Getting school funding right in Kansas matters for students, schools, educators and the rest of us 

Kansas lawmakers have been working on a new funding formula for the state's K-12 schools. (Photo by kali9/Getty Images)

Kansas legislators are doing something deserving of recognition.

They are working carefully to improve the state’s K–12 funding formula. Specifically, they are focusing on how we support students who receive special education services. This is not easy work. It calls for diligent study, difficult conversations about costs and outcomes, and a willingness to adjust long-standing systems. But it is exactly the kind of work Kansas students need now.

For years, educators and families have pointed to gaps between what special education services cost and what districts receive in funding. Those gaps don’t just exist on spreadsheets: They show up in classrooms, staffing decisions and ultimately in the experiences of students who rely on individualized support to succeed.

When funding falls short or is unclear, districts are forced to make difficult trade-offs that can dilute services for the very students the system is meant to serve.

What is encouraging about the current legislative effort is that it appears grounded in research and data. Lawmakers are not operating on anecdotes alone. They are examining cost studies, enrollment trends, service delivery models and the real fiscal pressures districts face. That matters. Good policy begins with a clear understanding of the problem and an honest assessment of whether current structures match today’s realities.

But improving the formula is not only about adding dollars. It is about aligning incentives and upholding transparency. We must also build a system that adapts as students’ needs evolve. Special education is not static; it covers services from early interventions to intensive supports. A modernized funding approach must acknowledge this complexity. It also needs to be understandable for taxpayers and sustainable for the state.

The timing could not be more critical.

National education policy is shifting, giving states greater decision-making authority. Federal support is still critical, especially for students with disabilities, but states must now lead in designing systems customized for their needs.

For Kansas, this affords both an opportunity and a responsibility.

With greater control comes greater responsibility. If states are given more flexibility, the expectation will be clear: Use it wisely. That means building funding systems that are equitable, evidence-based and focused on student outcomes rather than just inputs. It means making sure that every tax dollar works as hard as possible to support learning, particularly for students who need additional resources.

Getting special education funding right is critical to this effort. When we design systems that support students with broad needs, we strengthen education for all. We help teachers do their best work. We give districts the stability to plan and innovate. Most importantly, we ensure students are not limited by the services they need. Instead, they are empowered by the support they receive.

There is a broader economic reality at play. Kansas, like many states, wants a strong workforce and economy. That goal starts in our schools. Students who get the right support are more likely to graduate. They are also more likely to pursue postsecondary opportunities and contribute to their communities.

Research from the National Center for Learning Disabilities and the U.S. Department of Education consistently shows that students with disabilities who have access to appropriate services and early interventions experience higher graduation rates and improved postsecondary outcomes, including employment and continued education. Investing in special education is not simply an ethical obligation. It is also an economic one.

At Aligned, we have long advocated policies connecting education outcomes to workforce readiness and economic growth. We believe strong data, clear accountability and thoughtful investment are key to a system that works. The legislative requirement to update the funding formula, grounded in research and a commitment to improvement, is a step in the right direction.

But the work is not done when a bill passes.

Implementation will matter. Continuous assessment will also matter. We must commit to regular evaluation, implement adaptively and remain receptive to modification as we learn what works and what doesn’t work. This will make the biggest difference.

Kansas has an opportunity to lead. By getting this right, we can create a funding model that not only achieves today’s needs but is resilient enough to meet tomorrow’s challenges. In a time of shifting federal roles, that leadership is never optional; it is essential.

Moving ahead entails collaboration, discipline, and commitment to students. Legislators are taking an important step. Now, we must continue with urgency and focus.

When it comes to our students, and especially those who depend on specialized support, getting it right is not just important.

It’s imperative, and the time to respond is now.

Torree Pederson is president and CEO of Aligned, a nonprofit, nonpartisan coalition of business leaders committed to improving education and workforce systems across Kansas and Missouri. Through its opinion section, the Kansas Reflector works to amplify the voices of people who are affected by public policies or excluded from public debate. Find information, including how to submit your own commentary, here.