To the editor:

Back in 2023, the “historic” DFL Minnesota Legislature enacted a K-12 education bill that included a $2.2 billion hike in spending on schools. Currently, the district already spends approximately $16,538 per pupil. The bill that passed the Legislature indexed the per pupil formula to the rate of inflation in future years-capped at 3% –with a boost of 4% the following fiscal year and 2% after that. Rep. Cheryl Youakim touted that the DFL was able to deliver on its campaign promise of “fully funding education”. But, even with the claim that education was “fully funded” (as a part of the $18 billion surplus that Minnesota used to have), taxpayers are being asked to again approve a proposed referendum. This revenue authorization would be applicable for 10 years beginning with taxes payable in 2026 and increase each year by the rate of inflation beginning with taxes payable in 2027.

Minnesota has seen continued and significant state spending increases on education and record levels of federal aid, and yet, assessment data released recently, confirm that the majority of Minnesota students are still below grade level in reading and math.

According to the Minnesota Department of Education data, the statewide score for third-grade reading proficiency is 46.3%, Marshall is at 40.3%.

The statewide score for third-grade math proficiency is 58.65%, Marshall is at 47.7% . When examining the statewide science scores, an even more dismal picture is apparent, with only 39.6% of students, statewide being proficient in science.

What is going on? Why are the majority of Minnesota students unable to demonstrate grade-level reading, math and science? One can’t help but ask what is happening in Minnesota classrooms. What is being taught instead of reading, math and science?

What’s the incentive to change the bad behavior, if we keep funding the status quo, without asking the difficult questions, demanding some answers, and truly striving to find solution to this dilemma. Throwing more money at the problem is not the solution.

We are being asked again, to consent to increased school funding, but there is no corresponding academic improvement. From a taxpayer’s point of view: instead of once again, throwing tax dollars at education, we need to quit rewarding bad behavior. Bad behavior, in this instance, meaning: embarrassingly low test scores. Minnesota used to have a stellar public education system. Currently, our Minnesota students score lower than those in Mississippi. We need to hold administrators, teachers, parents, and students, accountable.

Arlene Markell

Marshall