HISD community voices frustration over new budget and school policies at board meeting

The Houston Independent School District (HISD) board meeting on June 12, 2025, was marked by passionate pleas from community members and educators, highlighting deep concerns over the district's proposed multibillion-dollar budget and its implications for students and teachers.

A significant point of contention was the budget's alignment with community values, as expressed by several speakers who argued that it fails to prioritize essential educational resources, such as libraries and engaging curricula. Christine Hurley, a community advocate, emphasized that a budget should reflect the values of the community it serves, urging the board to reconsider its approach, which she described as harmful and disconnected from the needs of students and teachers.

Concerns were also raised about the district's educational model, particularly the NES (New Education System) framework, which critics argue has led to a decline in student enrollment and trust. Ruth Kravitz, a former teacher, pointed out that the model has resulted in inequitable access to advanced courses for students in under-resourced communities, effectively denying opportunities to high-achieving students. This sentiment was echoed by other speakers who highlighted the negative impact of the NES model on both student learning and teacher retention, with reports of over 40% of teachers leaving the district in the past year.

The issue of transparency and community engagement was another focal point, with speakers urging the board to involve students and parents in decision-making processes, particularly regarding school naming policies. Sarah Sam, a community member, criticized proposed changes that would diminish student participation in naming schools, arguing that students should have a voice in the institutions they will be connected to for life.

As the meeting progressed, the emotional toll of the district's policies became evident, with parents sharing personal stories of their children's struggles within the current educational framework. Many expressed frustration over a lack of communication and support from the district, emphasizing the need for a collaborative approach to education that respects the voices of families and educators.

In conclusion, the HISD board faces mounting pressure to address these concerns as it moves forward with its budget and educational policies. The community's call for a more inclusive, transparent, and supportive educational environment underscores the urgent need for the board to prioritize the well-being of students and teachers alike. As the district navigates these challenges, the implications of its decisions will resonate deeply within the Houston community.