In a recent meeting of the North Dakota Senate Appropriations Committee, educators from St. John and Minnewakanton School Districts voiced urgent concerns over significant funding cuts resulting from a new Title I funding model. The changes, which shift allocations from a student-based system to a census-based approach, have left many districts grappling with financial uncertainty, particularly those serving high populations of underprivileged students.

At the heart of the discussion was the St. John School District, where 96% of the student body is Native American. Superintendent highlighted that the district is facing a staggering projected decrease of $621,907 in Title I funding, nearly halving their allocation. This funding is crucial for supporting essential staff, including teachers and counselors, who provide vital services to a community where 100% of students qualify for free or reduced lunch. The district has made notable strides in academic achievement and graduation rates, but these cuts threaten to reverse that progress.

Similarly, Superintendent Ken Dennis from Minnewakanton School expressed alarm over an 81% reduction in funding, which would drop their Title I allocation from $485,000 to just $89,000. This drastic cut represents 10% of their total budget and would severely impact their ability to support high-need students, many of whom come from the Spirit Lake Reservation. Dennis pointed out that while his district educates a significant number of students from neighboring areas, the funding now remains in those districts, leaving Minnewakanton at a disadvantage.

Both superintendents urged the committee to consider gap funding for the next biennium to help bridge the financial shortfall until a more equitable funding mechanism can be established. They emphasized the importance of ensuring that funding follows the students, a principle that aligns with the philosophy of school choice.

As the committee deliberates, the implications of these funding changes resonate deeply within the affected communities. The educators' pleas underscore a critical need for a fair and sustainable funding model that adequately supports all students, particularly those in high-poverty areas. The outcome of this discussion could shape the educational landscape in North Dakota for years to come, highlighting the ongoing struggle for equity in school funding.