Students, teachers and parents urge Cedar Rapids school board to spare Washington High staff and programs

Dozens of Washington High School students, teachers and parents pressed the Cedar Rapids Community School District board of education on March 9 to rescind or delay proposed staff reductions they say would curtail Advanced Placement, arts and other elective programming and make it harder for students to complete graduation requirements in‑building.

"I'm tired of having my education toyed with in front of my face," said sophomore Jaden Keller, whose remarks framed the concerns students raised about course availability and equity. Keller told the board she was worried that the district's staffing plan — which she said would eliminate teaching positions at Washington — could violate federal and state statutes and have a disproportionate effect on a predominantly Black attendance area. "Who came up with this budget formula? In fact, where is the budget formula?" she asked.

Why it matters: Speakers said cuts at Washington, which several described as a diverse, community‑centered high school, would remove opportunities that drive student engagement and recruitment — from AP classes to music and theater — and could push students to transfer or lose access to courses they need to graduate. Parents and community members argued that some scheduling and class‑size rules (including a cited 15‑student minimum for running a class) would prevent lower‑enrolled AP and advanced courses from continuing.

"We're not trimming excess — we are limiting opportunities," said teacher Mallerie Wills, who said higher class sizes and involuntary reassignment of educators could lead to staff departures and diminished program access. Casey Prince, speaking for parent volunteers, delivered a petition that she said had about 1,426 signatures (and had grown since she printed it) urging the district to: adequately staff Washington, protect AP, fine arts and electives, provide parity with other high schools, and preserve co‑curricular experiences.

Several student speakers described how specific programs shaped their plans. "These courses and activities influence many skills — public speaking, performance — used in everyday life," said Elena Hopkins, a junior, adding that the prospect of losing arts and AP options influenced a sibling's decision to transfer into Washington.

Speakers also raised procedural and legal concerns. Keller quoted several authorities she said had been posted to social media, including "Title four of the Civil Rights Act of 1964," the Equal Educational Opportunities Act (listed on the record as 20 U.S.C. 1703), the Fourteenth Amendment's equal‑protection clause, and Iowa Code 280.3, and urged greater transparency so families can evaluate alleged legal risks.

What the board heard: Board members and district staff listened without engaging in dialogue during the public‑comment period (per board rules). Commenters urged the board to pause cuts until reconfiguration and boundary decisions are finalized, suggested more dynamic minimums for advanced courses, and proposed targeted alternatives such as covering AP exam fees or using bridge‑year strategies to sustain programming.

Next steps: The board heard the public record, then continued with board reports and staffing presentations later in the meeting. District officials presented staffing impact analyses and a proposed staffing realignment; the board later voted on those allocations as part of the regular agenda.