. Biennial report of the Superintendent of Public Instruction of the State of Montana. s of educa-tional purchasing power. These amounts—$23 and $25million per year, compare with the $8 million appropri-ated for this years Foundation Program. These figures may seem startling, but we must re-member that schools already are costing the people ofMontana this much and more. In the most recent schoolyear for which complete figures are available, the Foun-dation Program amounted to $37 million, but total schoolcosts were $79 million. Figure 6 shows the proportionof school costs financed by the Found
. Biennial report of the Superintendent of Public Instruction of the State of Montana. s of educa-tional purchasing power. These amounts—$23 and $25million per year, compare with the $8 million appropri-ated for this years Foundation Program. These figures may seem startling, but we must re-member that schools already are costing the people ofMontana this much and more. In the most recent schoolyear for which complete figures are available, the Foun-dation Program amounted to $37 million, but total schoolcosts were $79 million. Figure 6 shows the proportionof school costs financed by the Foundation Program, andalso the relationship of total state aid to total costs. Youcan see that the Foundation Program represented all school costs, with no equalization formula appli-cable to the remaining You will also note thatState funds paid of total school costs, with the cost remaining. Fig 6 RELATIONSHIP OF FOUNDATION PROGRAM, AND OF STATE AID, TO TOTALSCHOOL COSTS, 1960-61 FOUNDATION PKOGRAM STAT! MVfNUE BCMAINDH S2.»% HIMAINDIH With more pupils and continuing inflation, totalschool costs may be expected to average more than $100million a year before the end of the next biennium, pos-sibly $100 million the first year and $108 million in 64-65. This is why I said earlier that we must direct ourattention to the big problems. I think it is important for us to remember that thereare two basic factors here over which we have no con-trol—enrollments and inflation. By 1965, there will be 7 pupils for every 4 in 1949, and by 1965, the school dollarwill buy only half of what it bought in 1949. Rising en-rollments alone would present difficulty, and inflationwould compound the problem. But there is still one morefactor of grave significance, and that is Montanas sickeconomy. School financing today in Montana rests on a pre-carious base, largely because the entire economy of thestate is ailing, and the ailment appears to be growingm
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