Susan Pendergrass speaks with J.S. Onésimo “Ness” Sandoval, demographer and professor in the Department of Sociology and Anthropology at Saint Louis University, about what the data says about the future of the St. Louis region. They discuss record low birth rates and what they mean for school enrollment, why St. Louis is among the top regions in the country for deaths outnumbering births, how the region compares to Pittsburgh and Cleveland, and why suburbs like Chesterfield and St. Charles are aging faster than most people realize. They also discuss the role of housing supply, school choice, crime, and domestic migration in whether St. Louis can attract and retain young families, and more.

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Episode Transcript

Susan Pendergrass (00:00): Well, certainly not the first time we’ve spoken, Dr. Sandoval. At St. Louis University, you are such a fascinating demographer of the region, and I’ve been following your work as new census data has been released. You’ve been writing about it and creating what I think are really cool mapping tools that folks can look at to see how the St. Louis region is impacted. Thanks for coming on to talk about that. But first I want to sort of expand our view, because pretty sure that I read within the last week that the number of babies born in the United States was at an all-time low. Is that right?

Ness Sandoval (00:35): Yeah, so every year the United States will probably be breaking records. The data coming out for 2025 is a record low, and the data coming out for 2026 is even lower. The first few months of 2026, the provisional data that’s out shows even fewer. And this is what we expected. We call this a demographic shock, because in 2026, whenever you create an atmosphere of uncertainty and fear, rational people do not have children until they understand that their job is safe, there’s not a recession coming, and we’re not at war. When you create this sense of fear, young people do the rational thing and don’t have children. We saw this in 2020 with COVID. We saw this in 2008 with the Great Recession. Anytime there is uncertainty, young people will postpone births. And that’s what we’re seeing. This started in November. We started to see the decline in births, and it’s continued from November, December, January, February. And so this is what we’re going to see.

Susan Pendergrass (01:51): So next year is going to be lower. And when you look at the state of Missouri, I’ve been saying this ad nauseum for years that our K-12 school enrollment is declining and will decline because of that sort of peak in 2008, just before the Great Recession. So our biggest kindergarten class was around 2012, and our kindergarten classes have by and large declined ever since. And so those kids are moving through the system. You can project that we will just have fewer and fewer kids enrolled in our K-12 system in the state of Missouri.

Ness Sandoval (02:06): No, we peaked in 2008.

Susan Pendergrass (02:11): By and large declined ever since 2012. And so those kids are moving through the system. So you can project that we will just have fewer and fewer kids enrolled in our K-12 system in the state of Missouri.

Ness Sandoval (02:24): Yeah, this is true, and we have a pretty good chart. We make these for every city. We’re replacing very large cohorts of children who were born. I have a son who was born in 2007, just before the recession. That cohort that graduated in St. Louis was 40,000 students. The baby birth cohort is now 27,000 students. So that’s just in that one year a 13,000 decline. And it’s going to decline every year for the next 15 to 18 years, because we don’t know what the bottom is yet. It has not reached the bottom.

Susan Pendergrass (03:01): Right. People say where are the kids going? I’m like, they’re not going anywhere. They weren’t born. The St. Louis region, like Clayton is declining, Ladue was, I mean, all of these school districts, I think almost everyone in the county has fewer kids today than they had 10 years ago.

Ness Sandoval (03:07): They weren’t born. Yes, and it’s not just St. Louis County. St. Charles County is experiencing this. There are some parts that are growing, in the Wentzville area, O’Fallon, but if you look at the old St. Charles areas, they’re experiencing decline. Families with children are declining in those areas. We had made an interactive map that I think shocked a lot of people, of seniors outnumbering youth. People could not comprehend this. Like, my gosh, this is not 2000 where youth were dominating these neighborhoods. I live out here in Chesterfield. The entire Route 64 corridor is senior citizens dominating the youth in Chesterfield. People are shocked. More seniors lived in Chesterfield than youth in 2010, and that’s only grown since. This is happening throughout West County.

Susan Pendergrass (04:14): Wow. And your maps actually go down to the zip code, right? You have very granular data.

Ness Sandoval (04:27): Across into Illinois, yes. The only way you can turn this around is young people from across the United States deciding that they want to make St. Louis their home, have a family there, create a business there. This is what I promote. We have to get younger. We really should have a preferential option for families with children. And that’s a hard message for a lot of people because they’re like, wait a minute, we grew from 1970 to 2020. And I’m like, but all of that growth was driven by babies born. Over 1.8 million babies were born. And I tell people, just do the math. 27,000 babies per year times 50. That’s the back of the envelope for what’s coming over the next 50 years. Unfortunately, that’s not what’s going to come. It’s going to be a lot lower than that. People are starting to get it. We’re not going to have 1.8 million babies born over the next 50 years.

Susan Pendergrass (05:33): Yeah, and I think about things like individual school systems building new elementary schools when there have got to be a lot of buildings that are empty. And also, won’t there be more competition for public resources between children and older people?

Ness Sandoval (05:49): Yeah. At my previous job at Northwestern, we did a project on this in one of the suburbs because we were studying seniors. There was a debate about how to spend public money. Was it for transit for seniors or transit for children? This was 2006, and this was the debate happening in Chicago. How do you provide paratransit for senior citizens when that number is increasing? We’re just having this discussion because St. Louis is leading. We’re in the top three of regions. Pittsburgh leads the country, Cleveland is second, and St. Louis is third, tied with Tampa. More people dying than babies born. We simply don’t have the number of babies born for the size of our population. And it’s because we’re a very old region. We’re the ninth oldest region in the country.

Susan Pendergrass (06:58): Yeah, I mean, we used to have 800,000 people in the city of St. Louis, right? And now we’re 280,000 or something.

Ness Sandoval (07:05): Yeah, and I was just looking at the numbers. It is very possible within two years that Kansas City will have more babies born in absolute numbers than the St. Louis metro region. That’s how few babies. I’m talking about the region. Indianapolis is about 700 babies behind St. Louis. Nashville is about 800 babies behind. All of these smaller regions are having lots of babies, and young people are moving there. Your future depends on the number of children born. And when you look at population projections, I kind of know what this looks like. When you fall below Kansas City in number of births, at some point Kansas City will be larger than St. Louis. We can project this out. We’re talking absolute births, not birth rates. We had lots of babies born 10 years ago. We were fine 10 years ago.

Susan Pendergrass (08:09): Yeah, wow.

Ness Sandoval (08:29): We can go back and talk about what happened since 2010.

Susan Pendergrass (08:35): Yeah, please. I’m curious what did happen. I know you call it the death spiral when there’s more deaths than births, but how did we get into this?

Ness Sandoval (08:41): So I moved here for the Great Recession. I moved in 2008 to start my job at SLU. And there was hope when I got here. There was some positive momentum happening. I think the region took it for granted that it didn’t have to do anything. We just have to be St. Louis. We don’t have to do anything. Unfortunately, Nashville came on the scene. Then you started to see regions change. Regions thinking we need to get young. And St. Louis absolutely did nothing. Since I’ve lived here, there’s been a lot of resistance to economic development in the region. Nashville, I think it was the popularity of being young, being pro-development. I went to Nashville to actually look at it, like why are young people there? And I went to Vanderbilt. And I saw this really interesting integration between the city and Vanderbilt University. That does not exist here in St. Louis. Making it a vibrant, cohesive, urban experience.

Susan Pendergrass (09:47): Yeah. Right. Now you step off campus at SLU and you’re in an area you don’t want to walk at night.

Ness Sandoval (10:00): Yeah, and even if it was WashU, right. And then you can talk about the Loop. It never recovered from COVID, traffic is down. I think the region has really struggled to attract young people to stay here and live here.

Susan Pendergrass (10:13): Well, we’ve been looking into the issue of crime in St. Louis quite a bit, and I know it’s down and everyone’s celebrating that fact, but I’m not sure when you survey people and ask how they feel walking alone at night, that it’s changed all that much. Even if the number of murders are down, I don’t know that people feel safer walking alone at night, and that’s got to have an impact on whether you want to stay in St. Louis after you have kids.

Ness Sandoval (10:47): Yeah. I think in the city you move out to the suburbs. The challenge is they work and you live for affordability. So many suburbs are against new development, even though they can develop. We see these debates in Chesterfield, that debate in Creve Coeur, several debates out in St. Charles. They don’t even talk about Jefferson County, because they’re celebrating voting down housing. My point is if you don’t want to build housing, Indianapolis is going to build it. Columbus is going to build it. Nashville is building it. We are no longer in the top 50 in new housing permits in the country. We’re 58th.

Susan Pendergrass (11:34): Why though? Is it because there’s not demand, or is supply being constrained?

Ness Sandoval (11:42): Supply is being constrained. Part of it is, when I speak to people, they say it’s going to hurt my home values. People want supply down. But you understand there’s a consequence to this. And home values are always good in St. Louis. But again, we always say there’s a city that we can look to that’s our future, and that’s Pittsburgh. If you really study Pittsburgh and look at it, you’re like, wow, there’s a lot of things we can learn as a city, and say this is not what we want to be. Pittsburgh leads the country in discounted rates on home sales. When people offer their price, most people do not get the price that they want. It’s a significant discount because the demand’s not there. We are about 20 years behind Pittsburgh.

Susan Pendergrass (12:25): Wow. I think a lot, in what I do, about the educational offerings in the region. Before we were recording we were talking about Texas. Texas, number one, doesn’t have an income tax, and also you can pick your child’s school from the get-go. They have hundreds, if not thousands of charter schools. And now they have a private school choice program that I think 250,000 families apply to. And Missouri has an extremely limited private school choice program, maybe 6,000 or 7,000 kids in the state, and not even the ability within St. Louis County to go outside of these tiny little districts. You can’t even go from Clayton to Brentwood. People really feel strongly about this and fight the idea of opening up the county and letting kids go within the county to any school district, and then the legislature fights it every year. And I’m like, we are just becoming less and less competitive.

Ness Sandoval (13:36): I don’t think people understand. I do a lot of work with schools now. We’re going to lose at a minimum 100,000 children under 15 by 2045. This loss is built into the system based on 27,000 births right now. The numbers are starting to show up in kindergarten. We have a smaller kindergarten class, a smaller first grade class coming in. And so a lot of schools are like, wait a minute, what’s going on? This is just starting. You have another 20 years, because we have these large cohorts that were still born after the Great Recession that are going to be replaced by smaller cohorts coming in. And there is no significant migration of children coming into the region.

Susan Pendergrass (14:28): So there are going to be difficult staffing decisions, and people don’t want to hear it. Like, we cannot continue to hire more teachers.

Ness Sandoval (14:32): You have to close schools. You have to close schools, have to merge schools. I’m doing some work in Parkway. People should not be surprised. Parkway is having meetings this month about what Parkway looks like going forward, and people are discussing consolidation. Rockwood is talking about a 15% decline in 10 years. Go out another 10 years, Rockwood will be talking about school consolidation. St. Charles will be talking about school consolidation in the old St. Charles area, the city of St. Charles. This is coming. Everybody focuses on the city and says the city needs to close schools. But you will see a discussion, I think, between Clayton and Brentwood.

Susan Pendergrass (15:06): For sure. Clayton had 2,500 kids. Now they’ve got closer to 2,000. I mean, that’s teachers, that’s buildings. And I know in Indianapolis, I’ve talked to a superintendent in that area. All parents can pick a public school. And he was like, I had some under-enrolled elementary schools and it was great for me because I put a language immersion program in one to bring parents in. I think the resistance to this idea is all about not wanting kids who aren’t paying property taxes, but I think it’s going to flip. Then you’ll be like, we’ve got to fill these seats. We’re paying the same teacher for 18 seats that we could pay for 22 kids. At some point they’re going to have to start laying off teachers. So I think there are some very difficult decisions ahead that you can see now, and there are things that could be done now, like at least not filling open positions.

Ness Sandoval (16:16): I think universities are seeing this, because many of them are relying on tuition and those dollars are not coming in. A smart university has to make cuts because it doesn’t get any better next year or the following year. There will be fewer students coming in. So universities that want to survive are making necessary cuts to survive.

Ness Sandoval (16:45): Again, we don’t know what the bottom of the birth decline looks like. We just happen to live in a state and a region that has seen a significant decline in children. I keep saying we’re modeling the future for people, either as a good or bad thing. They’re like, we want to be like St. Louis, or we don’t want to do what they did.

Ness Sandoval (17:13): I think a lot of people are starting to understand this. It’s like, we’re letting our children go, and we’re not doing a very good job of trying to keep them here. When you had 1.8 million births, you had enough to let children leave your region, leave the state. You don’t have that luxury anymore. Our models show the region should have anywhere between 1.3 million to a million births coming in over the next 50 years. We hope it’s not a million births, because that means you have an 800,000 decline in your population under 50. Or it’s 1.3 million births, which is only a 500,000 decline. But that’s coming.

Susan Pendergrass (17:43): How does immigration factor into it? Because I remember the last time we talked, you said that St. Louis is not very immigration friendly. And of course, the current national environment is not very immigration friendly.

Ness Sandoval (18:03): Missouri and St. Louis cannot rely on immigration to save it. It’s not a state that immigrants are going to come to in large numbers. They’re going to go to Florida. Miami leads the country. Even though domestic migration has people leaving, international migrants are going there as their top destination. They’re going to Philadelphia, they’re going to New York. We get immigrants who come here, but it’s a very small number, like 6,000 a year. We’re not even in the top tier as a top 25 metropolitan region. And Missouri is not either. So Missouri has to rely on domestic migration.

The data will show that probably for the decade, there will be more people dying than babies born in Missouri. Missouri will start to have from a natural perspective more people dying than babies born. And 91 counties across the whole state will have more people dying than babies born. So Missouri will become dependent for growth on domestic migration.

Susan Pendergrass (19:29): Or do we just accept that we’re not going to grow anymore? What’s the impact of that?

Ness Sandoval (19:33): Again, it’s going to be specific. I do think the Springfield area is going to grow, the Branson area, there’s growth. Part of this is retirement, I think. Kansas City is growing.

Susan Pendergrass (19:42): Why Kansas City more than St. Louis? What’s attracting younger people to Kansas City that is not happening here?

Ness Sandoval (19:49): Kansas City is a younger region. St. Louis is a fairly old region. Kansas City is a lot younger and it has a large Latino population, and that’s the largest growing population in the country, birth-rate wise. Latinos are now the second largest population in Kansas City. They surpassed the Black population, which I think even shocked me, because we thought we knew this was coming, but we thought this was going to be post-2030. The fact that it already happened shows just how many Latinos are moving there. And then you have an exodus of Black residents leaving Kansas City as well as St. Louis. I always tell people, when you have young Black families leave or young Black adults leave, those children ultimately leave too. And so that’s part of the story.

Ness Sandoval (20:48): When young people leave, the children that traditionally were born to those young people are now being born in Charlotte, Atlanta, Houston. The number one challenge for St. Louis and the state is the decline in births. If that doesn’t change, then you’re going to see that decline start to show up in five to ten years in our schools.

Ness Sandoval (21:17): And the private schools will simply go out of business because that’s dictated by the private market. Or they’ll do what many of the Catholic schools are doing. They think, we’re going to have middle school now, or we’re going to be K through 12. But then what about the parochial schools? There’s no growth. They’re just taking children out of other schools and putting them in their school system.

Ness Sandoval (21:45): And so again, I go back to Pittsburgh. Pittsburgh is about how do we manage population decline? The city is growing a little bit, but 100% of the growth in terms of the losses is in the suburbs. And that’s going to happen in St. Louis. When this loss starts to show up in the demographic accounting, most of the loss is going to be outside of the city of St. Louis. It’s going to be in the Chesterfield areas. It’s going to be in St. Charles.

Susan Pendergrass (22:18): So what could be done from a policy perspective? Chesterfield is trying to have this arts and entertainment district. They put in Topgolf and the concert venues. They’re trying to attract younger people there. Is it working?

Ness Sandoval (22:34): It’s not working. I mean, they have the same slight increase. I just posted this yesterday. People are shocked. The growth is in non-family households in Chesterfield. If you look at the new development, I call it downtown West Chesterfield. These are million-dollar homes, very expensive. Very few families with kids are there. These are empty nesters or dual-income, no-kids households. It’s very expensive for young families to get into Chesterfield today, when your entry-level home that was $170,000 in 1980 is $600,000 today. These are the challenges.

Susan Pendergrass (23:23): So build more starter homes?

Ness Sandoval (23:32): You need more entry-level homes. I’m not even going to use the word affordable. You need attainable homes for two incomes. And they can be built. But what I’ve heard is that a lot of cities do not want these homes. They want the $600,000 to $700,000 homes because of taxes. And so there is this tension there.

Ness Sandoval (23:56): Parkway and Rockwood are going to look very different in 30 years. They were very attractive amenities for young families with children. But I look at the data, and my kids are in Parkway. These schools are under-enrolled. You go and objectively look at the classrooms, you’re like, there should be 30 kids in these rooms and there’s 15. It’s great for me as a parent. I’m glad there’s only 15 kids for my fourth grader. One of the classes in Parkway Central, in the middle school, in his math class, there are eight students. I love it as a parent, but as someone who looks at the data, this is not sustainable.

Susan Pendergrass (24:45): Yeah, lots of one-on-one. Yeah. I’m just trying to figure out what would cause a renaissance in St. Louis. It doesn’t feel super safe. It has some great amenities and a great food scene and now MLS soccer. What would it take? Well, number one, you do have the school system problem where the St. Louis public school system is kind of a dumpster fire. So people want to move out if they have small children.

Ness Sandoval (25:32): Yeah, the decision to move out is made within the first three years once the baby’s born. We can see that in the data. When we moved from Chicago, because we lived in the city of Chicago, we wanted to live in the city of St. Louis. I think most people who move from Philadelphia or Boston are living in the city. We thought the city of St. Louis would be offering the same amenities. Because of the Great Recession, I came a year before my family, and we soon realized the city of St. Louis was not the city of Chicago in terms of amenities. And so we ended up in St. Charles. And I think most people make that same decision.

Susan Pendergrass (26:25): Yeah, my husband and I moved right into the city.

Ness Sandoval (26:27): We see it in the data. People are moving into the city from Philadelphia, from Boston, from Houston. But then, like me, if you have children and you’re not going to pay for private school, because that’s a tax in many ways, they’re going to exit out. And then with the Catholic schools closing in the city, there are going to be fewer options.

Susan Pendergrass (26:50): Yeah. But the public transportation is no good. I mean, there are things.

Ness Sandoval (26:57): And it’s interesting. We did see a kind of experiment during COVID. When COVID happened, the Catholic schools in the county opened up. A lot of families wanted their children in face-to-face instruction. So they left the city. They did not stay. So we had kind of a quasi-experimental design there. Education was very important.

Ness Sandoval (27:26): A lot of people left the city because of that and never came back. And that started before COVID. But I think this idea of school choice is something where parents want it. We have enough anecdotal evidence. When Normandy closed, the school system closed, families moved to Normandy to get their kids into Francis Howell. There’s enough evidence to show that families want to make these decisions. The question would be, would Parkway accept all of the students that would want to be in Parkway?

Susan Pendergrass (27:56): Yeah, the law would have to say that they would have to. You couldn’t let them pick and choose.

Ness Sandoval (28:15): Yeah. And so the question is, you have a lot of people who would love to be in Parkway. I gave a talk at Marquette and I was shocked because a good percentage of the students there were saying those public school students, but the parents had left to get out to West County for their children. So the question is, do you just let the private market dictate this? Those who can leave the city will ultimately leave the city and get out to West County.

Susan Pendergrass (28:50): There’s movement out. And I think in terms of domestic migration, to get parents to move in, you can go to our northern border, Iowa. The state pays for private school tuition. Oklahoma to the south, the state pays for private school tuition. Kansas, you can go to any public school in the state. It’s 100% open enrollment. Arkansas is one of the strongest for school choice, both public and private. I think we’re going to be surrounded by it and just have our arms folded across our chest. Because Parkway doesn’t want all those kids coming, or Rockwood doesn’t want all those kids coming. Parents are simply going to move across the border to a state where they can pick any public or private school. I’ve talked to some parents who have reached out to say, I’m thinking about moving to the region, is it true I can’t pick a school? And I’m like, it is true. You cannot pick a school. And I think they’re like, forget it. I’m not going to make this big decision on where to buy a house. I think if we don’t do things that are family friendly, and if we don’t get crime under control in some way, or have a 911 system where when you call somebody responds, I think it’s interesting that St. Louis will become this example for the nation of what a dying city looks like.

Ness Sandoval (30:08): We have three examples today: Pittsburgh, Cleveland, and St. Louis. Tampa is kind of unique because it is a destination for retirees. The Wall Street Journal has an article today on Cleveland, the renaissance of downtown Cleveland. And Detroit too, it’s a renaissance.

Susan Pendergrass (30:29): Wow. What about Detroit now? So St. Louis hasn’t figured out our renaissance yet.

Ness Sandoval (30:49): And to be honest with you, I think it will be hard. I’m not pro anything, but I find this whole debate about the city and county interesting. I’m not from here, so I don’t have this history of growing up here. But I think objectively, when I look at the budget of the city of St. Louis and compare it to Pittsburgh, Pittsburgh is a little bit bigger. It’s got 25,000 more people. But their budget is significantly smaller than St. Louis City’s budget. Part of me wonders, because the city is both a city and a county, it doesn’t have enough people or revenue to operate as both. And this is what’s helping Pittsburgh out. This is what’s helping Cleveland out, because that county revenue is spread among more taxpayers. In St. Louis City, the county functions are spread among a dwindling number of taxpayers. The city probably cannot be a county anymore. There’s just too few taxpayers to provide both city services and county services.

Ness Sandoval (32:08): I looked at these budgets and I’m like, my gosh, why is St. Louis’s budget so much more? I’m talking not a little bit more, a lot more than Pittsburgh’s budget. Pittsburgh is having trouble. And I don’t see the long-term fiscal situation turning around for the city because it’s got to provide all of these services. The tax base is going to decline. The next three years are probably going to see population loss in the city. The numbers just came out in March, but we’ll get the numbers in May. It’ll probably lead the country again in population decline for large cities.

Susan Pendergrass (32:58): Are we still a top 20 city? We’re number one in population decline, but what about in population size?

Ness Sandoval (33:01): We’re number one in decline. Last year, St. Louis City was number one. We’re declining. We’re not in the top 20 yet, but we’re very close. If we go back to 2020, we’re smaller than we were in 2020. The only reason we’re not number one in decline is because we had so many immigrants that offset our domestic migration loss. But this will be an interesting 2030 census, because it’ll be the first time the region will go into a census with more people dying than babies born. In the last census, we had about 75,000 natural growth. We’re looking at about 25,000 to 30,000 natural decline going into this census without any domestic migration. I tell people that this story is just starting. We have 74 years of the century left.

Ness Sandoval (34:18): I’m just trying to get people to move from the mindset that this is 2010 St. Louis. You don’t have 36,000 births anymore. You have 27,000 and it’s declining, one of the fastest declines in the country. Because of it, we’re aging very fast, and so we have to shift. The region has to make a choice that we start to organize our economy around senior citizens. There’s lots of money to be made from senior citizens, but we will never be viewed as Nashville or Austin as a place for young people.

Susan Pendergrass (34:52): Absolutely. That Route 64 corridor is just going to be all retirement homes.

Ness Sandoval (35:04): We won’t be talking about single family homes anymore. We’ll be talking about senior housing. We’ll be talking about a workforce that’s going to work with seniors instead of a workforce for children. And there is money to be made in that economy. I’m not saying that this is a bad thing. But again, we can look at other parts of the country where this transition has happened. Local government spending is being consumed by senior citizens, the healthcare of senior citizens, the paratransit of seniors. Seniors will lose their ability to drive. That cost typically gets covered by local governments. And so you will not be providing buses for children. You’ll be providing paratransit to get seniors to their doctors. Churches will have to think about being accessible to seniors. I go to Church of the Ascension and they are not prepared. At Easter, one of the Masses, one-third of this section was senior citizens in wheelchairs. The churches are simply not prepared for a parish that’s going to be 50% of the population at 70 years old and older. Restaurants have to think about this.

Susan Pendergrass (36:30): Wow, that’s crazy. Well, interesting stuff. I hope you’ll come back and talk about this more. And certainly I’m very interested in reading everything that you write about what St. Louis can do. We need to figure out a renaissance.

Ness Sandoval (36:51): We’ve got to get younger. The kids are giving us a try. They’re coming to school, they’re coming here because they have hopes. We just have not responded the way we need to. A lot of companies are starting to recognize this. I talked to the mayor and said, you need to be a more proactive voice on this. But the region, this is not a city of St. Louis issue. This is a St. Charles issue, a Jefferson County issue, a Chesterfield issue. Most of the people live outside of St. Louis city. The loss we’re projecting is going to come from the suburbs. And that’s what’s happening in Pittsburgh, that’s what’s happening in Cleveland. 100% of the demographic loss is in the suburbs.

Susan Pendergrass (37:21): Yeah. Wow, that’s crazy. Well, fascinating. Thank you so much for explaining it. I don’t want to be depressed about it, but it’s not super optimistic. We’ll find a silver lining. Thanks, Dr. Sandoval.

Ness Sandoval (37:59): All right, thank you very much.

Produced by Show-Me Opportunity

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While the Missouri Legislature continues to debate A–F school report cards, the Show-Me Institute recently released our annual report card update on MOSchoolRankings.org.

Our rankings are built on a model that incorporates 10 academic indicators of student success. All data are sourced from the Department of Elementary and Secondary Education (DESE), and all English/language arts (ELA) and math scores are based on the Missouri Assessment Program (MAP). Each component is weighted equally, and a full explanation of the methodology is available online.

Table 1 shows all 24 public school districts and charter schools that received an “A” in the 2024–2025 school year.

Suburban and rural districts dominate the top rankings, with numerous districts from St. Louis County (Ladue, Brentwood, Clayton). Many of the rural school districts are exceptionally small: Skyline has 81 students and Thornfield has 48. The largest school district on the list is Nixa Public Schools (near Springfield) with 6,518 students.

The suburban districts have relatively low rates of students eligible for free or reduced-price lunch (FRPL)—a common proxy for school poverty rate. Fewer than 10 percent of Ladue and Clayton students were eligible for FRPL, with Brentwood at 18 percent, Nixa at 26 percent, Festus at 28 percent, and Ozark at 35 percent. However, some rural “A” districts have a sizeable number of lower-income students.

Mansfield R-IV, which had 60 percent of its 622 students qualify for FRPL, performed above average in almost every single category (except in ELA growth). Richwoods R-VII, a small rural district about an hour from St. Louis, had 100 percent of its 125 students qualify for FRPL and had particularly impressive scores in math. These examples demonstrate that low-income schools can achieve academic success.

There is a lot more to delve into for academic performance. Table 1 is just one snapshot of what is available on MOSchoolRankings.org. Accountability tools like these can help highlight success stories, identify areas for improvement, and provide a clearer picture of how schools across Missouri are performing.

The post Looking at Missouri’s “A” Districts appeared first on Show-Me Institute.

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Transcript

Susan Pendergrass (00:00)
Great. Mike McShane, EdChoice, always great to have you on the podcast. I read your Substack, Informed Choice. I know you do not write them all, but you write a lot of them, and I think they are super interesting. A month or so ago, there was a lot of “what’s out, what’s in,” closing down 2025 and starting 2026. I really liked your post about six words for 2026, but…

Mike McShane (00:03)
Always great to be with you. Thanks for having me. I tried to.

Susan Pendergrass (00:28)
I want to talk about that, but generally speaking, I have been having this feeling, and I think we have even talked about this on the podcast, that something has changed in K–12 education in the United States. Something seems different than it did. You track the number of kids in private school choice programs, which took forever to get to a million, and now it is like a million and a half, right? It just seems to have been growing so fast.

Mike McShane (00:52)
Yeah. I think there has definitely been a shift. I have noticed that, with the start of the year and legislative sessions starting across the country, I am talking to journalists and other folks, and it seems like the normal conversation I would have had in the past was, “Are we going to have these programs, is there going to be choice, or what?” Now it is, “What is the shape of it going to be?”

So much of choice now is being taken as a given. I think we are even seeing that within public school districts. Even in states that might not have private school choice or robust charter schools, they are at least saying, “Parents are going to need to have choice, and maybe we can keep the genie in the bottle by just having it within public school districts, or in between public school districts.” But the idea that we are going to go back to residentially assigned public schools…

Susan Pendergrass (01:41)
Like Kansas.

Mike McShane (01:50)
…with the odd aberration here and there, it just seems like that shift has happened. Now it is a question of what it is going to look like, and it is going to look different in different states. It is not a “whether,” it is a “how.”

Susan Pendergrass (02:03)
That’s right, because we have a whole bunch of second-generation choosers, right? We have parents of young kids whose parents chose it, so they are not, like you said, going to go backwards.

Another interesting outcome you have talked about over the years is that the Catholic school movement is growing again, right? Like in Florida, we are seeing a resurgence in Catholic schools, and in Iowa, because parents did not necessarily not want to send their kids to Catholic schools. Some got mad about the scandals…

Mike McShane (02:05)
Yeah, for sure. Iowa, Florida, and probably other places when data comes out, for sure.

Susan Pendergrass (02:32)
…or they did not want to pay tuition, and now they can. And certainly this survey you all have done for so long, on where parents would send their kids to school versus where they do send their kids to school, maybe we are going to see some sort of convergence where parents can actually send their kids to the school they want.

A couple of the words you said are going to be big in education in 2026, “participants,” is that right? Participants.

Mike McShane (02:34)
Yeah. Totally, absolutely. “Participants” is one of them.

Susan Pendergrass (03:02)
And “supply side.” What do you mean by “participants”?

Mike McShane (03:06)
“Participants” is, there is this big debate now, and in the piece I started with very general words that are part of the broader conversation, and then I got very narrow into school choice research words. “Participants” is kind of a school choice research word, but not entirely. I think it is going to be part of broader debates about choice in general.

There is a big question out there, who uses these programs? Who is going to participate? There are competing theories. Skeptics say it is going to be all rich kids, or kids who are already in private schools. Stronger advocates say it will be low-income kids, or kids desperate for more options.

The answer is probably somewhere in the middle, and it will probably be different in different places at different times. Some of the emerging research suggests that when universal private school choice programs first start, for reasons that are perfectly predictable, students who are already in private schools are the first movers.

Susan Pendergrass (04:01)
Sure.

Mike McShane (04:28)
That is probably because private schools find out about these programs and have an audience. They can say, “Hey, you all know how you are paying to go here? Now you do not have to do that anymore.” And then over time, the circle expands outward.

Susan Pendergrass (04:33)
They pass out a piece of paper in every backpack, yeah. “You should get this.”

Mike McShane (04:48)
More and more, those families have neighbors, cousins, and people they play YMCA basketball with. The word gets out over time. A lot of traditional channels for educating people do not work as well. It is not like everyone watches the nightly news or reads the local newspaper.

Susan Pendergrass (05:08)
“Put it on your website.” That’s a Missouri legislative mainstay, put it on your website.

Mike McShane (05:14)
So a lot of this comes out via word of mouth or discussions. You could look at the same state and see participation change over time.

Because these programs are rolling out in different states at different times, there is not going to be one national answer to who is participating. It could be the first year in Mississippi, but the second year in Alabama, and the makeup of students will be different. Because of the nationalized nature of coverage, people will keep pushing for “the one answer,” but there isn’t one. Though, to be fair, some people will say there is. I do not think that will be true.

Susan Pendergrass (06:07)
Yeah, I get a ton of questions around the rural issue. Either it is going to be the demise of our rural school system because we are all going to close, or rural families do not need it, which are opposites. It is opposites, right?

Mike McShane (06:09)
Yeah. It cannot be both. And yet a frequent criticism is that it will be both of them.

Susan Pendergrass (06:25)
But I get that a lot. “There are no private schools for them to go to,” and “it is going to cause rural schools to close.”

Certainly in Missouri, even our MOScholars program is quite small, and we do not really have charter schools outside of two districts, two very far away places. So I think for a lot of folks in Missouri, it is mysterious, who would do this, and why would anyone want it? And of course, “All the poor kids are going to go to the wealthy school districts.” Still a lot of talk about property taxes. It is almost like 2005 in Missouri, a lot of that going on.

But the reality is, in long-running programs, and now I am thinking open enrollment, anywhere you let parents pick, you get a lot of rural participation. They have the fewest choices, right? And you get a lot of urban participation, and some suburban participation. Like you said, I do not think you can…

Mike McShane (06:55)
Yeah, right.

Susan Pendergrass (07:20)
I have had so many parents over the years say, “We do not need that here because all our schools are good.” And I am like, I promise you there is a child who got on the bus with a stomach ache this morning because they did not want to go to school, for whatever reason. They think the teachers do not like them, or they are being bullied, whatever it is. I promise you there are families who would leave if they could easily do it.

Mike McShane (07:30)
Yeah, for sure. Totally.

One thing that is going to be interesting, as we watch this play out, with questions about who is participating and who is leaving public schools, is that there are broader trends of public school enrollment decreasing. You hear in some states, “My gosh, all these public schools are closing because of choice programs.” But the state next door that does not have a choice program, their public schools are closing too, because there are just fewer kids than there were before.

So that is another thing we have to disentangle, the broader population trends. I was just seeing something earlier about how congressional seats and electoral college seats are going to change because of population shifts.

Susan Pendergrass (08:17)
It’s huge.

Mike McShane (08:26)
You look at states like New York and California losing large numbers of people, Florida and Texas increasing numbers of people. These are people in general, because that is how it all happens. We have to start with that baseline and then layer these other things on top, because I feel like school choice is going to get blamed for this, even in places where it does not exist.

Susan Pendergrass (08:36)
Yeah. I cannot tell you how many times I have talked about this and shocked people. Every school district in St. Louis County, for example, has declining enrollment by large numbers. Clayton’s declining enrollment, Ladue declining enrollment, all declining enrollment. People are like, “Where are they going?” And I say, “They were not born.” They simply were not born.

We had our biggest kindergarten cohort in 2013. That moved through to senior year of high school like two years ago. It is just demographics. They just were not born.

Mike McShane (09:00)
Right? Yeah.

Susan Pendergrass (09:20)
We have net out-migration of some groups of people, people with bachelor’s degrees, but for sure, it is demographics. These kids were not born.

There is going to be this push and pull between five-to-seventeen-year-olds and retirees, basically, because we are getting more old people and fewer young people. Do we build a school or a nursing home? I think it is going to be a thing.

And we still have school districts getting bonds, 30-year bonds, to build schools and buy buses. I do not know if that is the right answer. At least the charter school sector, and probably similarly the private school sector, figured out how to not be in the real estate business, how to lease a building, or do different types of arrangements. They are going to benefit from this, while the public school system is still building schools. The kids are not being born, but we will see how that plays out.

Another thing you mentioned, one of your words I have been thinking about a lot, two of them, is “transparency.” I have wondered, can I start calling accountability transparency? Because accountability is kind of negative, but transparency, of course.

And you talk about “rage bait.” Sorry, I am rolling these into one, but with early media stories around some of these private school choice programs, like Arizona, people really jumped on what parents were spending their money on. As though they cannot be trusted to spend this money, in the way the public school system can be trusted with billions, I mean trillions, of dollars. Parents cannot be trusted with this $8,000, they will simply…

Mike McShane (10:52)
Totally. This is the irony. The irony is kind of like the discussion earlier, how there are no places in rural America, and everyone will leave rural schools to go to these non-existent places. Both cannot be true at the same time.

We cannot say these programs are not transparent and then talk about all the individual purchases families are making. That has to be transparent for you to be able to make those arguments. It is kind of a shell game people are playing when they talk about transparency.

When you say, “Here are ways in which ESA programs are not transparent,” your research is a perfect example of the opposite. Transaction-level data, you have published papers that offer transaction-level data on every purchase in the ESA program.

Susan Pendergrass (11:59)
Trust me, there are hundreds of thousands of records.

Mike McShane (12:00)
Right, hundreds of thousands of records that are available for anybody to look at.

I think this is actually good. We need to have discussions about what should be included in these programs and what should not. It is an education savings account, not just a savings account, so we have to draw the borders around what is an educational purchase and what is not.

We live in a big, vibrant democracy, so we need to have these discussions. Should you be able to buy a trampoline, or a Lego set, or whatever? Let’s talk about it. That’s fine. Maybe we decide in some cases it is allowed, and in some cases it is not.

This is part of transparency and accountability. You are democratically accountable, we need to participate in this.

But I am still blown away by the number of people who claim these programs are not transparent, when what we know about what parents are doing is more granular and more detailed than any public school district, any charter school network, almost any institution you are going to see. You just do not get transaction-level data on anything.

We can debate whether those are good purchases or not good purchases, but to say they are not being transparent is wild to me.

Susan Pendergrass (13:09)
No, I mean, my kids all went to public school. They certainly went to amusement parks. They certainly watched a lot of movies. They would not want anyone scrutinizing every, you know, you have 30 teachers buying 30 whiteboards. Decisions were made that were not the best.

I did not see anything in the transaction-level data that made me think, “This is outrageous.” And who am I to say woodworking is not an okay thing for your child to learn? Swimming lessons, I had to swim. I do not know.

I do not want to get into that conversation because I assume the best intentions for parents. I cannot understand why a parent would invest the time and effort to get into these programs to simply buy themselves a trampoline, and not really care if their kids are reading or not. I do not understand that, but that is what…

Mike McShane (14:04)
Right.

Susan Pendergrass (14:15)
…they are throwing mud at the wall to try to discredit. Clearly, it is what parents want.

I am baffled that, when you look at politics in the United States right now, those on the left just refuse to accept this fact. It is a fact. Parents want to choose their school.

There are certainly Democrats for education reform, and plenty of people working hard from the left, but the general approach feels very last century. The teachers’ union saying, “Nobody wants this, we have to stop it at all costs. We have to put a halt to this and put more money into the public school your address sends you to. We need to fund those fully first before we can ever let kids out.” That is such a failed argument to me.

Mike McShane (15:18)
Look, this is why “accountability” and “transparency” are two of the words for 2026. Opponents to choice have figured out they cannot just go out hammer-and-tongs against it, or directly say, “We are against choice.” People do not learn lessons in politics, but they learn that one.

I was looking at the gubernatorial candidate just to Missouri’s north in Iowa. It was interesting. There was an interview with the Democratic candidate for governor, Rob Sand. He would not come out and condemn the ESA program outright. The interviewer perceptively drilled down and asked, “Are you saying you are not opposed to this program, you just want changes?” He never said yes to that. He has never said, “I am for this program.” If you read between the lines, he is saying, “I am not for this program, but I cannot come out and say it.”

His pivot was immediately, “I am just talking about accountability and transparency.” He wants private schools to follow every single one of the same rules that public schools do, and expects them to somehow do better.

Part of it is, these are folks working in red states who need to make arguments that appeal to conservatives. Accountability appeals to conservatives. Fiscal responsibility appeals to conservatives, not wanting to waste tax dollars. So it is smart strategy. People need to see what it is.

If this is a blue state, these exact same people are making arguments that appeal to progressives. But you are in a red state, so they are trying to make arguments that appeal to you. If you think about it for a little bit longer, what they are saying does not hold a lot of water.

Susan Pendergrass (17:41)
Yeah, and with this federal tax credit program, even though every state has to decide whether or not they are going to take the money, it is going to be a weird shifting of resources. If I live in a state that says, “We are not going to take the money,” that is fine. I can give my $1,700 to a scholarship group in any state. I will just send my $1,700 to another state.

Some states, like Virginia, the governor, one of the last things he did when he left was opt in. Now the new governor is going to have to make this weird choice. Do I want to go against it? If you looked at any poll of parents, any poll, you would know they want to be able to choose where their kids go to school. Do you really want to be the person that withdraws?

Mike McShane (18:21)
Yeah, when she seems to be in a perfect position to just say, “Oh, the last guy did this on the way out, so I guess we are going to do it.” Once they do it for a year and everybody is fine with it, it is just, “Oh well, whatever.”

Susan Pendergrass (18:33)
I do not know. I did not do it.

I think it is going to be really interesting because, again, the way we started this, there is a groundswell. I do not think you are going to turn it back. If you stay on the side of saying it is better when kids can only go to their assigned public school, you are in quicksand. You are going to bury yourself.

Mike McShane (19:03)
Yeah. The only thing I would say, and it was another one of my six words, is “rage bait.” It is always lingering in the background for me. I am seeing it more and more, all day, every day, stuff that shows up in your feed deliberately to upset you, terrify you, whatever.

Rage bait is unpredictable. You never know what is going to catch fire and cause a big shift. There is obviously potential for rage bait content, as we mentioned, we have crossed one and a half million, hundreds of thousands of people in various states, with lots of flexibility in what they can buy. People making bad decisions, people stealing things, it is totally possible that happens. Something egregious could happen.

With a large enough population, even very improbable events can happen. One fear I do have is that something rage-bait-y happens and people lose their minds over it.

But this is the key, if one parent in Arizona does something crazy, that does not mean the other 1,499,999 parents around the country should not have the right or opportunity to do this. We have to be able to say, “This is rage bait, this is not actually what is happening.”

Susan Pendergrass (20:51)
Yeah, we have talked about this. Those of us who have pressed for school choice for so long have said, “We will do anything you want, take our arm. We will put all our data out there, we will be as transparent as possible.” And your colleague, Marty Lueken, had a Substack about this recently, like, “We will take half the money. We do not need all the money, half the money will be…”

Mike McShane (21:08)
For sure.

Susan Pendergrass (21:19)
…150 percent transparent. We will jump through all these hoops just to get this thing that everybody wants, and it is from that transparency that we are going to get those stories. We are going to pay for that.

Mike McShane (21:29)
Yeah. It is important for people to be more attuned to the rage bait they are getting. People ask, “Have you seen this thing that happened in this place?” And I am like, okay, yeah, even if it did, what do you extrapolate?

A teacher in Sacramento did something crazy. There are north of a hundred thousand schools across America. There are north of three million public school teachers. At any given moment, someone is doing something dumb. I do not know what to extrapolate from that. It could just be one crazy person.

This is not just education. Across public policy, you point to one person in the military doing something terrible to delegitimize the military in general. Do not fall for this.

To be fair, sometimes we in the school choice movement, or education reform, have done rage bait of our own. People have used social media to point out, “My gosh, look at this assignment that a second-grade teacher in Poughkeepsie did, this is why we need school choice.” People have done that.

The measure with which you measure will be measured back to you. If you live by the sword, die by the sword.

Susan Pendergrass (22:54)
John Oliver did a story on charter schools. Remember, it was the guy in Florida that was letting a charter school be a nightclub at night? There is no way that is representative of charter schools.

Mike McShane (22:58)
Yeah, I remember that.

Susan Pendergrass (23:10)
That was an example I found shocking, but it is not representative. And you are right, they will find those stories.

Mike McShane (23:13)
Yeah, totally. We should all use less rage bait. We should not use rage bait to say just because one teacher in one place did something dumb, that is an indictment of public education in general. Nor should we allow the same thing to be done in reverse, which is, because one family did something crazy, we should not have choice at all.

Susan Pendergrass (23:49)
That leads to another one of your words, “slop.” There is so much talk about AI in schools and what to do about it. Is one person going to figure this out for every school everywhere, or are we all going to figure it out individually?

Mike McShane (24:03)
Yeah, I played out the scenario I am worried about. I do not know if it will happen in 2026, but it might.

We have heard a lot about AI in schools, students cheating, which is real and worrisome. But the specific scenario I have not heard as many people talking about is the prevalence of AI video, and the ability to create videos of things that did not happen.

How many, if you have a student in a classroom, after taking a picture or a short, unrelated video of their teacher, they can put it through a series of prompts, “Hey, have this teacher do,” and then insert whatever horrible thing, say something horrible, do something horrible.

Susan Pendergrass (24:34)
Yeah.

Mike McShane (24:53)
And if you are not savvy, and I will be the first to say I think I am a savvy consumer of the internet, I have been fooled or very close to fooled. AI videos of animals doing things, dogs protecting people from bears, or that one recently that went around with a bald eagle that had ice on its beak that someone knocked off, whatever.

Susan Pendergrass (24:58)
It is like a parlor game, right? No dogs are going off diving boards, just to clarify. The rabbits on the trampoline, these are not happening. But you are right.

Mike McShane (25:20)
People who are not as savvy, the thing I spelled out was, someone does that, and then suddenly the next PTA meeting is flooded with people because this viral thing went around. The superintendent or principal has to say, “This did not happen, it is not real.”

If you do not have the media literacy, it is like one person’s word versus another. “We saw it happen, it is on video.” “No, it did not happen, it is AI.” How we adjudicate those things, and how it could be weaponized by teenagers, or by bad actors, all of that stuff will happen. Whenever a new model is released, everyone tries to break it immediately, they are much more creative than I ever was.

I am worried for teachers, worried for schools, worried for school board meetings. It could be anything. It could be taking video at a football game and saying something happened that did not. Even if it all works out eventually, the time and energy wasted dealing with it…

Now, again, I am hoping more and more schools, this could be a real kick in the rear end to get phones out of schools and say, “We are not going to have phones in schools, because people are going to be making AI videos of their teachers.” That is one of a thousand reasons we should not have phones in schools.

But it is not the only place kids are interacting with one another, or with teachers. So we have to be really skeptical when we see that video of that teacher, or that student, or that principal doing something. Take a deep breath and ask, “Is this video real? Does this pass the smell test? Does this sound like something a teacher would actually do?” I am increasingly worried about that. There are many other things people worry about that I do not really worry about, but AI video in the context of schools, bad news bears.

Susan Pendergrass (27:53)
Yeah, I think we are going to have to start adjusting our thinking to only believing things that happen in front of our face, things we can touch. The prevalence of, you know, Amazon ads now, they are… I mean, I went to get my haircut and somebody was holding up a picture, and she was like, “Okay, well, that is not a real person.” We are going to have to default to disbelief if it is on a phone or on a screen. If it is happening in front of you, you can touch it, you can believe it. But the rest of it, I think we are going to become extra skeptical, because I do not believe much stuff anymore.

Mike McShane (28:22)
Totally. Are schools going to need CCTV cameras everywhere? Are we going to be oddly surveilled in a lot of different ways, just for CYA? “If people are going to be making up fake videos, we need the real video of what is going on.” I do not know how that is going to go, but…

That was the “rage bait” one, my plea to people, please do not fall victim to rage bait. It is pinging parts of our brains that we should not. I get wrapped up in it too. “My God, I cannot believe that is happening.” Then you take 10 seconds and you are like, “Wait, why am I fired up about this road rage incident in South Carolina?” Someone cut somebody off on the highway. Who cares? I am not there. It is not my deal.

I think this “slop” stuff is also something we are going to have to be really cautious about and thoughtful about, because it could cause lots of problems.

Susan Pendergrass (29:35)
Yeah, but then people are like, “I am not going to allow AI, I am going to check it.” I think AI, we are going to have to accept, right? We have to live with it.

Mike McShane (29:41)
Yeah, we are going to have to realize this is just part of it. There will be so many great things that come out of it, the creativity it will unleash.

In our own Substack, a bunch of the graphics we do are AI generated. I could not, I laugh, I have young kids, they are better drawers, I am horrible at it, but I can do this stuff with a couple of prompts in ChatGPT. “Hey, make me…” and they can be funny. You can do someone in the style of a famous painter and suddenly it is a Renaissance painting of me.

That is incredible productivity. The fact that I do not have to have a graphic designer, I can basically do it myself and put out essentially a small newspaper with some contributors and a bit of AI. That is an insane productivity increase, and it is incredible, but we have to be cautious of the downsides.

Susan Pendergrass (30:48)
Finally, your last word, “supply side.” In Missouri, folks will say, “Well, we do not need private school choice in our rural areas, there are no private schools,” as though the supply of private schools is fixed. It is treated like a natural result of how much interest there is, the kind of people who live in the community, and what is there is there, without thinking that if parents suddenly had $7,000 or $8,000 to spend, maybe somebody would open a new school.

Or not even a new school. Maybe somebody would open a visual arts business, or a soccer academy, tutoring, dyslexia therapy, whatever it is they think parents want or need. You would be free to be an entrepreneur in that space. That piece is largely overlooked, because it is like, “We have this many private schools with this many seats, so we can only have this many scholarships.” It is like, no, that is not fixed. Do you think we are going to see a lot of changes in that area?

Mike McShane (32:00)
Yeah, because another dimension where people think things are fixed is not only the number and locations, but the shape of what schools look like. “We are not going to have a private school in this small area because we cannot have a brick-and-mortar building with 30 rooms and 250 kids.” That is not what we are talking about.

If you can get 10 kids together at $8,000 apiece…

Susan Pendergrass (32:26)
There are no buildings.

Mike McShane (32:36)
…you can do a lot of interesting stuff. Especially if you can get space donated, leverage resources in the community, maybe some online stuff, and a local teacher. You could put together a heck of an education on $80,000 or $100,000.

It is happening. What makes it challenging to talk about is that it is happening across different dimensions. At the same time we are talking about Catholic schools growing and starting new schools in a traditional sense, two blocks away in some rented bungalow people are creating a Montessori micro school.

Because these things get spoken about in national terms and in a thousand-word news story, we struggle to discuss multiple dimensions. Existing schools are growing, new schools are emerging, and those new schools are going to look different. Some will grow, some will shrink, all these things can be happening at once.

Our job as researchers and observers is to do a lot of descriptive work, describe what is happening. There has been a push in earlier generations of school choice research toward causal results, horse-race comparisons, “Are they better than public schools?” “Is this type of private school better than that type?” But the only reason we were able to do that in 1998 is because, for a hundred years before, people did descriptive work to know, how many schools, what are they doing? Then you can talk about who is doing better, because you have to decide what they are doing, where they are, who is attending, are there differences.

It is almost like we are starting over.

Susan Pendergrass (34:39)
Yeah.

Mike McShane (35:01)
…doing that basic descriptive work. What is actually happening? What are people doing?

Susan Pendergrass (35:08)
Yeah, I know somebody who started a school in a barn on their property, and the parents came and converted the empty barn to a school. I know somebody who started a mobile school, basically in a big van, so that the school came to their house one day a week. And I know someone who started one in a high-rise in Queens. It is only limited by people’s imagination, basically, right?

And a like-minded group of parents. There are more people homeschooling now than used to be, so you could do this individually, but there are many more opportunities to do it. Parents, what emerged from the pandemic, at least, is they want their kids home maybe two days or three days. That is popular, and people are finding that two days out of the house creates unique opportunities in that space.

I think it is limited by people’s imagination, and some curriculum standards, and perhaps some accountability. But if you can meet those, I think we are seeing this idea.

I am not trying to be anti-traditional public school, but I butted up against this when my kids were little. “We are the only ones who know how to do this, so you have to accept our way of doing it because it is tried and tested and comes out of our schools of education at the universities.” This is the one and only way you have to teach the number line in third grade. “This is how it has to be, we cannot vary it because we are the great equalizer of civic society in the United States.”

Your boss, Rob Enlow, really shut me down on this. It has not panned out. We only read and do math less well each year.

I cannot imagine that letting all these flowers bloom is going to have a worse result. If we fast forward 20 years and look at median earnings and educational attainment rates, and we let this thrive, I think the outcome would improve. I do not see how it goes down.

Mike McShane (37:23)
That is the thing. You mentioned the interesting times we are living in now. So many of the “parade of horribles” choice opponents talked about forever, polarization, balkanization, people retreating to silos, it is like, hey guys, that already happened without choice. You cannot blame choice, because choice did not exist yet for that to happen.

Lots of people pushing each other in the streets went to public schools. Statistically, these are public school graduates having large problems with one another.

The conservative in me says things can always get worse. The fundamental progressive view is things can always get better, and the fundamental conservative view is things could always get worse. That strand in me says, yes, things could get worse. But across a lot of these dimensions, academic outcomes, civic outcomes, there is a lot of room for growth, and not nearly as much bottom end to fall out. So the risks associated with giving people more choices are not nearly as severe as proponents of the traditional public schooling system make it out to be.

Susan Pendergrass (38:58)
Yeah. Well, in Missouri, 40 percent of our fourth graders are below the basic level in reading, which means they cannot read at all. They cannot read. They are illiterate.

Would 40 percent of parents, if given the money to spend on their child’s education, have a nine-year-old and say, “Turns out they cannot read. I tried and tried, we just did not get there. They just cannot read.” I do not think so.

I know this is not the perfect solution, that accountability through parental choice is the answer. I am not saying that. But I do not think that if parents were truly put in charge, four out of 10 would just say, “Gosh darn it, this kid is never going to read, there is probably a lot of opportunity in the service industry.” I do not think so. I think that would be a much better check on the system.

Interesting stuff. Thanks so much for joining us. I really appreciate it, always.

Mike McShane (39:42)
Yep. Yeah. I agree with you. Agreed, 100 percent.

Susan Pendergrass (39:59)
So great to talk to you. What is your Substack called?

Mike McShane (40:02)
Informed Choice, so people can check that out. Informed Choice on Substack. Subscribe, it would be great.

Susan Pendergrass (40:05)
Yeah, it is really interesting. Great. Thanks so much.

Mike McShane (40:10)
Thanks for having me.

Produced by Show-Me Opportunity

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One thing I noticed about all the cities that I listed is that they contain lots of “U’s” and “L’s,” so I guess we know who the patron saint of this blog post is.

A use tax is simply a sales tax imposed on goods you purchase online or via catalogue and have delivered to your home. Municipal use taxes in Missouri actually predate the internet, but not surprisingly, most cities didn’t pass them until online shopping took off over the past fifteen years or so.

I am generally unsympathetic to the idea that these cities need a tax increase. If Creve Coeur needs more tax revenue, why did it just pass an enormous tax abatement in a very prosperous area that absolutely does not need tax subsidies to encourage development? If Festus needs more tax revenue, why did it put the fix in to sell its water system to another public entity without going out for bids as good government principles require? I don’t have any specific criticisms of Ladue, but I highly doubt the city is in financial trouble. This famous doggerel about Boston Brahmins could easily have been written about Ladue:

And this is good old Boston,
The home of the bean and the cod,
Where the Lowells speak only to Cabots,
And the Cabots speak only to God.

My view is that use taxes are a good way to expand the tax base, level the playing field for businesses, and raise local revenues. However, this last point is key. They should not be used simply as a way for cities to get more revenue. Cutting other taxes after the use tax is imposed (should voters pass it)—especially if you have a particularly harmful tax — is a great way to achieve the above benefits without a tax windfall for the city. Cities can lower their property tax rates, reduce their utility tax rates, or adjust other sales taxes (altering sales tax rates is much trickier than other types of taxes).

I don’t know if any of these cities have pledged to reduce other taxes if the use tax passes. Without such a pledge, the use tax would likely be a significant revenue gain for the city. If you think your city, town, or village actually needs that revenue, then so be it. But I’d be hard-pressed to buy that for the cities listed above, especially Ladue, Creve Coeur, and Festus.

The post Use Taxes on the Ballot in Missouri This November appeared first on Show-Me Institute.

Last year, 20 districts statewide implemented this new system as part of the Demonstration Project. Public data on this initiative will be released soon on September 30. These districts are primarily seeking exemptions because administrators in those districts do not feel the MAP is an adequate tool to improve student performance. The test is administered to students at the end of the year, which means districts do not receive test results back until the fall of the following year.

The system adopted by these district tests students  three times per year in English/language arts and math. Missouri could also consider pairing this model with a teacher rating system (like Tennessee’s) to gauge how effective a teacher’s class and curriculum are.

The fact that many districts believe that they could develop better testing than DESE speaks volumes. The MAP needs to be timelier, and it needs to be more informative for students, parents, and teachers. My colleague, James Shuls, lamented the lack of detail in a 2018 blog post.

Even with the shortcomings of the MAP test, Missouri ought to have a uniform statewide test that allows researchers, district officials, and policymakers to learn about different education strategies and trends. If a district implements a new strategy for teaching algebra, and it sees great improvement on the MAP, another district could mimic its practices.

There will be more clarity when statistics for the Demonstration Project are released in a month. If the results are encouraging, fully transitioning to this new testing system statewide might be worth considering.

The post More Districts to Try New Standardized Testing System appeared first on Show-Me Institute.

*Statistics are based on a self-compiled compilation of calendars. If snows/sick days have shifted the last day of school, they are not accounted for.

**Kairos Academies, Clarksburg C-2, Clarkton C-4, Crocker R-II, Eldon R-I, La Salle Charter School, Mark Twain R-VIII, New York R-IV, Premier Charter School, The Biome, Thornfield R-I, and Union Star R-II are not accounted for.

Skyline R-II was the first district to start summer break, on May 1. Hazelwood and Ferguson-Florissant will be among the final districts to go on break on May 31.

Based on the projected last day of class, if you are a St. Louis kid, you are probably getting out later than everyone else. Of the 15 traditional school districts (non-charters using a five-day school week) that end classes May 28 or later, 11 of them are in the St. Louis area. These St. Louis–area schools are Ferguson-Florissant, Hazelwood, Clayton, Ft. Zumwalt, Parkway, Wentzville, Ladue, Maplewood-Richmond Heights, University City, Mehlville, and Riverview Gardens.

How long do most summer breaks last in Missouri?

*Based on the projected number of days, we rounded the district to the nearest week. For example, a district with an 81-day summer would be coded as “12 weeks.”

**In this estimation we assume districts have the same first day of school as 2023-2024, and then subtracted that number by two. In 2020, Missouri mandated that Missouri public schools’ first day of school cannot be before a certain date. In 2023-2024, it was August 21st. For 2024-2025, it will be August 19th, two days earlier.

As the above figure displays, the average summer break is a little over three months for Missouri students. The shortest summer break is roughly 10 weeks, while the longest is around four months at 16 weeks. The rural districts (enrollment in parentheses) of Fairview R-XI (493), Glenwood R-VIII (218), Howell Valley R-I (209), Junction Hill C-12 (193), and Richards R-V (343) all have nearly four-month summer vacations—with May 2 as their last day of class, and August 21 as their first day of class in 2023–2024.

Interestingly, the districts that have the shortest summer breaks all tend to be St. Louis–area districts, with Ferguson-Florissant and Hazelwood having the shortest breaks. Along with these two, Clayton, Ft. Zumwalt, Parkway C-2, Wentzville, Ladue, University City, Mehlville, Riverview Gardens, Affton, Bayless, Brentwood, Francis Howell, Orchard Farm, Rockwood, and Valley Park all have estimated summer breaks under 90 days.

How do these statistics differ amongst various types of schools?

The above figures are known as a box and whisker plot. The vertical line (whiskers) represents the full range, while the box represents the middle 50 percent of responses. Any statistical outliers are noted as dots, the horizontal line is the median, and the “x” is the mean.

As shown, rural schools on average have much longer summer breaks than their suburban and city counterparts. Additionally, most of the longest breaks in the state are rural—of the 50 longest summer breaks in the state, 47 of them are rural districts. While this may be reflective of the bygone days when most rural children worked on farms, Institute analysts have conducted research that found rural high school students may have fewer opportunities and lower rate of college readiness than their suburban counterparts.

Another important takeaway from these figures is the difference in break length between charters and traditional schools. Charter schools have an average (mean) summer break of 84 days, versus 92 for four-day school week districts and 94 days for traditional five-day school week districts. In Missouri, charter schools serve high proportions of disadvantaged students and shorter breaks may be a good use of charter school flexibility.

Do longer summers hurt students? Summer learning loss is a well-documented phenomenon. However, there are debates about the actual extent of achievement loss. Regardless, it is interesting to see the variability across the state and to consider if there could be academic implications.

The post When Do Summer Breaks Start for School Districts Across Missouri? appeared first on Show-Me Institute.

This argument rests on two assumptions. First, it assumes that the beneficiaries of private school scholarship programs (ESAs and vouchers) tend to be those already in private schools. Second, this argument assumes those in private schools are “the rich.” Thus, by creating programs that use direct government subsidies or are funded by tax credits, school choice programs are “welfare for the rich.”

This is an incredibly disingenuous argument. Indeed, the argument is nothing more than a red herring.

As everyone is aware, “the rich” are allowed to send their children to public schools. They can do so without facing any financial penalties. The United States Census Bureau calculates Small Area Income & Poverty Estimates (SAIPE) for each school district. This calculation estimates the number of students in each school district who fall below the poverty line. According to these SAIPE estimates, the Clayton, Kirkwood, Ladue, and Rockwood School Districts in Saint Louis County all have poverty estimates below three percent. Meanwhile, the nearby school districts of Riverview Gardens and Normandy have estimates above 35 percent. Yet, no one attempts to keep these wealthier school districts from receiving education funding because it is “welfare for the rich.”

A student from a rich family can attend any school district in Missouri and the district will receive funding for that student. But, if a parent, rich or poor, chooses to send their child to a private school, they lose that benefit. The issue is not that the family is rich, but that they have the audacity to choose a non-governmental school.

This is what makes the argument a red herring. It is a distraction from the real question—should families be denied educational benefits when they choose a non-public school?

Writing on this very issue in 1958, Father Virgil Blum lays the point out clearly: “It is fundamental that the state’s educational obligations are not to institutions and systems; its obligations are to children—the individual children of the state. Educational institutions and systems are but means to help the state carry out its educational obligations.”

Opponents of school choice will make any argument that seems to gain traction. Their fundamental objection, however, is against educational freedom. They simply do not believe individuals should be allowed to take their education dollars with them to the school of their choice.

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Sure, enrollment in many of our already small rural districts has declined so much that it raises the question of how the districts can continue to exist. But that’s not the whole story. Some of the “best” districts in St. Louis County have been experiencing steady enrollment declines. In 2017–18, the Clayton School District had almost 2,800 students. Last year, it had fewer than 2,400. A loss of four hundred students in a district of that size is significant. Similarly, Parkway C-2 has lost 1,000 students in the past few years, going from nearly 18,000 students in 2018–19 to fewer than 17,000. Rockwood, which had nearly 23,000 students a decade ago, now has just under 21,000, having lost 1,900 students from its high-water mark.

In fact, every district other than Ladue and Lindbergh has seen enrollment losses since 2010. But their gains of approximately 2,300 students don’t come close to offsetting the countywide loss of over 11,000. St. Louis County’s neighbor, St. Charles County, shows similar trends. The biggest districts are down by thousands of students.

So what does this mean? Even with no boundary changes, we will have excess capacity and too many teachers in most districts unless we make the region and the state more attractive to families. Districts can no longer rest on their laurels and assume their classrooms will be filled. Programs that allow parents to choose a school for each of their children and that allow districts to specialize in what they offer should be welcomed. Those hard district lines meant to keep students out may need to become more porous.

Public education in Missouri is no longer a system of more—more students, more teachers, more school buildings, more money. It’s a shrinking system, and that will bring difficult decisions. It’s time to start thinking about how we can design a smarter system to better serve our region.

The post The System We Have Is Not the System We’ve Had appeared first on Show-Me Institute.

For decades, the state and the federal government have poured billions into the system to try to balance the disconnect between students living in wealthy neighborhoods and students living in poor neighborhoods. The wealth gap between neighborhoods was referred to as the “big white elephant” by the board member who provided the first quote. As it turns out, monopolistic bureaucracies are reliably terrible at solving this problem. Complicated funding formulas try to take into account how much residents of local districts could contribute to public education based on the value of all property in the district in an attempt to redistribute funds from wealthy districts to poor districts. The result is that some districts, such as Brentwood and Ladue, receive about $600 per student from the state, and others—mostly small rural districts—receive as much as $16,000 per student. The federal formula to redistribute resources to low-income districts, also known as Title I, is ridiculously Byzantine and political.

Here’s the problem with “resource deployment.” It hasn’t worked. The achievement gaps between low-income and non-low-income students in Missouri have only gotten wider. In 2019, 45 percent of non-low-income 8th graders scored Proficient or higher in reading on the Nation’s Report Card, compared to just 21 percent of low-income 8th graders. The gap in math was even larger–27 percentage points. In 2003, the gap in reading was 19 percentage points and the gap in math was 22.

We cannot equalize opportunity using a top-down approach. Resources should be deployed to families to spend at the school of their choice. I continue to assert that if low-income families were given the responsibility for choosing which schools received their children’s public education funding, four out of five families would not accept below grade level results.

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Although the ban was removed, strict regulations still exist, as food trucks must be part of a special event, which is a serious obstacle. Special events require a thirty-day notice prior to the date, and if a special event uses more than eight vendors (among other stipulations), then 120 days of notice are required. These rules constrain opportunities for food trucks in Ladue, making the city an occasional stop rather than a hub.

The scale of the food truck industry has skyrocketed in recent years, as the number of businesses has increased from 9,705 in 2012, to 22,474 in 2018, to 35,512 in 2022. Ladue regulations prevent the city from effectively capturing sizeable sales tax revenue, increased options for consumers, and job opportunities for aspiring entrepreneurs.

For consumers, food trucks provide on-the-go food options to those on lunch break, on a walk with their children, or hanging out with friends. The increased competition drives down prices and provides increased choices (including niche ones) to consumers.

Permission to more easily operate in Ladue could lead to more permanent businesses in the city. If a food truck found success in Ladue, food truck operators may decide to establish traditional brick-and-mortar locations in the city. This isn’t just hypothetical—food trucks have turned into traditional restaurants elsewhere in St. Louis.

Most anxieties about food trucks are unfounded. If concerns exist regarding restaurant surplus, increased competition helps create a more efficient economy. If policymakers fear exacerbating the labor shortage in restaurants, the average food truck business has 1.2 employees. Whatever the worry may be, food trucks should not be strictly limited to special events, and Ladue would benefit from food trucks being able to fully and freely operate within its borders.

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For a home with a market value of $1 million (of which there are many in Ladue), the 30-cent increase per $100 of assessed valuation would amount to a tax hike of $570. If similar recent proposals in neighboring cities are any guide, how Ladue voters will respond to this proposal is anyone’s guess. In August, voters in Frontenac approved a very large tax increase, while voters in Clayton rejected a much more modest one (18 cents per $100). In each case, turnout was light, as expected and (perhaps) intended.

The most interesting part of the proposed tax increase is that it’s only for residential property, not commercial. In other words, homeowners will pay it, but businesses won’t. Too often, governments try to export the costs of running their cities to outsiders with tourist taxes, sales taxes, special district taxes, and so on. The best thing you can say about this Ladue proposal is that it deals with property taxes that will be paid by the people who receive the public services. But don’t businesses also benefit from public services like police and fire protection? Of course they do. However, unlike both Frontenac and Clayton, where commercial property makes up a large part of the tax base, commercial property in Ladue is less than ten percent of the tax base. Including commercial property in this tax increase would not make that much of a difference in tax collections, but how voters react will be intriguing.

In Frontenac, the (voter-approved) tax increase actually targeted commercial property with especially large increases, while in Clayton the city proposed the same (voter-rejected) tax increase for each. What is the moral of the story? Voters apparently like targeting businesses to fund as much of their services as they can.

Does Ladue truly need this added money? As stated, the annual deficits Ladue has been running have been large, and that can’t continue. With most city funds going to public safety in recent years, cuts would have to come from police and fire protection. Ladue has very little crime and even fewer fires, but history has shown that people like having higher levels of police and fire protection than may be necessary.

Ladue has received over $900,000 in stimulus funds and will receive over a half-million more in the near future. This is on top of upcoming increases in local tax revenue from higher gas taxes and online sales tax collections passed in the state legislative session. (Ladue voters would have to pass a use tax, which they rejected in 2020, to collect all of the online sales taxes.) I don’t doubt that the cost of providing public services is increasing, but with the stimulus funds, increased property assessments, and other future taxes, do the people of Ladue really need to be hit with approximately $2.5 million in new taxes?

Residents, voters, and taxpayers (most people are all three, of course) generally like the high quality of services found in most St. Louis County suburbs, especially in the more prosperous cities like Ladue. But you can only ask for so much before people start saying “no.” People want quality services; they also like fair taxation and the idea that their cities aren’t just out to gouge them. One thing Ladue has a large number of is country clubs, and on election day, we will see how many voters in Ladue are yelling “Fore!” as they cast their votes.

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Make no mistake—people across Missouri are losing their jobs, and state income tax revenue is going to decline as a result. The timing of Missouri’s fiscal year may obscure the crisis to some extent this year, but next year will be tough. Public school districts are going to take a hit. Education is one of the very few areas of the Missouri budget that can be cut, and it will be. School districts and the legislature should be planning now.

But before we get to what districts should be doing, we need to acknowledge that we won’t have firm numbers on how many students are being educated by each district for several years. For per-student funding purposes, Missouri law allows districts to use their current enrollment or the enrollment from either of the two previous years to calculate state public education spending. Obviously, districts will want to use the highest possible number. But this year in particular students are moving around—opting for microschools, private schools, or homeschooling. There is some evidence that enrollment in the MOCAP public virtual education program is way up. At some point, we need to figure out where every student is being educated this year. It may be hard to take attendance on Zoom, but legislators cannot make informed decisions about the public education budget without solid enrollment numbers.

In the meantime, districts need to up their fiscal game, and here are a few suggestions:

• Reduce administrative costs. According to the most recent federal data (from the 2016–2017 school year), Missouri spent almost $350 million on district administrators, school boards, and their support staff. It may be time to reconsider having 520 school districts in a state with 114 counties.
• Consider how noninstructional services are provided. Could transportation or food services costs be reduced through competitive contracting? Could districts work together to share resources?
• Reconsider collective bargaining agreements and employee benefits. Step-and-ladder pay schedules, coupled with expensive pension obligations, make it very difficult for districts to reduce expenditures when their revenue declines. Salaries and promotions should be flexible, and retirement plans should be transportable 401(k) accounts.
• Delay or forego capital projects. These projects commit funds for the long term and reduce flexibility during economic downturns.

The state legislature could be doing its part as well. The current Missouri school funding formula has too many outdated “hold harmless” clauses that distort the distribution of state public education funds and, in some cases, send state funds to wealthy districts that would not normally qualify. According to the Forward through Ferguson “Still Separate, Still Unequal” project, in 2017–18, almost half of the 29 school districts in St. Louis County received hold harmless funding, including $578 in state funding per student in Ladue and $562 per student in Clayton. In addition, nearly half of the school districts in the state use property values from 15 years ago to figure out how much their local contribution of public education dollars should be, regardless of how property values have risen or fallen. That needs to change.

Finally, this year has made it clear that it’s time for public education funding to follow the child. Missouri parents who in the past gave little thought to school choice are discovering what it means to have no choice but a bad choice, and those who can afford to do so are taking matters into their own hands. Parents across the state are paying for tutors, pod coaches, private school tuition, and childcare. Meanwhile, their children are still being counted in the enrollment numbers of the schools they attended last year. It is only fair to give all parents access to a portion of their state education funding so they can spend it on options that work for their children. In several other states, governors have used stimulus funds to give parents quick access to scholarships to pay for these much-needed options. Missouri should do the same and make such scholarships a permanent option going forward.

The storm that was 2020 is going to linger for a few years, and policymakers in Missouri should be taking steps right now to weather it.

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Developers and officials in University City are pushing for a $70.5 million subsidy to help fund a $190-million development at Olive Blvd. and Interstate 170. The project is slated to include a Costco, apartments, restaurants and retail space. The taxpayer money would come via tax-increment financing (TIF), which captures increased sales, property and other taxes generated by a development to cover some of its costs. In this case, taxpayers would cover nearly 40 percent of the project’s costs!

The controversial project has raised a number of concerns. Some worry about gentrification, neighborhood and cultural disruption and the possible use of eminent domain to force out longstanding businesses. These topics are serious and ought to be debated at the June 22 public hearing on the potential development. But a fundamental problem with the project deserves more attention: the fact TIF is unnecessary and fails to deliver on its proponents’ promises.

First, TIF was intended to encourage development in areas where no one wants to invest money, which hardly describes the area under consideration. The developer’s proposal cites (see pp. 6–10) conditions such as cracked sidewalks, overgrown grass and overflowing dumpsters as evidence that the area is “blighted.” These conditions, though less than ideal, surely don’t make development so unappealing as to require $70.5 million in taxpayer assistance. The area surrounds a busy interstate interchange and is flanked by Olivette, Ladue, and Clayton—there’s a reason current businesses don’t want to leave!

More importantly, proponents are promising the public higher property values, increased tax revenue for city services, and a bustling, inclusive neighborhood should the subsidy be approved, but decades of research shows these promises are rarely kept. It was just in 2016 that the City of St. Louis released a mammoth report detailing the near-total failure of its incentive programs. From 2000 to 2014, St. Louis lost out on more than $700 million in revenue because of TIF and related programs for naught. “[W]hile there may be disagreement about the value of some [incentive] packages,” the report concluded, “it is clear that the City gains no net benefit from an extremely costly program with no real economic development impact” (p. 6).

The study also failed to find a significant connection between TIF and job creation or increased property values outside parcels directly benefiting from subsidies. “[T]here is little evidence of significance [sic] spillover effects around incentivized parcels after the use of incentives. Across most project types,” the report continues, “there is no significant change in the trajectory of assessed value, permit investments or jobs” (p. 5). Economists from across the country have found almost exactly the same thing. In short, there is little evidence to support claims that handing out taxpayer cash will usher in an urban renaissance in University City, or anywhere else for that matter.

If officials and residents want to invest in University City’s third ward (where the proposed development would be located), there are other, more prudent ways to scratch cash together. Businesses and residents could form a community improvement district to collect property taxes—authorized by a public vote—to fund improvements. The “blight” designation assigned to the area as part of the TIF application would mean that those revenues could even be used to help fix up private residences. Before officials needlessly forego tens of millions in revenue over the next two decades, they owe it to University City residents to consider other options for improving the third ward.

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Right now, residents of the Ladue school district pay 39 cents per $100 of assessed value of their property to service the existing debt of the school district.  The April 5 ballot measure would double that, to 78 cents per $100 of assessed value.

According to Zillow, the median home price in Ladue is $814,000. Because Missouri assesses home value at 19% of market value, the proposed tax increase is a $603.17 hike per year for the median home owner. Half of homeowners will pay more than that.

Ladue is a lovely place for a variety of reasons, but one thing that makes it so attractive to residents is that it takes advantage of the high value of its property by charging a relatively low rate of property tax. As my colleague James Shuls pointed out in talking about the proposed levy increase in St. Louis, Ladue’s levy is well below the St. Louis County average, but it is still able to generate a lot of money for its schools.  It’s an ideal situation.

Ladue should think long and hard before mitigating its competitive advantage over neighboring municipalities. Are there other efficiencies that it can find? Could it take on less debt, or wait until it has paid off what it has already incurred?  Is it buying new bells and whistles that aren’t associated with better student learning? The answers to these questions would tell voters whether they are getting additional value for their money.

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