New research sheds light on the chronic underfunding of Hawaiʻi’s public schools according to a brief by the Hawaiʻi Scholars for Education and Social Justice. The report aims to counter widespread misconceptions about the state’s educational challenges, and argues that increased funding is essential to improving student outcomes and addressing systemic inequities.
“Chronic underfunding of Hawaiʻi’s public schools is a systemic issue that limits opportunities for students and perpetuates inequities. Investing in quality public education is our collective kuleana; it’s about supporting students and teachers, strengthening Hawaiʻi’s economy, and building a more equitable future for all,” said Colleen Rost-Banik, instructor in the University of Hawaiʻi at Mānoa Department of Sociology and co-author of the research brief.
The report also advises that investing in quality public education is an investment in Hawaiʻi’s economy. Not only do quality public schools save families money, they also increase high school graduation rates, which, in turn, generates more economic opportunities for the state.
“We aim policy recommendations toward the State Legislature because they have been responsible for underfunding public schools for years. If we are concerned about young people and their families not being priced out of Hawaiʻi, we need to ensure that public schools are well-equipped to recruit and retain licensed teachers and offer holistic education for all students,” Rost-Banik added.
Authored by UH Mānoa faculty members, and endorsed by 117 Hawaiʻi-based scholars, the brief acknowledges four misconceptions and provides facts disputing them.
Misconception #1: Hawaiʻi’s public schools are adequately funded.
Facts:
- Hawaiʻi ranks among the lowest of states in percentage of state and local expenditures supporting K–12 education—15.1% compared to U.S. average 21.5%.
- Despite the increased cost of living in Hawaiʻi, the percentage of expenditures for public education has decreased. In FY 2024, public funding for education was 7% less than 2023, even when the state had a budget surplus.
- The public schools experienced a dramatic decrease in funding when $640 million of temporary federal pandemic funding ended on September 30, 2024.
- Lack of funding leads to a lack of programs that nurture “the whole child,” for example, the arts, PE, bilingual aides and afterschool enrichment.
Misconception #2: The teacher shortage no longer exists.
Facts:
- Salary differentials, which are not permanent, redistributed the educator workforce and addressed some needs, but did not solve the teacher shortage.
- The public schools are forced to hire individuals without teaching credentials to fill teacher vacancies. As of January 2024, there were 738 “emergency hires” employed in public schools across the state.
- High attrition rates account for about 89% of new teachers needed each year. The public schools annually replace about 1,200 teachers, with 43% of them coming from out-of-state.
Misconception #3: More funding will not improve public education.
Facts:
- Increased funding for public education raises student achievement and performance, influencing high school graduation rates and college enrollment, and leading to higher incomes in adulthood.
- Increased funding in Hawaiʻi could promote greater access to Pre–K programs.
- Increased funding of Hawaiʻi public schools could raise the enrollment of local high school graduates at community colleges and universities, increasing lifetime earnings.
Misconception #4: Public school funding only affects parents with children in public schools.
Facts:
- Investing in quality public education is an investment in Hawaiʻi’s economy. Increasing high school graduation rates leads to additional tax revenue. Technological changes continue to shift the economy toward skilled labor.
- Public schools are places where students from diverse cultural and economic backgrounds can interact with and learn from each other, increasing understanding and harmony across such groups.
- Better-funded public education is related to lower poverty.
- Public schools save families money.
Policy recommendations
The authors of the report offer the following policy recommendations:
- The state Legislature should prioritize increased and permanent funding for adequate public education.
- The state Legislature should prioritize funding for teacher recruitment and retention, with particular focus on increasing salaries and improving workplace conditions.
- The state Legislature should appropriate funds for an analysis of the public school budget to determine the extent to which public schools are adequately funded.
- The state Legislature should provide resources to support universal public preschool.
- State policy makers should support teacher education for students from underrepresented backgrounds and increase compensation for quality mentor teachers.
- The state Legislature should provide housing benefits for teachers to alleviate the cost of living.
The authors of the report are: E. Brook Chapman de Sousa (associate professor, School of Teacher Education, College of Education), Kay Fukuda (associate specialist and program director, Student Equity, Excellence and Diversity), Janet Kim (recruitment specialist, College of Education), Jonathan Okamura (emeritus professor, Department of Ethnic Studies, College of Social Sciences), Colleen Rost-Banik (instructor, Department of Sociology, College of Social Sciences), Lois Yamauchi (professor, Department of Educational Psychology, College of Education) and Waynele Yu (instructor, School of Teacher Education, College of Education).
