A number of the split articulations are generated by random islands. It would be lovely to get rid of those!

Anonymous wrote:When will this ES study kick off? When will the results take effect?

We are considering moving but I want to make sure we consider this in advance.

They have not announced it officially,, but they made it sound like they wanted the decisions to be made by spring 2027, which would mean the study would probably kick off spring or summer 2026 and take effect fall 2028.

When will this ES study kick off? When will the results take effect?

We are considering moving but I want to make sure we consider this in advance.

Anonymous wrote:

Anonymous wrote:I'm curious, when they phase in a change at the elementary level, is it immediate for all grades? Like does a 5th grader have to go to a different school just for their last year of elementary?

I think usually the 5th graders get to stay but everyone else moves-- can anyone confirm?

Yes, that's how it's been before. But technically it's up to the superintendent and board to decide this each time.

A few years ago, we had excess capacity of about 10k seats, and overcrowding of about 10k seats - it's just that they weren't matched up well by level or geography.

Our enrollment has declined since then and we will open two big new high schools. I'd be interested to see what that statistic looks like in 2027.

Anonymous wrote:

Anonymous wrote:why spending all the money on the boundary, instead of repairing the school buildings!!!

They make lots of stupid financial decisions but this is not one of them-- spending a couple million dollars on a boundary study and reallocating students from over-capacity schools to under-capacity schools is way more cost-effective than paying for additions or new schools to cover the extra capacity.

+1 they haven't changed boundaries in ages, meanwhile the county has grown rapidly.

They should definitely change ES boundaries rather than keep building, especially if there's going to be an education cliff.

Anonymous wrote:why spending all the money on the boundary, instead of repairing the school buildings!!!

They make lots of stupid financial decisions but this is not one of them-- spending a couple million dollars on a boundary study and reallocating students from over-capacity schools to under-capacity schools is way more cost-effective than paying for additions or new schools to cover the extra capacity.

why spending all the money on the boundary, instead of repairing the school buildings!!!

Anonymous wrote:I'm curious, when they phase in a change at the elementary level, is it immediate for all grades? Like does a 5th grader have to go to a different school just for their last year of elementary?

I think usually the 5th graders get to stay but everyone else moves-- can anyone confirm?

Some sections of the county do have some odd elementary borders. I do think it was silly to separate that from the current MS/HS boundary study. It only obfuscates what will happen.

I'm curious, when they phase in a change at the elementary level, is it immediate for all grades? Like does a 5th grader have to go to a different school just for their last year of elementary?

Yep. They should’ve included the elementary schools in the current process but they didn’t. So now they’ll need to fix all the split articulations with a follow up ES study.

Taylor mentioned that the next step is an elementary school boundary study and adjusting elementary boundaries was also mentioned in the recent webinars. What would be the purpose of this? To resolve the split articulations introduced by the current high school boundary studies?