At a glance
The Hudson City School District Board of Education held a special academic workshop and budget presentations on Monday, March 10, 2026. The district serves Hudson, Claverack, Greenport, Stockport, Ghent, and Livingston. The board reviewed budget proposals for food service, transportation, and athletics, then received detailed presentations on academic performance from elementary, junior high, and high school principals. Academic outcomes show mixed results, with some growth in math and ELA across grades but persistent challenges in state test proficiency. The district is under targeted school improvement designation for Hispanic student performance. Chronic absenteeism remains a concern across all buildings, though efforts to reduce it are showing modest progress. Principals outlined interventions including extended learning time, professional learning communities, and restorative practices.
Food Service Budget Presentation
Lisa McGovern, food service director from Capital Region BOCES, presented the food service budget. The fund is self-sustaining and capped at six months of fund balance. The district serves over 10,000 meals per month and is focused on farm-to-school initiatives and scratch cooking.
Key points
- Food service operates as a separate, self-sustaining fund administered through NYSED with a capped fund balance of six months.
- The district serves about 10,000 lunches per month across all buildings.
- Farm-to-school initiatives include purchasing local produce and Hudson Fisheries steelhead trout to qualify for the New York State 30% initiative, which provides additional reimbursement.
- A 100% New York State pizza using One Mighty Mill crust, Casa Visca sauce, and Polly-O cheese is being served, though student acceptance has been slow.
- Meal participation numbers are down compared to the previous year, attributed to menu changes (less sugar), staffing challenges at the high school, and student preferences for snacks brought from home.
- Staff consists of 18 employees (two head cooks, two cooks, 14 food service staff). The farm-to-school work has increased employee engagement and retention.
- Upcoming plans include expanding the walk-in cooler and freezer at MC Smith, collaborating with the agriculture class, and continuing the summer non-congregate meal program.
Revenue is down compared to budget, but the New York 30% initiative and summer meal programs are expected to offset the shortfall. Meal counts at MC Smith and the high school are lower than last year.
The district is working with local farms (home farm, Hudson Fisheries, Columbia Cath) and the district's own agriculture classes to grow food for student meals.
Transportation Budget Presentation
Bill, an interim transportation consultant, and Christie presented the transportation budget. The district owns one minivan and contracts all other transportation. The consultant identified over $1 million in unclaimed state aid due to missing or incorrect contract documentation. The budget includes efforts to right-size and capture all state reimbursement.
Key points
- The district owns one minivan. All other transportation is contracted, creating a complex web of vendors and invoices.
- Upon arrival in November 2024, the consultant found many contract numbers were fictitious or outdated from 2022, meaning the district was not claiming 45 to 56% of state reimbursement.
- Eight contracts were bid and approved to bring the district into compliance and capture state aid. More contracts will be bid in April or May.
- Intermunicipal agreements (such as with Germantown Central School at $46 per day) and parent contracts (McKinney-Vento) save hundreds of dollars per day compared to traditional bids.
- Transportation expenses include athletic runs ($200,000 actual vs. $60,000 budgeted last year), extended school year transportation ($260,000 not budgeted), and field trips.
- A full-time transportation supervisor position (currently covered by the consultant) is budgeted for 2026-27 at approximately $100,000. The consultant recommends bringing someone on once all contracts are in compliance.
- McKinney-Vento obligations (students who become homeless during the year) require transportation up to 50 miles, with costs of $50,000 to $70,000 per bus run. These are unpredictable but mandated.
The transportation budget was under-budgeted by over $1 million in recent years. The 2026-27 budget attempts to capture all actual expenses, including athletic runs, summer school, and McKinney-Vento obligations.
More contracts will be bid in April or May to increase competition and reduce costs.
Athletics Budget Presentation
Justin, athletic director, presented the athletics budget. The district fields 30 teams across three seasons, with 188 student athletes in the fall, 117 in the winter, and a projected increase in the spring with the addition of girls flag football. The budget covers officials, equipment, and uniforms on a rotational basis.
Key points
- The district offered nearly all available sports in 2025-26, with the exception of JV boys and girls soccer and JV football.
- Girls flag football was added this spring, with 35 students at tryouts. Boys tennis returned last year after a hiatus.
- Athletics budget lines include contractual (officials, entry fees, golf course rental) and materials and supplies (equipment, uniforms). Uniforms are on a five-year rotation.
- Salaries increased 15% in the 2026-27 budget because the contract specifies every coaching position, and the district could fill all positions. Last year, not all positions were budgeted.
- Non-instructional salaries include chaperones (TAs and aides) at every athletic event. Timekeepers are paid for basketball only.
- Athletic tutoring was offered in prior years but discontinued this year due to the change in administration. The athletic director would like to reinstate it, even if only two days per week instead of four.
- Staff work within budget constraints and often have funds left over at the end of the year for wish-list items.
The athletic director submitted a proposal for academic tutoring for student athletes to help them stay eligible and on track. This was offered in prior years but discontinued.
Budget Overview and Reserves
Dr. Bailey presented an overview of the 2026-27 budget, which is approaching $61.5 million. The district has approximately $3 million in reserves and $6.1 million in unassigned fund balance. Initial projections show a 5% increase, driven by previously unbudgeted expenses and debt service for the EPC project.
Key points
- The current budget is $58.5 million. The initial 2026-27 budget is $61.5 million, a $3 million increase.
- Major drivers of the increase include $260,000 for extended school year transportation, $70,000 to $100,000 for extended school year staff, $500,000 for Stronger Connections grant staff (grant ending), $400,000 for the high school summer program, $140,000 for athletic bus runs, and $1 million or more for insurance cost increases.
- The district has total reserves of $12.959 million and unassigned fund balance of $6.1 million.
- EPC project debt service (approximately $420,000) will begin this year. The district may split the debt payment between this year and next to reduce the immediate budget impact.
- The district is held harmless under the foundation aid formula despite declining enrollment for 10 years. If the state right-sizes aid based on enrollment, the district will face an immediate deficit. Reserves are essential to buffer against this risk.
- The board can use up to 4% of the budget from reserves while preserving a 4% fund balance. The district has significant work to do to right-size the budget.
The district must trim multiple millions of dollars to avoid using all reserves and exceeding the tax cap.
The district has been held harmless under the foundation aid formula despite 10 years of declining enrollment. If the state right-sizes aid, the district will face a significant financial deficit.
Academic Performance Overview
Board member Mark De Pace presented a longitudinal overview of state test scores and graduation rates from 2012 to 2025. Scores have remained relatively stable, following state trends, but the district has not outpaced the state. Graduation rates have declined over the last three years.
Key points
- ELA scores rose from 2012 to 2018, following state trends. A 2022 uptick was due to low student participation (60%) and shortened tests. Scores have been stagnant since 2023.
- Math scores followed state trends from 2013 to 2018. Scores dipped in 2022 and rose in 2024 to the highest levels, alongside state trends.
- Graduation rates stayed within 1 to 8 percentage points of the state average from 2013 to 2022. Rates have declined over the last three years, which is concerning given the state's expanded graduation pathways.
- The district has DCIP (district comprehensive improvement plan) and CEP (comprehensive education plan) designations due to ATSI (Additional Targeted Support and Improvement) and TSI (Targeted Support and Improvement) status for Hispanic and multiracial student subgroups.
- Barriers to success include inconsistent leadership, chronic absenteeism, and the reality that the district is not a suburban or homogeneous district. Hudson serves a diverse student body with significant needs.
- The board emphasized the need for radical truth, transparent communication of barriers, and a focus on overcoming leadership transitions.
The district is not like neighboring suburban districts. Hudson serves a diverse, city school district population with unique challenges. State scores should be compared to similar districts, not all districts.
MC Smith Elementary Academic Report
Principal Mark Brennan presented MC Smith Elementary's academic data. The school is under ATSI designation for multiracial and Hispanic subgroups. The school has seen growth in some grades and subjects, but struggles persist, particularly in fourth and fifth grade.
Key points
- State test participation was high (over 90% in most grades). Opt-outs are minimal.
- ELA proficiency increased across most grades in 2024-25, with third grade showing the strongest growth. The school attributes this to consistency with the CKLA curriculum (now in its fifth year).
- Math proficiency increased in third and fifth grade but declined in fourth grade. Fourth grade is the cohort that missed kindergarten due to COVID.
- NWEA (Northwest Evaluation Association) benchmarking shows growth in ELA in first, third, and fourth grades. Math growth is strong in first grade but slower in kindergarten, fourth, and fifth grades.
- Chronic absenteeism spiked in December due to illness (over 100 students absent on 10 days, nearly 200 on one day). The school is currently at 26.42% chronic absenteeism, compared to 24.42% at this time last year.
- Interventions include extended learning time (after-school tutoring for bubble kids and targeted subgroups), professional learning communities (PLCs) focused on data analysis, and small-group instruction during MTSS (multi-tier system of supports) periods.
- The school is implementing writing rubrics, increasing writing opportunities, and encouraging 20 minutes of independent reading daily across the building.
December illness pushed chronic absenteeism higher than the prior year. The school is working with Promise Neighborhood and DSS to target three families in each building to improve attendance.
After-school tutoring will begin on March 18 for bubble kids and targeted subgroups. Boys & Girls Club and Promise are implementing similar tutoring programs.
Junior High Academic Report
Principal Kenny Payne presented junior high academic data. The school is under TSI designation for Hispanic students. State test scores show mixed results, with some growth in seventh grade math and declines in sixth and eighth grade. NWEA data shows growth in some subgroups, but the school needs stronger transitions from fifth to sixth grade.
Key points
- Sixth grade ELA proficiency was 30% in 2024-25, essentially unchanged from 29% in 2023-24, indicating students need stronger transitional supports from fifth to sixth grade.
- Seventh grade ELA dropped from 30% to 28%. Eighth grade ELA dropped from 35% to 29%.
- Seventh grade math increased from 25% to 30% (same cohort, showing growth). Eighth grade Regents proficiency was 76%, down slightly from 78%.
- Science proficiency declined from 62% to 61% for the combined Regents and state test. The new Earth and Space Science Regents showed 27% proficiency, higher than the state average.
- NWEA data shows growth in seventh grade multiracial students (10% to 39% in math). Sixth and eighth grade ELA showed declines from fall to winter, though some subgroups grew.
- Chronic absenteeism is 26.42%, up from 24.42% last year at this time. December illness was a major factor. The school holds weekly attendance meetings with counselors, social workers, and outside organizations.
- Interventions include MTSS meetings, staffing meetings for students failing two or more classes, an extra math and ELA period for tier two students, and a classroom attendance competition. Academic tutoring will begin in April.
Sixth grade scores were flat compared to fifth grade, indicating a need for stronger transitional supports. The school is planning a multi-day summer boost-up program to help incoming sixth graders acclimate.
Targeted Regents review sessions will begin in April for all students, with transportation provided and attendance tracked.
High School Academic Report
Principal Derek presented high school academic data. The school is under LSI (Local School Improvement) designation for graduation rates of black and Hispanic students. Regents proficiency is generally at level 3, with fewer students reaching levels 4 and 5. The graduation rate is 67%, with an anticipated 76% for the current cohort.
Key points
- Regents proficiency is generally at level 3 (proficient), but the district has fewer students at levels 4 and 5 compared to the state.
- Earth and Space Science proficiency was higher than the state in 2024-25. Global History and US History proficiency are close to the state. ELA proficiency is close to the state.
- The high school uses item analysis after every exam, models how to break down extended response questions, and familiarizes students with the test format.
- AIS math sections have been created for tier two and tier three students. Push-in ELA support is provided in some classes. ENL students receive pullout and co-taught support, including a math-certified ENL teacher for pullout math.
- Chronic absenteeism is 33.2%, down from 35% last year. The goal is to reduce it to 30%. A two-month classroom attendance competition is underway, with a barbecue for qualifying classes after April break.
- The graduation rate was 67% in 2024-25, down from previous years. The current cohort has a projected graduation rate of 76% if all students on track graduate. Ten students in the cohort are considered at risk (need one or more Regents or are close to 22 credits).
- Ninth grade enrollment is significantly higher than other grades, indicating students struggle to earn enough credits to advance. The principal is considering a ninth grade academy to provide more focused support.
- The district uses credit recovery and offers tutoring to help students stay on track. Targeted Regents review sessions will begin in April.
Ninth grade enrollment is higher than other grades, indicating students struggle to earn credits to advance. The principal is considering a ninth grade academy.
The 2024-25 graduation rate was 67%, but the current cohort is projected at 76% if all students on track graduate. January Regents are difficult because they are retakes for students who previously failed.
Staffing and Budget Concerns
Principals reported staffing gaps across all buildings. MC Smith needs no additional staff but emphasized the need for professional development. The junior high needs two TAs and one special education teacher. The high school needs two TAs, two hall aides, and an ISS teacher (unfilled for 2.5 years due to lack of applicants).
Key points
- MC Smith reported no staffing gaps but emphasized the need for professional development, particularly in the science of reading.
- The junior high is short two TAs. One special education teacher resigned mid-year and has not been replaced.
- The high school is short two TAs, two hall aides, and an ISS teacher (in-school suspension teacher, unfilled for 2.5 years due to lack of applicants).
- A special education teacher who moved to the junior high is being covered by six assignments.
- Some positions have been posted but closed. The district is in the process of determining which positions correspond to budgeted lines and will reopen postings as needed.
- Board members emphasized the importance of understanding which positions are essential and ensuring they are budgeted and filled.
The board will review instructional programs and staffing at the March 17 meeting to determine which positions are budgeted and which need to be filled.
Next Steps and Adjournment
The board thanked the principals and staff for their presentations. Dr. Bailey outlined next steps, including revising the DCIP and CEP plans based on the data presented, having proactive conversations earlier in the school year, and presenting instructional programs and the full budget at the March 17 meeting.
Key points
- The DCIP and CEP plans will be revised based on the data presented at this meeting.
- The board committed to having academic data conversations earlier in the school year (January instead of March) in future years.
- The March 17 board meeting will include presentations on instructional programs, personnel, and the initial three-part budget.
- Board members requested that budget presentations be shared at least two days before the meeting to allow time for review.
- The meeting adjourned at 9:24 PM.
About this page
FUTURE HUDSON is an experiment in civic engagement: every public meeting of the City of Hudson since January 2026, transcribed and made readable, so any resident can follow what the city is deciding without attending every meeting. This page covers one meeting; see the full archive.
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