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Navigating the Future of Education in Communities with Declining Enrollment: A Personal Perspective

When I reflect on my time leading a school district in a community where the population has steadily declined, I’m often reminded of our residents’ immense pride in the schools and their memories with them. In places like Bay City, Michigan, where industry once thrived, and enrollment soared, schools are not just buildings but community pillars. Yet, as we face dramatic changes in demographics, funding models, and socioeconomics, we’re often asked to do the impossible: preserve the past while adapting to the present.

As superintendent, I frequently heard the same refrain from long-time residents: “Why can’t the district look like it did in the 1970s?” These were the years when factories were bustling, schools were full, and extracurricular programs thrived. I understand that sentiment. There’s a deep connection between our schools and the prosperity of those days. However, today’s reality is different, requiring us to openly acknowledge our challenges.

The Data Behind Declining Enrollment

Between 2000 and 2020, Bay City and other Rust Belt towns saw significant population declines. Losing manufacturing jobs, particularly in automotive and related industries, led many young families to seek opportunities elsewhere. Fewer families mean fewer students and fewer students lead to less state funding — a consequence of Michigan’s Proposal A, passed in 1994, which shifted school funding to a state formula based mainly on enrollment numbers.

Enrollment in Bay City dropped by over 20% in the last decade alone. With every student lost, we also need critical per-pupil funding from the state, leaving us to make difficult decisions about which programs to cut or which schools to consolidate.

Balancing Nostalgia with Current Realities

One of the most challenging conversations I had to navigate as a superintendent was explaining to long-time community members that the days of fully packed schools and unlimited extracurricular programs are behind us. Many of these individuals fondly remember their children’s and grandchildren’s experiences in the school system during the 1970s and 1990s — decades when enrollment was strong and funding was plentiful.

It’s tough to hear that change is necessary when you’re emotionally invested in the community’s past. As someone who also cherishes the traditions and successes of that era, I’ve always sought to find a balance between honoring that history and preparing our schools for the future. But nostalgia alone cannot sustain our schools in today’s economic and demographic climate.

The rise of school choice — charter schools, virtual learning options, and even homeschooling — has drawn more students away from traditional public schools. Every student who leaves means fewer resources for the public school system, making it even harder to keep up with modern educational demands.

Navigating Change Positively

I’ve always believed empathy and truth are the only ways to navigate these complex realities. When I held meetings with community members, I never downplayed the challenges but instead aimed to foster an open dialogue about what was possible and necessary. I found that many residents, while initially resistant, began to understand the difficult decisions we had to make.

In recent years, we’ve had to consolidate schools, sell underutilized buildings, and rethink allocating resources. These decisions were not easy, nor were they popular. However, through open communication and collaboration with the community, we found solutions that honored the spirit of our schools while adapting to the economic and demographic realities we face today.

Looking Ahead: Solutions for the Future

Moving forward, I believe the key is focusing not just on what we’re losing but on what we can build for the future. Our schools will never look exactly like they did during their heyday in the 1970s or even the 1990s, but that doesn’t mean they can’t still serve as vital community hubs. We can create smaller, vibrant, and innovative schools by rethinking how we use space, partnering with community organizations, and embracing new educational models.

For example, we’ve explored turning vacated school buildings into community centers or charter partnerships — reimagining what education spaces can look like while preserving a connection to the past. It’s a delicate balance, but one that’s possible with creative solutions and community engagement.

Conclusion

Leading a school district through population decline and economic challenges isn’t easy, but it’s not impossible. I’ve seen firsthand how difficult it is to balance a community’s deep attachment to its past with the pressing need to adapt to the present. But I remain optimistic. If we’re willing to have honest conversations, acknowledge the challenges, and work together to find innovative solutions, I believe we can create a bright future for our schools — one that respects the past while embracing the future.

This journey is far from over, and I encourage other education leaders facing similar challenges to lean into their communities, be transparent, and never lose sight of the bigger picture. There’s always a way forward, even when the weight of tradition pulls us back.