The New London School Board held a special session this week to review potential building restructuring plans, driven by financial pressures and ongoing staffing shortages—particularly in high school math.
The meeting began with minor technical delays before board members heard a detailed financial presentation from Ken Sturgis of the Iowa School Finance Information Services.
Financial Pressures Driving Decisions
Sturgis outlined long-term financial challenges facing not just New London, but school districts across Iowa. He explained that state funding increases have not kept pace with inflation or rising wages.
“Budget growth has lagged behind what it actually costs to run a school,” Sturgis said, noting a roughly 16.5% gap over time when factoring in wages and inflation.
A five-year financial projection presented during the meeting showed the district dipping into reserves in the short term, with plans to rebuild those funds through spending adjustments—potentially including about $240,000 in reductions.
Board members also noted a significant recent drop in the district’s fund balance, raising concerns about long-term sustainability.
Staffing Shortages Prompt Structural Discussion
A major driver of the restructuring conversation is the district’s inability to hire a qualified high school math teacher.
Superintendent Chad Walls said the district has posted the position multiple times since January with only five applicants—none meeting qualifications.
“We need two people, and we currently have only one in the high school to do that,” Wahls said.
To address the issue, administrators proposed restructuring grade configurations to better utilize existing staff certifications.
Three Main Restructuring Options
District leaders presented three primary options:
- Maintain current structure (PK–5 and 6–12): Would likely require reducing an elementary teaching position and continuing the search for a math teacher.
- Shift to a PK–6 and 7–12 model: Moves sixth grade to the elementary, but creates space constraints.
- Hybrid option (recommended by administration): Keep sixth grade in the current building but separate from older students, allowing flexibility in staffing while avoiding overcrowding.
Wahls ultimately recommended the hybrid approach, citing space limitations and staffing needs.
“I feel the best [option]… is that we would keep sixth grade up here… but contain it to two rooms,” he said.
Academic Impact: No Clear-Cut Answer
Curriculum Director Allison Lair presented student achievement data and research on grade configuration changes.
She explained that while older data once showed a noticeable drop in performance when students transitioned to middle school, more recent results are less conclusive.
“Our data doesn’t show a lack of student achievement… it shows unstable growth,” Lair said.
National research reviewed during the meeting suggests:
- Some decline in performance can occur when students transition earlier
- Strong teaching and team structures matter more than grade configuration alone
- No single model consistently outperforms others
“It really comes down to good teaching,” Lair added.
Board Tables Decision for Further Review
After extensive discussion, including concerns about classroom space, student experience, and financial impacts, the board voted 3–2 to table the restructuring decision.
Board members requested additional time for administrators to work directly with teachers—especially in the math department—to explore creative staffing solutions.
A final decision is expected at the next regular board meeting, ahead of an April 20th deadline tied to potential staff reductions.
Additional Business
The board also:
- Accepted a resignation for a 6–12 science teacher
- Approved a new band and music teacher hire
- Approved a football coaching contract after discussion about compensation and program size
- Adopted an updated reduction-in-force (RIF) policy