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Lincoln Public Schools previews preliminary 2627 budget as resident urges stronger trade and year‑round options
Summary
At a district budget forum, Lincoln Public Schools staff outlined a preliminary 2627 general fund proposal that keeps the proposed levy roughly unchanged while absorbing lost federal grants and proposing targeted investments in salaries, special education, and facility security. A resident urged more emphasis on career/trade pathways and year‑round schooling.
A Lincoln Public Schools staff member presented the district’s preliminary general fund budget at a public forum, saying the draft holds the proposed property tax levy roughly steady while absorbing about $2 million in previously federal-funded positions and targeting increases for salaries, benefits and special education staffing.
The presenter said the district is planning with a preliminary assessed valuation increase estimate of 4.75% and that state aid shown in the draft is down by about $4,000,000. “We’re still listening,” the staff member said, describing multiple public forums, an online input form and posted Q&A as avenues for community feedback.
Why it matters: the district said about 88–89% of general fund spending is personnel, that the district runs an estimated $30,000,000 payroll each month, and that facility and security needs are part of the capital conversation. The staff member noted the building fund held about $5,800,000 last September and described a proposed half‑penny tax increase intended to generate roughly $2,000,000 to begin security‑related projects, including visitor vestibules (estimated cost about $3,000,000).
The presentation also covered revenue mechanics: the district said property taxes would make up about 44% of general fund sources in the draft budget, with state funding and property tax credits reducing the effective levy to about $0.66 in practice even if the nominal levy is presented near $1.02.
Public comment: Sam, a resident who spoke during the forum, urged the district to increase emphasis on career and trade pathways and to consider year‑round schooling as a way to expand capacity and participation. “It’s rewarding to work on a job where you leave at night and you look back and say, ‘I did that,’” Sam said, arguing more emphasis on trades and inclusive participation in activities could give students practical paths to steady work. He also suggested exploring a small employer fee to help fund English‑as‑a‑second‑language services.
The staff member thanked Sam for his comments, saying athletics are one of several strategies the district uses to engage students alongside arts and academics and acknowledging that year‑round school has long been discussed but carries logistical complications.
What’s next: the presenter reiterated that forum materials and a Q&A are posted on the district website and that officials will collect online input for formal review by the board. The district encouraged residents to submit questions and comments through the posted forms and attend the remaining virtual and in‑person sessions.
