Every spring, school districts across New York State embark on a vital financial and civic exercise – crafting a budget subject to voter approval that tries to balance the needs of students with the economic realities of taxpayers.

To meet the legal requirements for this year’s statewide budget vote and school board election on May 19, boards of education were required to adopt proposed budgets and propositions by late April. This ensured that school districts could submit property tax report cards to the state by the April 27th deadline, officials could prepare and distribute military and absentee ballots, and residents had time to review the details before voting.

This year’s process also carries the challenge of local school boards having to lock in numbers and adopt proposed budgets prior to the finalization of the state budget.
When the state’s fiscal plan is still under development, districts must rely on initial projections provided earlier in the year. These figures, released as part of the Governor’s Executive Budget proposal in January, serve as the baseline for local financial planning.

For some districts, there may be a considerable difference in the amount of school aid proposed by the Governor and the one-house budget proposals from the State Assembly and State Senate. However, to ensure stability, many districts adopted a conservative approach, making careful assumptions about their revenues for next school year.

According to the New York State Educational Conference Board – a coalition of seven statewide organizations representing parents, teachers, paraprofessionals, building administrators, business officials, superintendents, and board members – school districts have not faced a budget that was this late and uncertain since 2010, a few years before the implementation of state’s property tax cap.

The delay in the final state budget is impacted by the complexity of the non-school issues being discussed – auto insurance, immigration and delaying climate mandates. However, state leaders must also decide on significant questions regarding Foundation Aid, the state’s primary mechanism for funding public schools. This includes the “Hold Harmless’ provision, which has historically ensured that districts do not see a year-over-year decrease in aid. As enrollment patterns shift across the state, policymakers need to decide on how to modernize these formulas to ensure resources are distributed fairly.

Tax levy caps, which limit the amount that school districts can raise through local property taxes, constrain their ability to generate local revenue. Some school districts are now feeling the compounding effect of cautiousness, when they did not maximize their tax levy in previous years. This has led to revenue gaps while the cost of everything, from fuel and food to health insurance, is increasing for school districts and residents alike.

Beyond the columns of numbers and percentages, a school budget proposal, at its heart, should be a blueprint for student opportunity. It is the engine that powers everything from the bus ride to and from school to the afterschool opportunities that follow the regular school day. This year’s proposed funding is also critical as districts work to expand pre-K access, provide mental health support, and begin to implement changes called for by NY Inspires.

Ultimately, it’s up to you, the voters, to decide. Unlike state or municipal budgets, which are decided by elected representatives, school district budgets are one of the few places where New Yorkers can vote directly on how their money is spent. Between now and May 19, I encourage you to visit your school district’s website, review any budget materials mailed to your home, and learn more about the candidates running for the board of education. Don’t forget to exercise your right to vote for your school district budget and board of education candidates who will make policy and budget decisions for your district.

New York State will implement new instructional requirements in personal finance and climate education over the next several years.

The addition of personal finance addresses a long-standing gap in the state’s graduation requirements. Under Phase 2 of NY Inspires – the state’s plan to transform education and change high school graduation requirements – students in grades 5-12 will receive age-appropriate financial instruction, beginning this fall. This includes instruction on budgeting, credit and debt management, risk management, and saving and investing. For K-4 students, the requirement will take effect in the fall of 2027.

According to the Council for Economic Education, 39 states now require students to take a personal finance course to graduate. Research by the National Education Association, Champlain College’s Center for Financial Literacy and others show that students who receive financial literacy in high school make more informed decisions about paying for college, exhibit better credit/debt behaviors, and have better overall financial well-being in life.

Georgia, Idaho, and Texas have also reported higher credit scores and lower relative delinquency rates for students who take a personal finance course compared to those who did not.

Students in grades 5-12 will receive climate education beginning in the 2027-28 school year, with elementary students starting in the 2028-29 school year. This includes the causes, impact, and solutions. New York follows New Jersey, which first implemented this requirement in 2020.

The phased rollout of these new instructional requirements over multiple years and by grade band provides for flexibility in local implementation. Instruction can be provided through embedded instruction into existing subject areas or as a stand-alone course.

Public schools do not need to wait for the established timelines to begin implementation. For example, public schools could provide instruction in personal finance to elementary students starting this fall, if they choose.

New York studied the experiences of other states and worked with expert advisors prior to adopting these requirements. This includes the New York State Comptroller’s Office, National Wildlife Federation, Dr. Carly Urban, a leading national researcher on financial education from Montana State University, and others.

While the personal finance and climate education requirements are new, many schools  across the state already offer these classes according to data collected by the State Education Department. During the 2024-25 school year, 602 of the state’s 705 school districts and 35 of the state’s 37 BOCES offered personal finance courses while 561 school districts and 34 BOCES offered climate-related courses. New York City also offers a standalone personal finance class in high school.

The State Education Department spent nearly five years preparing for these changes to high school graduation requirements, including soliciting feedback from the public and members of the state’s education communities. A 64-member Blue Ribbon Commission (I was part of this group) studied other top-performing systems and provided recommendations to the Board of Regents. This included a recommendation that financial literacy become a graduation requirement.

The first phase of the NY Inspires Plan was implemented in July 2025, when the Board of Regents adopted the NYS Portrait of a Graduate. Under NY Inspires, Regents exams would become optional during the 2027-28 school year, and graduates would be permitted to demonstrate their skills and knowledge in other ways, such as completing capstone projects. This shift, which will be phased-in through the Fall of 2029, is part of a broader vision to transform education for our learners to better prepare them for their futures.

As winter lingers and our schedules remain full – balancing school, sports, work, and family commitments – it is easy for students and families to feel more tired, less active, and increasingly stressed. March offers us an important reset. As we recognize National Nutrition Month and prepare to “spring forward” with daylight saving time, we are reminded that rest, nutrition, and movement are not optional extras on a busy to-do list. They are the essential fuel for student success.

Conversations about childhood obesity and sleep deprivation are often framed as national crises. That framing can feel overwhelming for families simply trying to manage the day-to-day. The good news is this: meaningful change begins with small, consistent habits modeled at home and reinforced at school. Wellness does not require perfection – it requires intention.

Sleep is often treated as a luxury, the first thing sacrificed when life becomes busy. Yet sleep deprivation carries real consequences. It weakens the immune system, affects mood regulation, and can impair brain development. In the classroom, this may present as shortened attention spans, irritability, or difficulty with self-control. Lack of sleep can also disrupt hormones that regulate hunger, creating a cycle in which fatigue leads to increased cravings and poor nutrition – further impacting learning and overall health.

What students eat directly affects how they think and feel. Stable blood sugar levels fuel the prefrontal cortex – the part of the brain responsible for focus, impulse control, and higher-level problem solving. Diets high in processed sugars and low in protein and fiber often lead to energy spikes followed by crashes. A student who appears energetic at 9:00 a.m. may feel disengaged or irritable just 90 minutes later. Supporting healthy nutrition is not simply about addressing weight; it is about strengthening attention, resilience, and academic performance.

Real wellness is built on daily choices. Together, families and schools can create environments where healthy habits are the norm. Here are five practical steps we can take:

• Choose active time over screen time. Replace some sedentary “screen time” with “green time.” Family walks, bike rides, or even active chores promote wellness without feeling like formal exercise. When children see adults valuing movement, they learn to do the same. Even 10 minutes of aerobic activity can increase oxygen flow to the brain and help reset focus.
• Establish a “digital sunset.” Turn off screens at least 60 minutes before bedtime. Blue light from phones and tablets suppresses melatonin production and interferes with deep, restorative sleep.
• Create consistent sleep routines. Going to bed and waking up at the same time –even on weekends – helps regulate the body’s internal clock and supports healthy hormonal balance.
• Practice additive nutrition. Instead of focusing on restriction, focus on addition. Add a fruit or vegetable to every meal. Children are far more likely to adopt healthy eating habits when they see adults modeling them.
• Engage with your school community. Connect with your school’s wellness initiatives and committees to learn how healthy habits are being supported before, during, and after school.

Wellness is not a destination we reach – it is the environment we intentionally create. When families and schools work together to prioritize rest, nutrition, and movement, we strengthen not only physical health but also emotional well-being and academic success. A well-rested, well-nourished child is more focused, more resilient, and better prepared to thrive.

Spring is a season of renewal. Let us use this moment to recommit to the small daily habits that help our children grow, learn, and flourish.

Foundation Aid
The Executive Budget provides a $779 million, or a 3 percent, increase in Foundation Aid. This is part of a multi-year effort to fully fund Foundation Aid, which is the state’s primary funding formula representing 70 percent of all school aid. The Governor’s proposed budget ensures that each school district receives at least a 1 percent year-to-year increase. An estimate of school aid can be viewed at https://tinyurl.com/FY27aid.

While some suburban and high-need urban school districts would see larger increases, the proposed 1 percent minimum would apply to Chatham, Germantown, Hudson, and Ichabod Crane in Columbia County and Cairo-Durham, Catskill, Coxsackie-Athens, and Greenville in Greene County.

During a Legislative Breakfast on February 3, local superintendents shared how this aid proposal would not cover the rising cost of contractual agreements, health insurance, energy, and other areas. They indicated that local districts need a funding formula that is predictable and sustainable, recognizing the fixed costs of operating schools.

Increasing Expense-Based Aids
The Executive Budget funds formulas that reimburse a portion of certain district expenses in construction, transportation, shared services through BOCES, and the educational costs of students with disabilities. These aid categories, minus Building Aid, would increase by 2.9 percent.

In Columbia, Greene, and Rensselaer counties, where school communities can span hundreds of square miles, transportation aid is essential. During their meeting with legislators, superintendents also discussed how the state’s mandate to transition to zero-emission buses by 2035 is a looming fiscal and logistical challenge. They asked for the requirement to be delayed until 2040 to better align with the state’s Climate Leadership and Community Protection Act.

Pre-K Expansion
The Governor is proposing that all four-year olds have the option of attending a full-day prekindergarten program by the 2028-29 school year. New rates would be available to school districts starting in 2027, allowing districts to serve more students in Pre-K programs immediately.

While the state’s intention to expand early learning is admirable, school districts may face logistical challenges with implementing this new mandate, including finding certified teachers, and existing space within their buildings.

Other Initiatives
The Governor proposes to require the State Education Department to provide school districts with instructional best practices in the teaching of math to K-5 students. The Executive Budget provides $2 million to the New York State United Teachers (NYSUT) Education and Learning Trust and $2 million for regional hub pilots operated by BOCES to provide training and support to educators.

The Governor’s $9 million proposal for high-impact tutoring is a start, but local districts also need sustained funding for mental health professionals. In counties where access to mental health and tutoring services is limited, schools have become the de facto primary providers of these essential services.  

The Governor is also proposing a $55 million increase to continue implementation of the Universal Free School Meals program enacted in the 2026 budget.

It is important to note that this is just a portion of the Governor’s proposal – and the starting point for state budget discussions. The Governor and State Legislature must now negotiate a final agreement for the start of the state’s new fiscal year on April 1.

In the meantime, school districts across the region and state have begun the process of developing proposed budgets for the 2026-27 school year – a process they will finalize in late April.

Residents across the region and state will vote on their local school district’s proposed spending plan and elect school board members on Tuesday, May 19. Learn more about your district’s budget by visiting your district’s website or attending a school board meeting.

Recent reporting about the federal budget process underscores something those of us in public education know all too well: national debates in Washington, DC have real consequences in our classrooms. As District Superintendent of Questar III BOCES, serving more than 28,000 students in 22 school districts in Columbia, Greene, and Rensselaer counties, I see the direct impact federal funding has on our students – and how harmful proposed cuts would be to our region.

This year, the stakes are unusually high. Competing FY26 funding proposals in Congress would take our schools in dramatically different directions. The House Appropriations Committee advanced a bill that slashes Title I by nearly $4 billion and eliminates foundational formula programs like Title II and Title III altogether. These are not abstract numbers.

In our local school districts, Title I supports a wide range of initiatives, including literacy coaches, classroom aides, reading/math specialists, tutoring programs, and evidence-based interventions. Title II makes it possible for districts to provide teacher training, strengthen recruitment and retention, and support new teachers. Title III ensures high-quality services for our multilingual learners – students who bring incredible strengths and deserve the tools to succeed.

A cut of this magnitude would require district leaders to make painful decisions. It could mean larger class sizes, reduced instructional time, fewer counselors, cuts to arts or science, technology, engineering, and math (STEM) programs, or the loss of summer programming, At a time when students are working hard to recover academically and emotionally from the disruptions of recent years, these types of reductions could undermine the progress that has been made.

Contrast this with the bipartisan proposal from the Senate, which takes a far more responsible approach: maintaining funding for core K-12 programs and directing the Administration to ensure these funds reach districts by July 1. This detail may seem technical, but its impact is enormous.

Last school year, districts across the country – including those locally – built budgets based on federal funds that have historically arrived every July. When that schedule was disrupted, school systems were left wondering if dollars that had been appropriated by Congress would ever materialize. No business, nonprofit, or local government could responsibly operate amid that level of instability – and neither can public schools. The Senate bill restores predictability, ensuring the decades-long Congressional schedule of funds being delivered on time by July 1.

Our community knows that student success is not accidental. It requires investment by teachers and staff, strong parental engagement, and financial resources for all our students.

Federal dollars make up a relatively small share of our local school districts’ budgets (less than 8 percent according to the National Center for Education Statistics), but they are often the most targeted, supporting students with the greatest needs. That’s why maintaining Title I, II, and III funding is not merely beneficial; it is essential.

This is not a partisan issue. It’s about ensuring that every child in every community has access to an excellent education and the opportunity to thrive and succeed.

I urge our elected officials in Congress to support the Senate’s bipartisan FY26 proposal and reject cuts that would harm students locally and across the country. Our children deserve a stable, well-funded education system so they can develop real skills for real life, enabling them to reach their full potential.

Congress has until January 30 to finalize FY26 funding or pass another continuing resolution. The decisions made in Washington will shape what is possible in classrooms here at home next fall. I encourage readers to contact their representatives in the U.S. House and Senate to share their views of the importance of maintaining consistent funding for public education.

Career and technical education (CTE) programs offered by BOCES, school districts, and community colleges, are essential. Modern CTE is not the “vo-tech” of the past. These programs – which include agricultural science, automotive technology, aviation, construction technology, cosmetology, criminal justice, culinary arts, electrical trades, EMT, fire science, gaming, heavy equipment, HVAC, nursing, and welding — integrate core academics in math, science, and English with hands-on, real-world application. The good news is that the enrollment in CTE programs in this region and across the state is rising.   

These programs address middle-skills credentials that provide pathways to occupations that are high-paying for early-career workers that do not necessarily require a four-year undergraduate degree. In fact, there is an annual shortage of nearly 712,000 certificates and associate’s degrees aligned with these occupations, projected to last through 2032, according to research by Georgetown University. Many of these openings are in occupations that are crucial to keeping our infrastructure intact, our communities safe, and our industries thriving.

This comes as our skilled trades workforce is aging. In fact, about 40 percent of this workforce is 45 years or older. As these seasoned professionals retire, there are not enough trained young people to replace them, leaving a critical gap in electricians, welders, auto mechanics, HVAC technicians, and other skilled positions. 

Taught by industry professionals – the chefs, law enforcement veterans, and business owners who truly understand their field – these CTE programs are designed to be responsive, consulting with committees of business, labor, and higher education leaders to stay ahead of industry trends and technology.

Furthermore, CTE is an ideal vehicle to realize the bold vision of the State Board of Regents to transform our graduation measures through the New York State Portrait of a Graduate. The Portrait aims to ensure that every graduate is equipped with essential attributes beyond traditional book knowledge, including critical thinking, effective communication, collaboration, citizenship, and being reflective and future focused.

Through CTE programs, students learn these skills through hands-on projects, whether it is troubleshooting a faulty circuit, designing and reading blueprints for a construction project, or running a simulated business.

These skills are particularly relevant as businesses and industries explore and adopt artificial intelligence (AI). While AI and automation are poised to disrupt many white-collar skills, they simultaneously highlight the irreplaceable value of our skilled trades.

While AI can write code, it cannot bend electric conduit, install a heat pump, diagnose and repair an unusual engine sound, or excavate a delicate area. CTE is where human skills, including technical expertise, problem-solving, and collaboration, are needed to develop and maintain the massive physical and digital infrastructure that powers AI.

To secure a robust, resilient future for New York’s economy, we must continue to celebrate and invest in CTE programs. They are not an alternative to academic success; they are the pathway where academic rigor meets career readiness, ensuring our next generation is not only prepared to find a job but to build the world of tomorrow.

At Questar III, nearly 100 percent of our CTE students graduate from high school – and they do so with a jumpstart on their peers. They earn technical endorsements, industry certifications, work connections and mentors, paid apprenticeships, and advanced college credit. 

Local high school students can learn more about Questar III CTE programs by visiting www.questar.org/CTE, speaking with their school counselor and parents, or signing up at their high school to visit one of our technical schools as part of our prospective student visitation day in January. 

This landmark legislation wasn’t just a new federal program; it was a declaration of civil rights. It stated, clearly and unequivocally, that every child, regardless of disability, has the right to a Free Appropriate Public Education (FAPE) in the least restrictive setting possible. As we celebrate this golden anniversary, we must recognize IDEA’s incredible legacy and defend its future.

Before 1975, more than a million children with disabilities were excluded from public schools, often relegated to specialized private schools sponsored by charities and psychiatric hospitals, or left without an education altogether. IDEA changed that, paving the way for inclusion and individualized education plans (IEPs) that addressed the individual needs of students classified under IDEA. It also gave parents and guardians specific rights, called procedural safeguards, such as a school obtaining their consent before providing services to their child.

On a regional and statewide level, Boards of Cooperative Educational Services (BOCES), including Questar III BOCES in Columbia, Greene and Rensselaer counties, played a crucial, pioneering role in the public education ecosystem, supporting students with disabilities through shared programs and services decades before IDEA was established.

Today, IDEA governs the education of nearly 8 million students nationwide, or approximately 15 percent of all public school students. According to the law, public schools must identify and assess all students to ascertain if they require services under IDEA. Children who are experiencing homelessness or attending private schools must also be afforded these services if required.

Inclusion in a least restrictive environment is now the baseline, with nearly two-thirds of students with disabilities spending most of their day in general education settings alongside their non-disabled peers. This is the demonstrable success of a law that transformed the educational landscape from one of exclusion to one of equity and opportunity.

The success of IDEA has occurred regardless of Congress having failed to meet its original funding promise. When IDEA passed, the federal government pledged to cover 40 percent of the added cost of this mandate; today, it covers about 15 percent. This shortfall places a financial burden on local school districts as they continue to see a spike in students requiring special education programs and services at a younger age.

Despite IDEA’s success, the very law and system that created it face an existential crisis. As we mark 50 years of progress, the current administration has made clear its desire to dismantle the federal infrastructure that enforces IDEA. Efforts to shut down the U.S. Department of Education and move Special Education to the Department of Health and Human Services (HHS) could fundamentally and irreparably weaken the law’s oversight.

The IDEA funding gap, coupled with threats to oversight capabilities, creates a perfect storm for our nation’s most vulnerable students. The Individuals with Disabilities Education Act is not merely a bureaucratic mandate; it is a civil rights statute that upholds the dignity and potential of millions of American children. We cannot afford to abandon the law that has delivered inclusion and opportunities to students with disabilities. Instead, we must strengthen it and look for new models to address the needs of our students with disabilities.

On this 50th anniversary, we must do more than celebrate the purpose of IDEA. We must reaffirm our nation’s commitment to fully supporting and funding IDEA. The promise made in 1975 must be a guarantee kept for the next 50 years and beyond.

This column appeared in the Register Star and The Daily Mail newspapers

Distraction-free policies: This fall, schools and BOCES implemented a bell-to-bell ban on personal internet-enabled devices for students to reduce distractions and improve student engagement. New York was one of 17 states adopting new restrictions this school year, bringing the total to 35 states nationwide. A recent PDK poll found that 86 percent of respondents support some form of cellphone restriction for students in school. While districts were required to develop their own specific policies, there are certain exceptions such as devices required for medical reasons. Individuals can find their school’s policy at https://tinyurl.com/nys-policies, including how to contact students during the day when necessary.

Science of Reading: Districts must now base instruction on the “Science of Reading,” a body of research on how the brain learns to read. This approach moves away from guessing words and instead focuses on explicit instruction in foundational skills like phonics, phonemic awareness, vocabulary, and comprehension. Last month, districts certified that their curriculum and instructional strategies align with the State Education Department guidelines to ensure students – especially in early grades – learn foundational literacy skills.

Deisha’s Law: In memory of a student who tragically died after a school’s automated external defibrillator (AED) was inaccessible, Deisha’s Law requires all districts and BOCES to have a cardiac emergency response plan. This law mandates specific, venue-based procedures for responding to sudden cardiac arrest, ensuring that staff are prepared and that AEDs are clearly marked and accessible.

School Heat Law: A new law sets a maximum temperature of 88 degrees Fahrenheit for student-occupied spaces in public schools. When rooms reach 82 degrees, staff must take steps to relieve heat-related discomfort, such as turning on fans, providing water breaks, or moving students to cooler areas where practical. This law aims to make a more comfortable and productive learning environment.

Universal Meals: All 2.7 million public and charter school students in the state are now eligible to receive free breakfast and lunch, regardless of family income. With one in five New York children living in poverty, this initiative addresses food insecurity. Research has shown that universal meals not only improve student health but also boost academic performance.

New Student Board Members: Every district and BOCES with a high school must now have at least one student board member. These non-voting student members will participate in public discussions, offering their perspectives. This change, which no longer requires voter approval, is designed to foster civic engagement and amplify student voices in school board decisions.

Changes to the Graduation Measures: The State Board of Regents has adopted an updated “Portrait of a Graduate” as part of a long-term plan to overhaul graduation requirements. The goal is to move beyond the traditional reliance on Regents exams and to define a graduate by a broader set of skills. Beginning with students graduating in 2027-28, passing Regents exams will no longer be required for a diploma, though the tests will remain. The full plan will be in place by the 2029-30 school year, focusing on skills like critical thinking, communication, and problem-solving.

Collaboration: Across the state, districts collaborated with their local BOCES on Regionalization Plans to address academic and operational challenges. Questar III recently submitted a plan to the state for 22 districts in Columbia, Greene, and Rensselaer counties that focuses on improving English language arts (ELA) and math outcomes, student/staff attendance, and educator recruitment/retention. Additionally, Questar III will convene a regional task force on artificial intelligence (AI) to address this growing area in education. Questar III is working with Abran Maldonado, a leading AI expert, to help formulate its AI strategy.

These changes represent a shift in how schools in New York will prepare students, from prioritizing health and safety to fostering student voice and redefining graduation measures. The coming years will be critical as schools, families, and communities work together to prepare for changes to the state’s graduation measures and ensure that all students are prepared for life beyond high school, which includes a workplace increasingly transformed by technology, such as AI.

For more than 28,000 students in our BOCES region of Columbia, Greene and Rensselaer counties, it is a chance to start a new chapter, make new friends, study new subjects, discover new passions, and develop new skills.

It is a particularly special year for several groups: the Class of 2026 is beginning the final year of high school, while our newest learners, the pre-K Class of 2039 and kindergarten Class of 2038 are just starting theirs.

This time of year is a powerful reminder of the profound impact of public education, and all the people who make it possible.

A strong educational system is built on the hard work of many individuals. This includes:

• The bus drivers and aides, who are often the first and last to see our students each day, ensuring their safe arrival and dismissal.
• The operations, maintenance, and custodial staff, who keep our buildings and grounds safe, clean and ready for learning.
• The food service staff who prepare, cook, and serve nutritious meals to students and staff.
• The nurses who provide health care and first aid to students.
• The school counselors, librarians, and instructional coaches who help our students explore their interests and support their colleagues with professional development.
• The office and support staff, whose behind-the-scenes work is critical for daily logistics and key decisions.
• The school board members who volunteer their time to set policy, guide operations, and work with the superintendent of schools.

At the heart of our schools are our teachers, teaching assistants, and related service staff – including psychologists, social workers, and therapists – who serve a wide range of student needs. They change lives by inspiring our children to learn and grow. Their work, alongside our principals and administrative staff, impacts every industry within our communities.

We are immensely grateful for the partnership with our families – the parents, guardians, grandparents, aunts, and uncles – who play a paramount role in promoting a love for learning and pride in their child’s school.

For those sending a child to pre-K or kindergarten for the first time, we look forward to working with you over the next 12 or 13 years. You can help you child thrive in school by:

• Talking with them about their experiences.
• Communicating with teachers about their experience and concerns.
• Praising their efforts, not just their accomplishments.
• Setting academic expectations and achievable goals together.
• Encouraging them to participate in extracurricular activities.
• Helping them plan a schedule so they learn to balance schoolwork and other activities or responsibilities.
• Making sure they feel comfortable speaking with their teacher or principal about any concerns.

We appreciate the support of those without children in school. From attending events to volunteering their time and staying connected with the district, their support is vital. We also thank the community organizations and businesses who donate their resources, time or expertise to our schools.

To our students, we wish you a year of discovery and success. To the teachers and staff, thank you for your unwavering dedication. To the school board members and administrators, thank you for your leadership. And to all the parents and community members, thank you for being an essential part of our school community.

Welcome back!

While 90 percent of Gen Z respondents say they trust their parents for career and education advice, these conversations are often limited in scope, infrequent or come too late, according to the study. Parents and guardians understandably draw on their own experiences, which can unintentionally limit their children’s awareness of alternatives like apprenticeships, internships, certificate programs, and entrepreneurship.

Our public school system, another primary source of guidance, often reinforces the traditional college pathway. This is evident with just 15 percent of respondents saying they were well-informed about career pathways that do not require a college degree.

To be clear: college degrees are valuable, often essential pathways. But they are not the only path to success. We must help young people to explore their passions, their career interests and education pathways much earlier in their academic careers.

Within our BOCES region, we actively promote a full range of possibilities through our career and technical education (CTE) programs and Youth Apprenticeship Program, which provides CTE students entering their senior year with 200 hours of paid employment at local businesses.

This is important when nearly half of students in the Gallup report said they’re interested in paths that don’t involve a bachelor’s degree. We also offer two regional technical high schools that offer students the opportunity to earn an associate’s degree at no cost to their families. This summer, we launched new CTE summer camps at our technical schools in Hudson and Troy.

The Gallup study also found that the most helpful experiences for career planning—internships, jobs, and in-person college visits—are often out of reach. Roughly half of respondents said they’ve never had a job or internship. More than a third have never visited a college campus. Despite access to more online resources than ever before, Gen Z students still trust people—not websites, social media, or podcasts—as their primary sources of career guidance.

This data should be a wake-up call, especially at a time when the cost of attending college is high, student interest in trades is rising, and artificial intelligence (AI) is transforming the workplace. Moreover, a 2023 estimate by JFF found that 56 percent of American workers are not working in a quality role, which they defined as fair pay, benefits, stable employment, positive workplace culture and safety, and opportunities for growth and development. If we continue steering students toward just one definition of success, we’re limiting their workforce and economic futures.

In addition to the role of BOCES like Questar III, national groups have frameworks which support the increased awareness of options after graduation. In fact, AASA’s Public Education Promise is built on five key principles, three of which directly connect to the Gallup report’s findings. This includes:

· Principle 1: Prioritize Student-Centered Learning emphasizes education tailored to each student’s needs and strengths. That’s exactly what BOCES like Questar III offers. Whether students pursue fields ranging from aviation to welding, they gain hands-on experience in environments from industry professionals that make learning meaningful and personal.

· Principle 2: The New Basics—Real Skills for Real Life focuses on equipping students with practical skills for the workforce. BOCES delivers on this by offering industry certifications, workplace experience, and skills that students can use immediately upon graduation.

· Principle 4: Build Highly Engaged Family, Community, and Business Partnerships highlights the importance of collaboration. This summer, 29 high school seniors are working with local employers through our Youth Apprenticeship Program—real-world, paid experience that strengthens both students and communities.

Principle 3 is Attract, Hire, Retain and Reward the Best People, and Principle 5 is Measure What Matters, or adopt multiple measures aligned with local and state priorities, as well as current and future workforce and industry needs, expectations, and realities.

We are fortunate to work with hundreds of volunteers in business, labor, and higher education who advise us on coursework, equipment, and industry trends. We also partner with groups like the Northeast Construction Trades Workforce Coalition to promote the trades to elementary school students through hands-on activity.

For too long, we’ve treated a four-year college degree as the default—and in doing so, we’ve left too many students feeling unprepared for life after high school. We must do more to ensure every student, regardless of their background and chosen path, is equipped with the skills, knowledge, and confidence to thrive after graduation. It’s a promise we owe our children, and it’s a promise that the public school system, business, labor, higher education and others can fulfill together.

To read the full Gallup report, visit: https://tinyurl.com/GenZvoices.