Parents, teachers and students urge Judson ISD to preserve Wortham Oaks Spanish immersion program amid budget talks
Summary
Multiple parents, students and educators told the board that cutting the Wortham Oaks Spanish immersion program would risk enrollment-based funding and community trust; several speakers offered alternatives including modest program fees, scholarships and targeted fundraising to sustain the program.
Dozens of residents, teachers and students urged the Judson ISD Board of Trustees to preserve the Wortham Oaks Spanish immersion program during the board's public-comment period, citing academic benefits, retention and the program's role in attracting families to the district.
Dr. Thomas, a community speaker, framed the program as a financial as well as educational asset: the district pays five immersion-teacher stipends ($15,000 each annually), he said, while the district receives roughly $10,000 per student in funding. Dr. Thomas cited a parent poll he described as showing only 31.6% of current immersion families would stay at Wortham Oaks if the program were eliminated and urged creative, low-cost alternatives to preserve enrollment. "Spanish immersion is not an expense, it is a retention tool and an investment," he said.
Parents and teachers offered specific proposals to limit budget impact without eliminating the program: Jeff Newman suggested endowments and fundraising models used by other districts; Dr. Thomas proposed a modest annual program fee (in the range of about $165 per student per year) with scholarships for families unable to pay; Pamela Pangel and other parents described immersion as culturally essential and said families are willing to support continuation.
Andrew Holmes, identified as the district's former elementary math curriculum coordinator, publicly announced his resignation and linked it to the district's financial situation and board messaging around staffing and administration. Holmes told the board he was leaving because of "our financial situation" and criticized messaging that, he said, undermined staff morale and led to talent loss.
Multiple parents and teachers asked trustees to prioritize student-facing programs and to seek efficiencies in administrative areas, operations, and facility use before cutting enrichment programs that they said are difficult to restore once eliminated.
What happens next: The board is expected to continue budget and program discussions as part of its corrective-action planning (CAPA) and will consider proposed savings and alternatives as part of broader January workshops and hearings.
