzes the key issues presented and their connection to these global development goals.

Educational Outcomes: Progress Towards SDG 4 (Quality Education)

Post-Consolidation Graduation Rates

A notable achievement for the district is the increase in graduation rates following the consolidation of Thunder Mountain High School into Juneau-Douglas High School: Yadaa.at Kalé. This improvement is a positive indicator for SDG 4 (Quality Education), which seeks to ensure inclusive and equitable quality education for all.

• 2025-2026 JDHS Graduation Rate: 96.02%
• Previous Year JDHS Rate: 92.8%
• Previous Year TMHS Rate: 90.44%

Financial and Institutional Stability: Challenges to SDG 11 and SDG 16

Budgetary Uncertainty

The district’s financial health is precarious, posing a direct threat to the sustainability of quality education. The budget’s dependence on state and municipal funding, which is currently uncertain, jeopardizes the district’s ability to function as a stable institution, a key tenet of SDG 16 (Peace, Justice and Strong Institutions). The provision of reliable education is a cornerstone of SDG 11 (Sustainable Cities and Communities), and budget instability undermines this.

1. Budget Composition: Approximately 90% of the district’s $76 million budget is allocated to teacher salaries and benefits.
2. Municipal Funding: The City and Borough of Juneau (CBJ) has historically contributed the maximum amount allowed by state law ($35 million for FY 2026). However, future contributions are uncertain following the passage of local tax-cutting propositions.
3. State Funding: The district does not anticipate an increase in the Base Student Allocation (BSA) for the 2026-27 school year due to political clashes between the state legislature and the governor.

Human Resources Crisis: An Impediment to SDG 4, SDG 8, and SDG 10

Critical Staff Vacancies

A severe staffing crisis is undermining the district’s educational mission. High vacancy rates impact the quality and consistency of instruction, directly conflicting with the goals of SDG 4 (Quality Education). The shortage of specialized staff also threatens progress on SDG 10 (Reduced Inequalities) by limiting support for students with diverse needs.

• As of October 24, 82 vacancies were listed on the district’s hiring site.
• Key shortages include elementary and middle school teachers, special education certified staff, and specialists.
• A critical gap of 30 paraeducators exists, who are essential for aiding students with individualized education plans.
• The RALLY childcare program was forced to close due to a 49% vacancy rate, impacting community support systems.

Recruitment and Decent Work Challenges

The district’s struggle to attract and retain qualified educators highlights systemic issues related to SDG 8 (Decent Work and Economic Growth). The failure to provide competitive compensation and benefits, including an adequate retirement system, makes it difficult to secure the necessary workforce. This challenge is being addressed through strategies like international recruitment, but local and systemic solutions are required.

• The district is pursuing international hires for special education roles to fill critical gaps.
• School board member Emil Mackey noted that Alaska must be willing to compete economically with other states to attract teachers.
• Concerns were raised about a “systemic failure to fill roles” and the need to focus on hiring non-certificated positions from the local Juneau community.

Leadership and Governance in a Time of Crisis

Superintendent’s Departure

Superintendent Frank Hauser has announced his resignation at the end of the 2026 school year. His tenure was marked by navigating the district through a significant financial crisis, which included a combined $9.5 million deficit. His leadership in making difficult decisions, such as school consolidation, was cited as crucial for steering the district toward fiscal stability, reflecting the challenges of maintaining effective institutions as outlined in SDG 16.

Analysis of SDGs, Targets, and Indicators

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

• SDG 4: Quality Education

  The entire article focuses on the Juneau School District, directly addressing the quality of education. It discusses key educational outcomes like graduation rates, the challenges of school funding, budget deficits, and a severe shortage of teachers and support staff, all of which are central to achieving quality education.

• SDG 8: Decent Work and Economic Growth

  The article highlights significant labor market issues within the education sector. The “crisis of applicants,” high staff vacancy rates (82 positions), and the shutdown of a childcare program due to a 49% vacancy rate point to challenges in providing decent work. The discussion on the need to “compete economically” with other states and the mention of a “piss poor retirement system” directly relate to the conditions of work for educators.

• SDG 10: Reduced Inequalities

  The article touches upon educational equity by mentioning the shortage of paraeducators. It states there are “30 vacancies for paraeducators, who play a crucial role aiding students with individualized education plans.” A lack of these specialists can disproportionately affect students with disabilities, potentially widening the inequality gap in educational access and outcomes.

• SDG 16: Peace, Justice and Strong Institutions

  The article illustrates challenges related to the effectiveness and stability of the institutions governing education. The district’s struggle with a multimillion-dollar budget deficit, the political “clash” between the Governor and the Legislature over school funding, and the failure to override a veto on the base student allocation demonstrate institutional weaknesses that threaten the delivery of public education.

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

• Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

  The article directly addresses this target by reporting on high school graduation rates. It notes a positive trend, with rates at the consolidated high school rising to 96.02% for the 2025-2026 school year, up from 92.8% and 90.44% at the two separate schools the previous year.

• Target 4.c: Substantially increase the supply of qualified teachers.

  This target is central to the article’s discussion of staffing shortages. The mention of 82 vacant positions, a “crisis of applicants,” and the specific need for special education teachers highlights a failure to maintain an adequate supply of qualified educators. The district’s strategy to seek “international hires” is a direct response to this challenge.

• Target 8.5: Achieve full and productive employment and decent work for all.

  The high number of unfilled positions (82 vacancies) and the specific 49% vacancy rate that led to the RALLY childcare program’s closure indicate that the district is struggling to achieve full employment within its system. The comments from school board member Emil Mackey about the inability to “compete economically” and the poor retirement system suggest that the available jobs may not meet the standard of “decent work.”

• Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of… disability.

  The shortage of 30 paraeducators directly impacts the district’s ability to support the inclusion of students with disabilities who rely on individualized education plans. This staffing gap is a direct barrier to ensuring these students receive the support needed for equitable participation in education.

• Target 16.6: Develop effective, accountable and transparent institutions at all levels.

  The article details significant institutional failures, including the discovery of a “$7.6 million shortfall for fiscal year 2024, plus a $1.9 million deficit from the previous year.” This, combined with the political impasse over state-level funding (the base student allocation), points to a lack of effective and accountable financial and political management of the education system.

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

• Indicator for Target 4.1 (Completion Rate):

  The article provides specific quantitative data that can be used as an indicator. It states the graduation rate for the 2025-2026 school year was “96.02%, compared with 92.8% at JDHS and 90.44% at TMHS the year before.” This data directly measures the completion rate of secondary education.

• Indicator for Target 4.c (Supply of Qualified Teachers):

  The article provides several data points that serve as indicators of teacher supply. These include the “82 vacancies listed on the district’s hiring site,” the “30 vacancies for paraeducators,” and the “49% vacancy rate” at the RALLY childcare site before its closure. These numbers measure the gap between the demand for and supply of qualified education staff.

• Indicator for Target 16.6 (Effective Institutions/Budget Reliability):

  The article mentions specific figures that indicate institutional financial instability. The district faced a “$7.6 million shortfall” and a “$1.9 million deficit,” which serve as direct measures of the budget’s unreliability and the institution’s effectiveness in financial management.

SDGs, Targets and Indicators Table

Source: juneauempire.com