Durango School District 2024 Ballot Measure Survey

Magellan Strategies is pleased to present the topline results of a survey of 1,784 residents within the Durango 9-R School District. The interviews were conducted from April 18th to May 5th, 2024.

Residents of the Durango School District generally held favorable views of the district, its teachers, and its performance educating students. Strong majorities viewed the district positively, approved of the job it was doing, and believed it was heading in the right direction. Teachers were especially well regarded, receiving even higher favorability ratings than the district overall. While opinions were more mixed on whether the district had sufficient financial resources, a majority believed the district was fiscally responsible and spent taxpayer money wisely.

When asked about the reasons behind these perceptions, residents who felt the district was on the right track pointed to its commitment to quality education, innovative programs and facilities, and strong engagement from teachers and the broader community. At the same time, those who believed the district was on the wrong track cited concerns about resource allocation, communication with parents and the community, and whether student needs were being adequately met across all groups. Some also raised concerns about curriculum focus and the balance between academic priorities and other topics.

Residents placed very high importance on core educational priorities. Nearly all respondents emphasized the importance of attracting and retaining high-quality teachers, teaching foundational academic subjects, and maintaining a safe and secure learning environment. Other highly valued priorities included strong teacher-parent communication, STEM opportunities, career pathways, small class sizes, and access to arts and experiential learning opportunities, reflecting broad agreement on what defines a high-quality education.

There was strong initial support for a proposed bond measure to address aging school facilities, maintenance needs, and future growth. A large majority indicated they would vote in favor of the measure, and support remained consistent even after additional information was provided. Messaging about the age and condition of school buildings, the need for significant maintenance and upgrades, and the district’s long-term planning efforts further increased support for the bond.

Specific project components within the bond proposal were also well received. Residents responded positively to plans to build a new elementary school to serve growing areas, renovate existing schools, eliminate leased facilities in favor of owned buildings, and invest in sustainability and energy efficiency improvements. Proposals to upgrade classroom furniture, support career and technical education through new facilities, and address employee housing challenges also increased support. The inclusion of citizen oversight and regular audits further strengthened confidence in the proposal.

However, not all elements of the proposal were equally popular. Investments in athletic facilities generated more divided reactions, with similar shares saying such additions would make them more or less likely to support the measure. Additionally, some residents expressed ongoing concerns about how funds would be managed and whether spending priorities should focus more directly on educational outcomes rather than facilities or amenities.

In open-ended feedback, supporters of the bond emphasized the need to modernize aging facilities, improve the learning environment, and invest in the long-term quality of education. They also highlighted the importance of supporting teachers, including addressing housing challenges. Opponents focused on concerns about fiscal management, tax burden, and the perceived prioritization of facilities over direct educational investments such as teacher pay. Overall, the survey indicated strong community support for the bond measure, alongside a desire for transparency, accountability, and careful prioritization of spending.