
School election ballots due by May 6
Ballots must be received by the Flathead County Election Department, 290 B N. Main St., Kalispell, by 8 p.m. May 6.
Depending on what school district boundaries a voter resides in will determine what issues they vote on.
Deer Park School District is seeking approval of a $4 million bond issue to relocate/demolish an old teacherage that houses the main office in addition to the attached Quonset hut that holds music, art and Title I classes. A new school building with a main level and basement level would be constructed in its place.
The main level of the proposed building will be roughly 6,670 square feet, encompassing four classrooms, a boy's and a girl's bathroom, lockers, a conference room, janitor's room and storage space. A secure vestibule would lead to a waiting room and new main office and administrative offices. The basement level will house a mechanical room, pump room, crawl space and storage space.
If the 25-year, $4 million bond issue is approved, the owner of a home with an assessed value of $200,000 can anticipate annual taxes to increase by about $162.25. Owners of homes with assessed values of $300,000 can expect annual taxes to increase by $243.37.
Deer Park will also hold a school board trustee election to fill one position with a three-year term. Candidates are Cynthia Barnes and Mikala Cordes.
Kalispell Public Schools is looking to pass a $2.97 million general fund levy for the high school district to cover a budget shortfall and fully fund the high school district, which encompasses Flathead and Glacier high schools, the H.E. Robinson Agricultural Center and Linderman Education Center, the alternative high school. The high school district is currently 90% funded, according to officials.
The general fund is the main budget that covers costs related to operating schools, such as salaries, instructional materials, technology, student support services, utilities, maintenance and extracurriculars not covered by the student activities fund, for example.
The high school district includes voters in Kalispell and 13 partner school districts whose students go on to attend Flathead and Glacier high schools.
If the $2.97 million levy is approved, owners of homes with assessed values of $200,000 can anticipate annual taxes to increase by about $33.04. Owners of homes with assessed values of $300,000 can expect annual taxes to increase by $49.56.
If the levy fails, Kalispell Public Schools will formulate a plan to phase out some programs along with eliminating up to 20.5 full-time equivalent positions, primarily through attrition. This year, Kalispell Public Schools offered a retirement incentive to proactively begin the process.
Kalispell Superintendent Matt Jensen said the district will start formulating a plan to phase out programs after high school enrollment for the 2025-26 school year is completed. Which classes, class sections or programs to phase out will be based on registration/participation numbers.
"We are still in the process of enrolling students, so we have an incomplete picture of the specific courses that will be reduced or eliminated," Jensen stated in an April 23 email to the Daily Inter Lake.
The academic programs and activities Kalispell Public Schools has stated are at stake includes the Vo-ag center and FFA; athletics/teams; trades classes such as culinary, welding, mechanic shop and house construction courses; internships and apprenticeships; and activities such as speech and debate, art, theater and music.
Cayuse Prairie School is holding a trustee election to fill one seat with a three-year term. Candidates are David Dowell and Susan Horner-Till.
Smith Valley School is holding a trustee election for two open seats with three-year terms. Candidates are Jodi Brown, Joe Heidecker, Kyla Huchendorf and Josh Hunt.
Cayuse Prairie, Deer Park and Smith Valley are among the 13 partner school districts that will vote on Kalispell Public Schools' high school district general fund levy.
Reporter Hilary Matheson may be reached at 758-4431 or hmatheson@dailyinterlake.com.
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Time Magazine
7 days ago
- Time Magazine
We Need a Constitutional Amendment to Protect U.S. Education
In a 5-4 decision, the Supreme Court gave the Trump Administration a green light to do what it has long promised: gut the Department of Education from the inside out. The ruling upheld the administration's authority to fire department staff en masse, paving the way for a de facto dismantling of an agency responsible for enforcing civil rights law, allocating billions in federal education funding, and ensuring that when states fail poor children, someone still shows up. This isn't a bureaucratic reshuffling. It's a deliberate unraveling of the federal government's role in public education—an already weakened, often reluctant, commitment to the idea that education is a national responsibility, not just a local budget line. If we are to protect this idea, we urgently need a constitutional amendment which enshrines the right to education for all Americans. It won't be easy. But it is required if we are going to recover from these legal, economic, and political assaults coming from the Trump Administration. This became clear in the weeks leading up to the Supreme Court's decision when the Trump Administration made its intentions clear. Secretary of Education Linda McMahon threatened to withhold Title I funding—designed for schools serving the highest concentrations of poverty—from districts that refused to eliminate diversity, equity, and inclusion (DEI) programs. Then came the quiet refusal to release $7 billion in education funding already approved by Congress. None of this is happening in a vacuum. These moves are part of broader efforts which have been building for years: a project not to fix public education, but to abandon it. To convert justified public frustration into a license for withdrawal. And yes, that frustration is real. According to Pew, over half of Americans believe public K–12 education is on the wrong track. 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The long history of efforts to end the Department of Education The Department of Education, created as a Cabinet-level agency in 1979, was never perfect. But it existed for a reason: to intervene when states, left to their own devices, would not or could not educate all children fairly. It enforced desegregation orders. It monitored civil rights compliance under Title IX and IDEA. It held districts accountable when racial discrimination was systemic and unapologetic. This isn't the first time we've been here. In 1867, the federal government created the first Department of Education—not to regulate curriculum, but to gather data on how best to educate the newly freed Black population and poor whites in the post–Civil War South. It was a fragile, symbolic effort to build a national vision for learning and citizenship in a country struggling to imagine either across racial lines. Arguing that the federal government had no role to play in education, states organized and protested the new agency, and shut it down in less than a year. A century later, when Brown v. Board made segregation illegal, many states closed schools rather than integrate them. Others used zoning, funding, and private academies to maintain racial separation under different names. It took federal enforcement to protect U.S. citizens from the unequal citizenship their states desired for them. Now, we're watching that enforcement dissolve and once again, the reasoning is wrapped in the language of 'local control.' But let's be clear: local control has always been a polite term for resisting federal authority to protect its most vulnerable citizens. It means those with the most power get to shape curriculum, hoard resources, and decide who belongs—and who doesn't. The legacy of Bob Moses In this moment, we would benefit to remember the legacy of civil rights organizer and founder of the Algebra Project, Bob Moses. Moses understood better than most that education is not just about access to classrooms. It is about access to power. He believed that algebra was a 'gatekeeper' to full citizenship. Without it—and without the trained teachers, safe schools, and rigorous curriculum needed to teach it—students living in poverty were being systematically locked out of economic and civic life. For Moses, the fight for educational justice required more than reform. It required a new constitutional right. He spent the final decades of his life calling for an amendment that would guarantee every child in the United States—not just access to school buildings, but access to quality public education as a civil right. He knew what we are now learning the hard way: that unless quality is guaranteed by law, inequality will be guaranteed by design. 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USA Today
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- USA Today
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CBS News
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- CBS News
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