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House education chair urges sustained investment in rural schools, career-technical capacity
Summary
Representative Doug Pickett told the Joint Finance-Appropriations Committee that Idaho has doubled K–12 general fund spending over the past decade but still faces major facility and special-education funding gaps; he urged continued support for rural schools and career-technical education while preserving core academic instruction.
Representative Doug Pickett, chairman of the House Education Committee, told the Joint Finance‑Appropriations Committee on March 7 that Idaho has made large gains in school funding over the past decade but still faces substantial unmet needs, particularly in rural districts and career-technical education (CTE).
"Over the past 10 years, the public education K‑12 budget has doubled from $1.4 billion to $2.8 billion," Pickett said. He said average teacher pay in Idaho has risen to nearly $63,000 this school year, representing a roughly 42% increase over the past decade, and he thanked the committee for an additional $83 million in salary increases proposed for the year.
Pickett said those investments do not eliminate other pressures on the system. He urged lawmakers to balance support for traditional academic subjects with expanded training for in‑demand trades such as HVAC, plumbing and electrical work, and he stressed a continuing shortfall in postsecondary CTE capacity. "CTE programs, particularly in our community colleges, are significantly oversubscribed and are dealing with significant capacity limitations," he said.
Why it matters: Pickett framed rural schools as a particular fiscal and policy priority. He said Idaho code defines rural districts in part by population density and county population and noted that roughly 80% of districts qualify as rural. "Rural school students deserve higher levels of per‑student funding for critical things, like special education, transportation, facilities, teacher recruitment and retention," he said, adding that English learners and gifted students also need attention.
Pickett cited several statewide funding shortfalls raised by education stakeholders: an estimated $3 billion statewide gap for facilities, an $83 million estimated gap for special‑needs services, $5 million to train teachers in phonics for early literacy, and $35 million sought for outcome‑based funding. He also noted two years ago the Legislature allowed school districts to enroll teachers in the state health insurance plan, a benefit he said is worth about $4,000 per teacher.
Pickett said his committee is watching possible federal changes that could shift how aid is distributed. He referred to proposals at the U.S. Department of Education level that might move federal support toward block grants or direct payments, and said Idaho education leaders want federal funds used for their intended purposes.
The committee will receive an Office of Performance Evaluations report later the same day on K‑12 characteristics and funding, Pickett said.
Speakers quoted or cited in this article spoke during the March 7 JFAC meeting; quotes are taken from remarks recorded for the committee.
Ending: Pickett said policymakers must be deliberate in updating funding formulas and weights so that moving from unit‑based funding toward student‑weighted formulas does not inadvertently reduce supports for small rural districts that face higher per‑student costs. He said his House Education Committee will continue to work with JFAC on capacity and funding issues for both secondary and postsecondary CTE.
