Austin Packer Bulletin
May 22, 2026
Fewer Students Overall
First, the number of school-age children in our community is declining, directly affecting school enrollment. In Austin, we’ve seen this shift clearly over time. According to the Austin Public Schools Demographic & Enrollment Analysis, resident births within our district declined by 29% between 2010-2011 and 2023-2024, from 410 to 291.
That trend continues as those smaller age groups move through the system. The same report projects that the district’s 5–14-year-old population will decline by approximately 5.7% by 2029. These local trends reflect what’s happening more broadly across Minnesota. Statewide studies, including the 2025 AMSD Demographic Study and one by former state demographer Hazel Reinhardt, show similar trends across communities statewide. In other words, this is not unique to Austin Public Schools. It’s part of a broader demographic shift affecting school districts throughout Minnesota.
Families/Caregivers Have More Choices Than Ever
At the same time, families and caregivers have more educational options than ever before, as public education has changed significantly over the past several decades. Open enrollment, charter schools, online options, homeschooling, and alternative programming have expanded choice across Minnesota.
According to Reinhardt:
- Open enrollment increased from approximately 2% of Minnesota students in 1997-98 to 9.5% in 2024-25
- Charter school enrollment grew to approximately 7.4% statewide
- Homeschool enrollment increased from approximately 1.4% to 3.2% statewide
The reasons families/caregivers choose different educational options are complex and vary by district. Proximity, family/caregiver schedules, school size, reputation, relationships, programming, and student needs can all play a role. That means school districts are no longer simply assigned students by geography. Families/caregivers actively evaluate their options and make decisions based on student experience, opportunities, relationships, and overall fit.
In many ways, districts today operate in an environment more similar to higher education or other service organizations. Families/caregivers expect strong communication, clear pathways, and confidence that their child will be supported and successful.
Why Capture Rate Matters
As families/caregivers have more choices, more students are moving between districts. That’s where “capture rate” becomes important.
Capture rate reflects the percentage of resident students who choose to attend their local district. Even small percentage changes can have a meaningful impact on enrollment, staffing, and programming.
In Austin, the district currently maintains an overall K-12 resident market share of approximately 84%, according to the Austin Public Schools demographic study. Statewide, Reinhardt estimates the average capture rate is approximately 73%. That means Austin remains above the statewide average even as competition, expanded school choice, and demographic pressures continue to increase. At the same time, declining capture rates are occurring across Minnesota districts, not just in Austin.
As Reinhardt notes, “Austin is not unique in this trend. Capture rates have declined in every district I’ve worked with across Minnesota. Austin remains above the statewide average, and districts that serve as regional centers surrounded by rural communities often experience more enrollment movement than smaller, isolated districts.” That context matters.
Austin serves as a regional hub surrounded by rural communities, which naturally creates more open-enrollment movement both into and out of the district. Similar trends are seen across Southeastern Minnesota. By comparison, some smaller rural districts report capture rates in the 90% range, but they operate under very different conditions with fewer nearby educational alternatives and less regional enrollment movement.
What This Means for APS
All of this leads to a straightforward reality: sustaining strong programs requires adapting to enrollment realities.
That includes:
- Aligning staffing with student enrollment
- Protecting opportunities for students
- Ensuring long-term sustainability of opportunities for students
- Ensuring resources are used responsibly and strategically
This work requires making decisions based on enrollment realities rather than temporary assumptions. The goal is not simply to preserve systems exactly as they existed years ago. Instead, the goal is to preserve opportunities, experiences, and outcomes for students in a changing environment. That distinction matters.
Where APS Is Focused
In response to these broad trends, Austin Public Schools continues to focus on the areas with the greatest long-term impact on students, families/caregivers.
Student Retention and Experience
Transition years such as 5th, 7th, and 9th grade are especially important. Supporting belonging, engagement, and successful transitions helps students stay connected and successful.
Recruitment and Early Pathways
Strong early childhood programming and elementary experiences help build long-term connections with families/caregivers. Housing growth and changing community patterns also create opportunities to connect with new families/caregivers.
Clear Communication About Opportunities
Families/caregivers want clarity about academic pathways, activities, career opportunities, supports, and student experiences. Continuing to communicate the strengths of APS remains a priority.
A Strong Foundation Moving Forward
Austin Public Schools has outstanding students, dedicated staff, strong programs, and a community that deeply values education.
At the same time, being honest about enrollment realities is part of responsible leadership. We cannot control statewide demographics or every external factor affecting enrollment. What we can control is the experience students and families/caregivers have in Austin Public Schools every day.
That work continues across our district, centered on our mission to inspire, empower, and accelerate every learner, and to prepare students to make a difference in the world.
Sincerely,
Dr. Joey Page, Superintendent
What We Found
Like many districts, we are facing:
- A limited pool of substitute teachers
- Inconsistent coverage across schools and roles
- Staff being pulled from other responsibilities to fill gaps
What We’re Doing
The district is building a stronger, more reliable approach by:
- Expanding the substitute pool through a partnership with Kelly Services
- Improving training and support for substitutes
- Creating clear expectations so substitutes can step into classrooms effectively
- Using data to identify and address coverage gaps
Why This Matters
Consistent classroom coverage means:
- Students stay engaged in learning
- Classrooms run more smoothly
- Staff can focus on their roles without disruption
Finally, this work is about creating stability. When classrooms are consistently staffed, students experience the kind of learning environment they need to succeed, and that’s what this plan is designed to deliver.
It's time for another Packercast. On this episode, we sit down with Student School Board Member Michael Garry.
Austin Public Schools (APS) continues its literacy work through Phase 2 of the Minnesota READ Act implementation, building on the strong foundation established in Phase 1. The Minnesota READ Act, passed in 2023, sets a statewide goal that all students read at or above grade level each year. The law outlines requirements for literacy screening and assessments, professional development, evidence-based curriculum, reading interventions, and reporting. Implementation is taking place over several years to ensure thoughtful and effective change.
Phase 2 focuses on expanding professional learning, strengthening literacy instruction in upper grades, and ensuring that educators are well-prepared to support students as reading demands increase. Professional development for educators responsible for teaching reading in grades 4–12 is a component of Phase 2. This training strengthens educators’ understanding of evidence-based reading instruction and supports consistent literacy practices as students move into more complex reading and writing tasks.
During the upcoming 2026-2027 school year, APS teachers will be participating in the Online Language and Learning Academy (OL&LA) Secondary program, a 54-hour, state-approved training focused on how children learn to read. Phase 1 participants include:
- 7-12 English Language Arts Teachers
- 7-12 Principals
Phase 2 builds on the curriculum and instructional practices introduced in Phase 1. APS will continue using evidence-based literacy curriculum and instructional strategies designed to support students’ growth in:
- Word reading and decoding
- Vocabulary development
- Reading fluency
- Comprehension
In addition to professional development, the creation of a secondary reading intervention program is a critical element of the READ Act’s second phase. Beginning next school year, students in grades 5–12 who are not reading at grade level will receive required reading intervention, as outlined by the Minnesota READ Act. This marks an important expansion of literacy support beyond the elementary years and reflects APS’s commitment to meeting students’ reading needs at every stage of learning.
During the current school year, students in grades 4–12 are taking the Capti ReadBasix assessment, which helps identify specific literacy needs, including characteristics of dyslexia. This assessment data is being used to better understand students’ reading strengths and areas for growth. For students in grades 7–12, this data will directly inform placement into reading intervention courses beginning next school year. These courses are designed to provide targeted, evidence-based instruction that supports students as reading demands increase across content areas.
Currently, APS provides reading intervention in grades K–6. Over the course of this school year, the district has developed a coordinated, aligned secondary reading intervention program to extend this support to middle and high school.
Since Fall 2025, a collaborative team of teachers, principals, and members of the Teaching and Learning team has worked together to bring this program to life. This work has included:
- Reviewing reading intervention curriculum appropriate for secondary learners
- Determining scheduling and staffing structures
- Planning for professional learning and implementation
Full implementation of secondary reading intervention is planned for Fall 2026, ensuring APS is prepared to support adolescent readers through developmentally appropriate, research-based instruction responsive to student needs. Together, the professional learning, assessment, and intervention components of Phase 2 reflect APS’s commitment to identifying reading needs early, providing targeted support, and helping every student continue to grow as a reader, regardless of grade level. If you have any questions, please contact the Executive Director of Academics & Administrative Services, Dr. Katie Baskin.
Austin Public Schools is trying out a new website feature called PackerChat, an AI-powered assistant designed to help families/caregivers and community members find information more quickly on our district website.
PackerChat can help answer common questions by using information from our website and approved district resources. Families/caregivers may ask about school schedules, menus, enrollment information, calendars, transportation, activities, and other commonly requested items. The goal is simple: make it easier for people to find the information they need, when they need it.
This is a new tool for us, and we will be watching how it works, where it is helpful, and where we need to improve the information available on our website. PackerChat is not replacing personal communication with our schools or district office. It is another way to support families/caregivers, reduce confusion, and help people connect with the right information faster.
We invite you to check it out and let us know what you think. Your questions and feedback will help us improve how we communicate and serve our community.
Summer is an important time for facility maintenance and project work across Austin Public Schools. With students out of the buildings, district teams can complete work that is harder to do during the school year and is necessary to keep schools safe, functional, and ready for daily use.
This summer’s work includes planned maintenance, required inspections, food service updates, grounds work, and building improvements. Some projects are visible to families and community members. Others happen behind the scenes but are still necessary to protect district facilities and avoid larger repair costs in the future.
Wescott Facilities
- Track resurfacing project
Austin High School
- Main office updates
- Media center painting
- Kitchen upgrades, including dish room updates, cooking equipment, and walk-in cooler and freezer work
- Tuckpointing to help preserve the building exterior
Banfield and Woodson
- Dead tree and stump removal
Ellis
- Phase 2 of auditorium improvements, focused on stage lighting
- Kitchen upgrades, including dish room updates and an updated oven hood
Banfield and Woodson
- Dead tree and stump removal
Neveln
- Kitchen upgrades, including a new serving line with carts, wall removal to create a larger opening, dish room updates, and new cooking equipment
Southgate
- Dead tree and stump removal
- Kitchen upgrades, including a new serving line with carts, dish room updates, and new cooking equipment
Districtwide
- Lawn care maintenance
- Parking lot seal coating
- Roof maintenance
- Playground mulch refresh at all sites
- Annual inspections and follow-up corrections, including kitchen hoods, fire alarms, elevators, roll-up doors, dividing curtains, gym hoops, and other required systems
This work reflects the district’s responsibility to care for public facilities in a practical and cost-conscious way. Regular maintenance does not eliminate every long-term facility need, but it does help extend the life of buildings, support safe school operations, and reduce the likelihood of more expensive repairs later.
Thank you to our facilities, custodial, food service, maintenance, and operations teams for completing this work during the summer months. Their efforts help ensure APS schools are ready to serve students, staff, families, and the community.
