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In 1938, the number of school districts in Nebraska reached its peak of 7 244. Factors encouraging such a high number of one-room schoolhouses included geographic distance, population scarcity and the plotting of large sections of agricultural land. The number of school districts has been pared down with school consolidation efforts to fewer than 600 districts. However, the same three trials exist in providing education in our most rural areas of Nebraska. Moreover, problems similar to those faced 70 years ago remain unsolved because of the number of school districts in the state.
New census data released shows the top 10 school districts with the highest percentage of poor school age children have a total enrollment of 182 students. The top district has 12 students, with nine of the 12 students living in families with incomes below the poverty level. School districts on this list will receive a larger portion of the $ 40 million allotment of Title 1 federal funds for Nebraska schools. Will this infusion of funds into these districts equate to higher student achievements, however? Will these 182 students have computer laboratories with the hardware and instruction needed to master the skills needed to succeed in higher education? Will these students have teachers certified to teach every major subject so the curriculum is developed with the content most relevant to that area? Will these students be offered foreign language instruction, advanced mathematics and sciences required as a foundation for a college major, such as engineering or medicine?
Many of these rural districts rely on distance satellite education and home schooling to bridge some of the obstacles of educating their children in our most rural areas. However, 95 of the 182 children in these districts live in homes with incomes below the poverty level. It is not likely they can go home to a computer to do research with high-speed Internet access.
With the new census data reallocating funds for education, the time has come for an evaluation of where our education dollars are going. Is the problem really a lack of funds to the district? Or, just as it was in the '30s, does it continue to be too many small schools, too far apart, with unpopulated land masses dividing the districts? We think it is the latter and that the State Department of Education should develop long-range plans to reduce the number of districts.
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