Astoria School District Superintendent Craig Hoppes informed the school board on Wednesday that the district is facing a potential midyear budget crisis due to rising family instability and a statewide budget shortfall. Hoppes highlighted that these issues, along with chronic absenteeism, are converging at a challenging time for schools in Oregon, impacting students and staff alike.
Hoppes began his address by praising the dedication of school staff, noting their efforts to engage students in learning despite significant challenges. “Staff have been really working hard in the classroom with kids and engaging them in learning at times when it can be difficult,” he remarked. This commitment has extended beyond the classroom, with school administrators and counselors actively meeting with families experiencing hardships related to immigration, food insecurity from federal cuts to SNAP, and other issues that affect student attendance and safety.
“Some families are really struggling,” Hoppes stated. “We have kids not coming to school. The attendance is better, but we’re still dealing with it every day.”
Limited Distance Learning Considered
In an interview on Thursday, Hoppes revealed that the district is exploring options for limited distance learning for families hesitant to send their children to school due to recent immigration enforcement activities in Seaside. “Yes, we have families who are scared and they don’t feel safe sending their kids to school,” he said.
The proposed distance learning model would not be implemented district-wide but would target families dealing with specific fears related to immigration. This plan would draw on the distance learning framework used during the pandemic, providing students with Chromebooks, assignments via Google Classroom, and access to support from school staff. Hoppes emphasized that the district would monitor attendance closely and activate this option only if necessary.
Concerns about student safety have also been raised by school bus drivers, adding another layer of anxiety for families navigating both financial instability and immigration issues. “I went over some protocols with them. They’re nervous,” Hoppes noted, reiterating that student safety remains a top priority.
Addressing the Budget Crisis
Hoppes subsequently detailed what he referred to as a “major state budget crisis,” which could significantly affect K-12 education in Oregon. He cited the implications of federal legislation, known as H.R.1 or the “One Big Beautiful Bill,” as well as a disappointing state revenue forecast from August. The Oregon Legislature is currently considering cuts that could impact essential education programs, particularly those supporting vulnerable students.
“These state cuts come as our students are simultaneously losing access to federal social safety net programs including SNAP food benefits and health care services,” Hoppes explained. He emphasized that public schools are being called upon to address students’ health and nutrition needs more than ever.
On October 1, state agencies were instructed to prepare for potential budget reductions of 2.5% and 5%. Early indications of these cuts have already affected the district’s Future Farmers of America (FFA) program and its associated grants, although the Astoria literacy grant remains secure for now.
Kjer Kizer, chief executive director of Oregon FFA, expressed concern about the implications of these cuts. “These dollars remove financial barriers so students can participate in FFA when they enroll in an agriculture class,” Kizer stated. The funding supports membership fees and travel for events, which are crucial for many students.
Kizer noted that rural and low-income communities, like Astoria, would be disproportionately affected by reduced funding. “When state funding goes away, participation quickly becomes who can afford the bus, the hotel room, or the entry fee,” she said. The loss of these supports would particularly impact first-generation students and low-income families.
Advocacy for Education Funding
In light of these challenges, Kizer emphasized the importance of advocacy and collaboration with the Department of Education to illustrate students’ outcomes and the economic impact of agricultural education programs. “HB 2444 funds have translated into over 614,000 hours of experiential learning and more than $12 million in economic impact,” she noted.
She encouraged local chapters and districts to engage legislators directly, inviting them to visit classrooms and witness the benefits of agricultural education firsthand. “Sharing real stories helps decision makers understand that this is not an abstract line item; it’s a direct investment in their own community of kids,” Kizer added.
Hoppes has called on state leaders to utilize Oregon’s Education Stability Fund, which currently holds over $1.2 billion for the 2025-27 biennium. He urged the governor and the legislature to access these funds, similar to the emergency measures taken during the COVID-19 pandemic, where over $400 million was allocated to support school budgets.
Without accessing this reserve, Hoppes warned that districts might face reductions in staffing and resources. The Astoria School District plans to work closely with the Oregon School Board Association and local lawmakers to advocate for the protection of K-12 funding.
To ensure legislators understand the stakes involved, Hoppes announced plans for in-person visits from local lawmakers before the legislative session begins in February 2026. These visits, scheduled for December or early January, will be “kid-run and kid-generated,” showcasing the programs that could be impacted by budget cuts.
Hoppes highlighted the urgency of addressing these issues publicly, as the board had begun hearing about potential cuts last month. He anticipates that FFA students may play a role in future advocacy efforts, stating, “Cuts like these impact real kids and real programs. We need to be ready.”
The next board meeting is set for December 10, 2023, at 19:00 at the Captain Robert Gray School in Astoria.
