APS holds community budget workshop as enrollment decline tightens $2.2 billion budget

Albuquerque Public Schools (APS) held a public budget workshop in which district leaders outlined the $2,200,000,000 budget and gathered community priorities as enrollment-driven funding declines and voters decide on capital bonds.

CFO Renette Apodaca told attendees that "school budgets are complicated," explaining that APS funding comes from multiple sources with legal limits on how money may be used. She said the district's operational budget represents about 48.5% of the total and capital funds about 29.3%, and that roughly 97% of operational dollars come from the state.

The meeting focused on how to allocate limited resources and what to preserve as enrollment — the basis for most APS funding — falls. Apodaca said enrollment decline over the past decade "directly affects our funding, which is largely based on student headcount," and noted that about two-thirds of operational funds are directed to individual schools.

The community was invited to a table exercise to simulate budgeting trade-offs. A district survey of more than 5,300 respondents released at the session showed 47% of respondents identified as parents or guardians, 41% as APS employees and 9% as both. Responses ranked safety and security, curriculum and instruction, counseling and student mental-health supports, facilities (including HVAC), professional development and technology among the top concerns.

Public commenters emphasized several recurring priorities. Latasha Embry, a parent, said APS must improve services for students with autism and better train staff: "The teachers are not being trained properly, which is putting them in danger," she said, describing difficulty accessing specialized providers and the need for consistent training.

A math teacher and former dean of students urged greater investment in community aquatic facilities to address a public-health risk: "New Mexico holds a troubling distinction. We are among the top five states in the nation for drownings per capita," the speaker said, noting APS has contributed $2,000,000 toward the North Domingo Baca aquatic center and that contribution "represents only about 4% of the total cost of the facility." The speaker asked the district to consider additional investment because APS students will be primary beneficiaries.

Students and volunteers also spoke in the budgeting exercise about practical priorities. Student Emma Kadish described allocating funds to fine arts, counseling and building maintenance and stressed the importance of college- and career-readiness funding: "$10 for students coming out of high school really ready for the next step in life," she said during the group presentation.

Other community participants urged trimming outside contractor spending, expanding after-school programs and increasing instructional supports in classrooms. One parent said volunteers trained in perimeter monitoring could supplement safety efforts so more funds could be directed to teachers.

Apodaca and board members explained differences among fund types: capital funds come from voter-approved taxes and may pay for building repairs, new construction and technology but by law cannot be used for salaries; grants are time-limited and tied to specific programs; and other dedicated funds cover meals and transportation. The presentation referenced HB 33 and SB 9 as state funding mechanisms that can be used for construction, maintenance and technology; participants also discussed HB 171 in relation to student engagement efforts.

District staff summarized next steps and the budget timeline: district budget development and school-level planning begin in February 2026; the FY 2027 proposed budget will be presented to the APS Board of Education for approval in March 2026; and the final budget will be submitted to the New Mexico Public Education Department by April 15, 2026. Officials said they will compile themes from this and other community sessions to inform decisions but made no formal policy decisions or votes at the meeting.

The workshop highlighted persistent trade-offs APS faces between day-to-day operational needs (staffing, classroom supports and student services) and capital needs (HVAC, building repairs and safety infrastructure), with community input centering on safety, student mental-health supports, facilities and professional development as immediate priorities. The district encouraged attendees to continue submitting feedback through an online form, sticky-note boards and public board meetings.