The budgetary woes of District 65 are familiar to many, having made the local news for many years. Now, with the threat of a Bessie Rhodes closure for 7th and 8th grades and the possibility of a district takeover by the Illinois State Board of Education, the issue is certainly at the forefront of many worried minds in Evanston. As members of District 202, the issue may seem far removed from our daily life. The reality, however, is that the discussion around District 65’s financial strain often overlooks a key point: having a strong feeder district is essential for high school student success, community stability, and long-term educational outcomes.
The early educational years for students, overseen by District 65, lay the groundwork for high school success. Foundational skills in reading, mathematics, science, and writing are built during these formative years, preparing students for the academic challenges they will face in high school. Teachers at the high school level depend on students having a baseline grasp of fundamental concepts, yet budget constraints could put that at risk. Larger class sizes, fewer resources, and cuts to essential programs make it more difficult for younger students to receive the level of support they need, which could jeopardize their outcomes once they reach the rigor of high school courses. With the significant budgetary restructuring that awaits District 65, those cuts are not so far-fetched. For example, in the 2025 budget, 50 teaching positions were eliminated. With more budget cuts, totaling an expected $15 million, to be announced in January, there is the potential for more classroom disruptions.
Moreover, feeder districts serve as an incubator for the diverse interests that enrich the high school experience. Programs related to the arts and sports provide students with a chance to explore their passions early on, which often guides the interests they carry forward into high school. When budget cuts result in fewer resources for these opportunities, students miss out on crucial experiences that foster engagement, leadership skills, and personal growth. A student who doesn’t get the chance to discover a love for science or music in elementary school may never realize their potential in these areas, affecting not only their individual development but the vitality of the broader school community.
What’s important to remember in the Evanston community is the simple nature of our educational connectedness.
“We all serve the same families,” said District 202 Superintendent Marcus Campbell. “202 families are 65 families, and 65 families, for the most part, are 202 families.”
The constant transitions from one district to another, with hundreds of freshly educated District 65 graduates arriving at ETHS every year, and the simple fact that many ETHS graduates end up returning to live their adult life in Evanston, show why everyone, no matter their stage in the Evanston public school system, should care about the issues that plague District 65. It’s not about addressing problems while they concern you or your family, it’s about making a commitment to holding Evanston to its high educational standards, and ensuring that commitment remains for generations of students to come. When feeder districts are strong, high schools—and the communities they serve—flourish. Let’s make sure that happens.
