09/17/2026
A recent reply to one of my posts raises a fair question. Fourth-grade orchestra was not reduced because it lacked educational value, nor was it the only area affected. Over the past three years, BPS has reduced millions of dollars from administration, staffing, programs, and operations. Each decision involved weighing student impact, legal obligations, staffing, available alternatives, and long-term sustainability. I understand why families question any decision affecting a program they value.
I would hesitate to describe athletics and activities as non-educational. They develop engagement, belonging, teamwork, discipline, and leadership. However, it is reasonable to ask how much taxpayers should fund and what role fees, fundraising, and families should play. However, I would bet if we were going to cut them from BPS, we would have many concerns expressed.
The larger question is where public education’s responsibility begins and ends. The North Dakota Constitution requires a uniform system of free public schools. Federal law also guarantees students with disabilities a Free Appropriate Public Education, or FAPE. These laws establish important obligations, but they do not define every opportunity schools should provide.
Jamie Vollmer illustrates this challenge through “Vollmer’s List.” https://schoolleadership.net/project/the-ever-increasing-burden-on-americas-public-schools/ Over many decades, schools have assumed responsibilities involving nutrition, health, transportation, music, athletics, career education, special education, technology, safety, counseling, and much more. Most were added for legitimate reasons, but very little has ever been removed.
Property-tax concerns have not fallen on deaf ears, as was stated. BPS has made significant reductions while salaries, benefits, transportation, insurance, utilities, and required services continue to increase in cost. Our friend, Fargo Public Schools is now placing a related question before its voters as it seeks renewed authority to maintain its existing offerings and allow local revenue to keep pace.
Although the details differ, both communities face the same two questions: What do people expect their schools to provide, and what level of public funding are they willing to sustain?
Those questions go hand in hand. The law establishes minimum obligations, but communities must ultimately reconcile what they expect from their schools with what they are willing to support.
