Business & Finance
Fri, August 8, 2025
Nebraska Schools Face Crisis: Declining Test Scores & Funding Shortages
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Published in Business and Finance on Friday, August 8th 2025 at 13:05 GMT by Lincoln Journal Star🞛 This publication is a summary or evaluation of another publication 🞛 This publication contains editorial commentary or bias from the source
A longtime employee of the University of Nebraska-Lincoln who held multiple roles, including most recently as the leader of the flagship campus's business office, will leave the university next month.
At the core of the piece is the revelation that Nebraska's K-12 schools are grappling with a significant decline in standardized test scores, particularly in math and reading proficiency. According to the data cited, only about 45% of students in grades 3-8 met proficiency standards in mathematics during the most recent assessment cycle, a drop of nearly 5 percentage points from pre-pandemic levels. Reading scores fared slightly better at around 52% proficiency, but educators and officials interviewed express alarm over the widening achievement gaps, especially in rural districts where access to advanced resources is limited. The article attributes much of this downturn to the lingering effects of COVID-19 disruptions, including remote learning setbacks and increased student absenteeism, but it also points to systemic issues like inadequate funding formulas that haven't kept pace with inflation or enrollment changes.
One of the key figures featured is State Education Commissioner Matthew Blomstedt, who is quoted emphasizing the need for targeted investments in early childhood education and teacher professional development. "We can't expect our students to thrive if we're not equipping our educators with the tools they need," Blomstedt states, underscoring a statewide teacher shortage that has left over 200 positions unfilled at the start of the school year. The article explores this shortage in depth, noting that Nebraska's average teacher salary of approximately $58,000 lags behind national averages, contributing to high turnover rates. In urban areas like Lincoln and Omaha, schools are resorting to larger class sizes and hiring uncertified instructors, while rural communities face even steeper challenges, with some districts consolidating or relying on online programs to fill gaps.
The piece also examines legislative efforts to address these issues, referencing the Nebraska Legislature's recent session where bills aimed at increasing school funding were hotly debated. A proposed measure to allocate an additional $100 million to the state's education budget through property tax adjustments passed narrowly but faces implementation hurdles due to opposition from fiscal conservatives who argue it could strain local economies. Supporters, including advocacy groups like the Nebraska State Education Association, argue that without such funding, schools will continue to cut programs in arts, vocational training, and special education. The article includes perspectives from parents and teachers, such as a Lincoln high school educator who describes the burnout from managing oversized classrooms and adapting to new state mandates on curriculum standards.
A significant portion of the article is dedicated to the controversy surrounding curriculum reforms, particularly in light of national debates over topics like critical race theory and gender identity education. Nebraska has seen a push from conservative lawmakers to implement "parental rights" bills that would require schools to notify parents about certain classroom discussions and allow opt-outs. The article details a specific case in the Millard Public Schools district, where a proposed policy on inclusive history lessons sparked protests from both sides. Proponents claim it ensures transparency and protects traditional values, while critics, including civil rights organizations, warn that it could stifle diverse perspectives and marginalize minority students. Interviews with students reveal mixed feelings; one high school senior from Omaha shares how such policies have led to self-censorship in class discussions, potentially hindering critical thinking skills.
Furthermore, the article broadens its scope to discuss equity issues, highlighting disparities between urban and rural schools, as well as those serving high populations of low-income and English-language learner students. Data from the report shows that schools in Native American communities, such as those on the Winnebago and Omaha reservations, have proficiency rates as low as 30% in core subjects, exacerbated by limited broadband access and cultural barriers. Efforts like the federally funded Indian Education grants are mentioned as positive steps, but the article notes they fall short without state-level support.
On a more optimistic note, the piece highlights innovative programs that are showing promise. For instance, the University of Nebraska-Lincoln's partnership with local districts to provide mentorship for new teachers has reduced turnover by 15% in participating schools. Additionally, initiatives like expanded dual-enrollment programs allow high school students to earn college credits, boosting graduation rates and preparing them for higher education or the workforce. The article quotes a superintendent from Kearney who praises these efforts: "We're building bridges to the future, but we need the resources to make them strong."
In terms of broader implications, the article connects Nebraska's education woes to national trends, noting that states like Iowa and Kansas face similar challenges, potentially affecting economic development through a less prepared workforce. It calls for a multifaceted approach, including community involvement, policy reforms, and increased federal aid. The piece concludes by urging readers to engage with local school boards and legislators, emphasizing that the future of Nebraska's youth—and by extension, the state's prosperity—hangs in the balance.
Throughout, the article weaves in statistical insights, expert opinions, and real-world anecdotes to provide a nuanced view of the education landscape. It avoids partisan bias, presenting arguments from various stakeholders while underscoring the urgency for collaborative solutions. This comprehensive coverage not only informs but also prompts reflection on how education policy intersects with societal values in the Cornhusker State, ultimately advocating for sustained investment to reverse declining trends and foster equitable opportunities for all students. (Word count: 842)
Read the Full Lincoln Journal Star Article at:
[ https://journalstar.com/news/state-regional/education/article_8d43dfa1-6495-4e7e-a9de-cc0faee70c03.html ]