Mineral Wells Index, Mineral Wells, TX

October 6, 2009

Santo ISD voters reject tax increase

<h3>Superintendent says cuts in programs, staff will follow</h3>

<b>By Libby Cluett</b><br><a href="mailto:lcluett@mineralwellsindex.com">lcluett@mineralwellsindex.com</a>

SANTO – By a narrow margin, Santo ISD voters rejected a tax ratification election, meaning cutbacks will follow until “there’s a legislative change in the funding system,” according to Superintendent Greg Gilbert, who said the current system pays SISD about $300 less per student than the state average.

Superintendent Greg Gilbert said the TRE failed 47 percent to 53 percent. From a total of 295 voters, with 118 voting early, 138 voted “for” an additional 13 cents per $100 valuation and 157 voted “against.” Until SISD canvasses the election on October 13 all results are unofficial.

“Taxpayers have supported Santo ISD schools tremendously, but we’ve had soaring property values and it is a hard economic time. It’s a tough time to be going to taxpayers,” said Gilbert.

“The TRE lost by a narrow margin, we made a great effort, we appreciate taxpayers’ support over the years and know this was a difficult decision,” he added.

He explained that a TRE is one of two ways public school districts, like Santo, have to generate more revenue. The only other way is to take in more students. Otherwise, Santo is “revenue neutral” according to Gilbert. Another way to say this is the district is on a fixed income.

This year and for the next few years, he said SISD will have the same revenue as they had in the 2008-09 school year.

“We’ve been revenue-neutral for several years and will remain revenue neutral until there is a change in the legislative finance system,” said Gilbert. “We don’t gain any new money.”

“The board was very mindful and cautious as they walked into the TRE attempt to stabilize the finances of the school district for the next two to four years,” he said. “We really think we’re four years out until any meaningful change to the current school funding system.”



What's next?

“We’re just fighting, we have some great people and programs. We started this year with Phase 1 reductions. If the TRE didn’t pass, we would move to Phase 2 reductions.”

Gilbert explained that Phase 2 includes reducing additional personnel – one to two more staff with benefits – making cuts to extracurricular programs and reducing travel.

In addition, he said, “We may have to reduce a compulsory elementary band program and eventually we may have to look at [cutting] a pre-kindergarten program.”

There are several mandates that seem to make non-mandated extracurricular programs and electives vulnerable. Santo must meet a 22-1 student-to-teacher ratio in each grade level and each classroom. Gilbert added that SISD must meet “No Child Left Behind” highly qualified status for professionals.

“You can only cut your staff so far and meet the state and federal mandates,” he said.

“Our taxpayers have supported us tremendously over the years,” said Gilbert. “My frustration is not with the taxpayers, it’s with the system put in place by the legislators. In all of this, what’s saddened me is we have some great staff and programs and some of those are going to have to be reduced.”

“I think we have a great rural school system and I hate to see us lose any part of that,” he added. “But that’s the reality of what is going to happen to make our school financially stable for the coming years.”



Millsap up next

Next at bat is Millsap ISD, facing its own TRE on Nov. 3.

The district will ask voters to approve the same amount – an extra 13 cents per $100 taxable property value. Early voting takes place Oct. 19-30.

Millsap ISD Superintendent Jerry Lee Hunkapiller said the failure of a TRE in a district with a low per-student target revenue – like Santo and Millsap – “breaks my heart.”

“The finance system we’re placed under is unfair and inequitable and ultimately kids will suffer,” he said. “Santo is a great school district and does great things for kids. The target revenue system is the most inequitable system in the history of public education.”