The drive to secure electric school buses was spearheaded by members of Project Earth, Edina High School’s environmental club. Representatives Abby, Sasha, and Grace advocated for the district’s grant application, citing the health risks posed by diesel exhaust. They highlighted findings from the National Institute of Health indicating that children on school buses might experience diesel exhaust levels up to four times higher than those in nearby vehicles. The students emphasized the environmental and health benefits of electric buses, especially in Minnesota’s severe winters. Retired health professionals Kathy Iverson and Mike Menel supported the initiative, referencing the EPA’s Clean School Bus program, which promises $5 billion through 2026 to replace diesel buses nationwide. They encouraged the district to apply for the 2024 EPA grant.

Attention then shifted to the Edina Education Fund, a financial resource for the district, which presented its mission to cover budget shortfalls and support educational excellence. Executive Director Kathy Rlan outlined the fund’s achievements, contributing over $8.5 million in nearly 30 years. She stressed funding gaps resulting from state funding covering only about 60% of the district’s needs, leading to a $4 million deficit for the 2023-2024 school year. The fund’s targets include $350,000 for literacy initiatives and $120,000 for mental health services, emphasizing the cost-effectiveness of mental health therapy sessions provided through the fund. The fund also collaborates with student groups, supporting 29 activities and 58 clubs at Edina High School through fiscal sponsorships.

Graduation requirements were another topic, with discussions on potentially adjusting high school credit requirements. The board considered increasing total semester credits from 43 to 44 or reducing physical education credits while maintaining the current total. Changes in state legislation affecting social studies and personal finance requirements also factored into the conversation. Data presented revealed that some seniors did not engage in world language or music courses, while others pursued these electives throughout high school. The flexibility of student schedules was examined, with a survey indicating that if a second PE course were not mandatory, 56% of students might opt out of it. This change could influence elective offerings, particularly unified physical education, which integrates students with special needs.

The board also addressed ongoing efforts to close achievement gaps among student populations. A focus was placed on the literacy training program, Letters, mandated by the Read Act of 2023, requiring training in the science of reading for all Minnesota teachers. The program’s implementation is expected to enhance instructional practices and student outcomes. The board acknowledged the promising results in certain student groups while recognizing the need for ongoing improvements across the district.

Finally, the board approved the 2024-2025 board priorities, emphasizing governance and specific educational goals. An additional professional development day was added to the school calendar to accommodate training requirements under the Read Act. Policy discussions, particularly regarding substance use and student publications, were also conducted, aligning district policies with recent legislative updates.