Warning: the following column is not politically correct. If the reader cannot read with an open mind, he or she would be wise to stop reading now.

Very few states allow small districts to continue as separate units unless they are in very sparse regions. In Nebraska, on the other hand, the vast majority of school districts, even those in close proximity to other districts, are very small. Nationally, about 26% of school districts have less than 900 students. In Nebraska, the percentage is about 76%. Why does it matter? Why do other states require small districts to join efforts?

It matters for several reasons. First of all, having districts in close proximity who do not work together causes duplication of services. This means extra administrators, paperwork, time, effort and money. It would be bad enough if this duplication of effort were free. Unfortunately, it comes with great cost to the taxpayers. It makes one wonder why the governor, who is promoting government efficiencies and reduction of tax burden, is not promoting this as a fiscal priority.

There are also student benefits when districts combine efforts. One medium-sized high school, for example, can give more course offerings than can two small high schools. A medium-sized school can also offer more activity options for students than can two small schools. It is also much easier to equalize class sizes at larger schools. Therefore, student education is enriched and opportunities enhanced in mid-sized schools.

To provide enriched educational opportunities, high schools need not combine into one building. They can stay two separate schools and share programming with each other. This again gives students more chances to explore and learn in areas of interest. These benefits to students can be provided efficiently.

A third benefit to districts forming cooperative units is the increased services that can be provided. There is an economy of scale that is achieved through larger district size. Thus three small districts cannot provide the expertise in curriculum, human resources, finance, special education, and technology that a single larger district can. These extra services help a district hire better employees, teach more effective curriculum, utilize more up-to-date technology, and meet individual needs of students more expertly.

One should not underestimate the importance of providing such expertise to schools. Such services can greatly improve the education of students. They can also lead to efficiencies in spending. Avoiding law suits and hiring effective staff, for example, can actually help a district realize cost savings. Having strong curriculum and instructional technology can improve student achievement.

Another key benefit from districts joining forces is providing more equity in funding. A good example of this can be seen in the Scottsbluff and Gering area. Though the two districts are virtually in the same city, they have very different financial resources. This is because Gering has one of the lowest assessed valuations in the state while Scottsbluff has one of the highest.

As a result, Gering finds it nearly impossible to do building improvements when necessary. On the other hand Scottsbluff finds this much easier. The result is the students from Gering are at a disadvantage to those in Scottsbluff though they are separated by less than a mile.

The state seems to understand this disparity in general operating budgets. Thus it gives extra state aid for operating expenses to low assessed value districts such as Gering. They do not do this, however, in the school bonding area. Nebraska is one of the few states that does not address this basic injustice.

So separate does not mean equal. Separate usually means inequitable, inefficient, and less effective. Nebraska has allowed this state of affairs to go on long after most other states have righted it. How much longer will it take before the governor and legislature addresses the problems caused by school district separation? How much longer will parents and all taxpayers put up with it?

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