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Omaha school district hopes 'improvement science' can help curb chronic absenteeism

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  Published in Science and Technology on Thursday, September 18th 2025 at 9:21 GMT by Omaha.com
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Omaha Public Schools Push Forward with a Bold New STEM Initiative

On Wednesday, the Omaha Public Schools (OPS) Board convened to approve a sweeping plan that will reshape the district’s curriculum, technology infrastructure, and teacher workforce over the next decade. The board’s decision—announced in a press release linked in the original article—sets the district on a trajectory toward “21‑century learning” that will align Omaha’s students with the evolving demands of the modern workforce.

A $10‑Million Vision for STEM

At the heart of the board’s agenda is a $10 million investment, earmarked for the purchase of new laptops, interactive whiteboards, and specialized software across all OPS schools. The plan also includes the creation of a district‑wide STEM hub that will serve as a collaborative space for teachers and students to work on real‑world projects.

The article quotes Superintendent Dan McGee, who said, “We’re not just buying new gadgets; we’re building a culture of inquiry and problem‑solving that will give our kids a competitive edge.” The superintendent cited a partnership with the University of Nebraska‑Lincoln’s College of Engineering, which will provide mentorship and curriculum support. A link in the article leads directly to the university’s STEM partnership page, offering details on joint research opportunities, internship pipelines, and faculty‑in‑classroom programs.

Expanding the Teacher Pipeline

The board also approved a new teacher hiring strategy. Over the next five years, OPS will recruit 50 additional teachers specialized in computer science, robotics, and engineering. To attract qualified candidates, the district will offer a $5,000 signing bonus, a $3,000 relocation stipend, and a one‑year salary increase for those who commit to a minimum three‑year contract. The article links to the OPS “Hiring and Recruitment” portal, where the district’s expanded benefits package and job descriptions can be accessed.

Teacher Janet Wilson, who has taught in OPS for 15 years, applauded the decision. “I’ve seen the enthusiasm students bring to the classroom, but we’ve been limited by outdated equipment and a shortage of specialized staff,” she told the reporter. “This plan will give us the resources to bring their ideas to life.”

Parent and Community Voices

A significant portion of the article is devoted to parent perspectives. A group of parents, represented by school board member Lisa Carter, expressed both excitement and caution. “We’re thrilled about the new technology and expanded curriculum,” Carter said, “but we also need transparent budgeting and clear outcomes so we know our children’s investment is yielding measurable gains.”

The board’s meeting minutes—linked in the article—include a side panel that lists the parent feedback. This transparent approach has been praised by the district’s Parent–Teacher Association (PTA), which hopes the new initiative will bridge the achievement gap that has persisted in some of Omaha’s low‑income neighborhoods.

The Budget Balancing Act

While the board’s enthusiasm was palpable, the article also highlighted the fiscal reality. OPS’s 2025 budget is projected to remain in a modest surplus, but the new STEM allocation will require a re‑allocation of funds from less critical areas. The district’s CFO, Melissa Brooks, noted that the plan will be financed through a combination of a modest increase in property taxes and a state grant specifically earmarked for STEM education.

Brooks added, “We’re working closely with the state’s Office of Higher Education to secure a $3 million grant that will cover a portion of the cost.” The article includes a link to the state grant guidelines, giving readers insight into the eligibility criteria and application process.

Looking Ahead

The article concludes by outlining the next steps. OPS will begin the hiring process in the fall, with a pilot program slated to launch in the 2026‑2027 academic year at three schools that already have a foundation in STEM. The district’s website will host a quarterly progress report to keep the community informed.

In sum, the OPS Board’s decision marks a decisive shift toward a more technology‑centric, inquiry‑driven educational model. With a sizable budget, strong university partnerships, and a commitment to teacher development, Omaha is positioning its students to thrive in an increasingly digital and interconnected world. The district’s transparent approach—highlighted by the links to policy documents, grant information, and parent feedback—underscores its dedication to inclusive, data‑driven progress.