Education Industry Report: Hastings, Minnesota

Empty Bowls is a popular annual event held at Hastings High School, organized and hosted by talented art students. This meaningful gathering raises funds to support Hastings Family Service, an organization dedicated to aiding those in need within the community.

Executive Summary

Hastings, Minnesota boasts a rich educational heritage and a tightly knit community that has long valued learning. This Education Industry Report delves into the past, present, and future of education in Hastings, highlighting local schools, key educators, community programs, and the economic and social impacts of the education sector. Hastings’ education story begins in the mid-19th century with some of the state’s oldest schools and continues today with a modern, inclusive school district and active community engagement. The city’s Independent School District 200 (ISD 200) serves about 4,300 students across three elementary schools, one middle school, and one high school ​mnschools.com​mnschools.com, supplemented by longstanding private schools and robust community education programs for all ages. Educational outcomes are strong – the public high school graduates 97% of its students and was recently ranked among Minnesota’s top 30 high schools​ en.wikipedia.org​ hastingsjournal.news – a point of pride for local residents.

Education is also a cornerstone of Hastings’ economy and community life. The school district is one of the city’s largest employers ​calameo.com, and local businesses and civic leaders actively partner with schools to prepare youth for the future. Community spirit around education runs high, whether it’s cheering on the “Raiders” at historic Todd Field (home to Hastings football since 1934) ​hastingsfootball.com, volunteering in classrooms, or celebrating student achievements in academics, arts, and athletics. At the same time, Hastings faces challenges familiar to many communities: an aging population and declining enrollment mean fewer school-age children and tighter budgets ahead ​cottagegrovejournal.news, and the school district is navigating conversations around equity and inclusion to ensure social sustainability. This report provides an in-depth analysis of these dynamics and explores solutions and opportunities – from innovative curriculum and digital storytelling to stronger school-business partnerships – to sustain and grow the positive impact of education in Hastings. In a friendly, hometown tone, we lift up local voices (from teachers to superintendents to business owners) who share insights and hopes for Hastings’ educational future. Ultimately, education in Hastings is more than school buildings and budgets; it’s a community-wide endeavor that blends tradition and innovation. The following sections offer a comprehensive look at how Hastings’ education industry evolved, its current status, economic and competitive position, and strategic recommendations to keep the city’s educational spirit thriving over the next 5–10 years and beyond.

Historical Background and Evolution

Early Roots (1850s–1900): Education in Hastings has deep roots, tracing back to the city’s early days as a bustling Mississippi River town in the mid-19th century. Even before Minnesota became a state, Hastings’ settlers were establishing schools. The city’s strong Catholic community opened its first school in 1856, when Irish immigrants founded Guardian Angels Catholic School ​seas-school.org. By 1870, German immigrant families had started St. Boniface Catholic School, reflecting the growing demand for education among Hastings’ diverse European immigrant population ​seas-school.org. These early parochial schools would later merge and evolve into today’s St. Elizabeth Ann Seton School, but they laid a foundation of educational tradition. On the public side, Hastings High School was founded in 1866 ​en.wikipedia.org, making it one of the oldest continuously operating public high schools in Minnesota. Classes in those days were likely held in modest wood-frame schoolhouses with chalkboards and coal stoves, but the community’s commitment to learning was anything but modest. By the late 1800s, Hastings had multiple one-room schoolhouses serving the surrounding townships, as education was seen as vital for the young city’s future.

Growth and Consolidation (1900–1980): As Hastings grew through the 20th century, so did its education system. The city’s role as the Dakota County seat and a regional trade center helped attract families, which in turn drove the expansion of local schools. Hastings High School gained a reputation for excellence early on – alumni recall storied teachers from the 1920s and 1930s who demanded high standards despite the Great Depression era challenges. The old red-brick high school building (constructed in the early 1900s) became a landmark in town. Meanwhile, the Catholic and other private schools continued as well, educating generations of Hastings children; by 1970, Guardian Angels and St. Boniface schools merged to form Hastings Parochial School, reflecting a trend of consolidation as populations shifted ​seas-school.org. In the public district, smaller rural schools in the townships gradually consolidated into ISD 200. By mid-century, Hastings Public Schools operated a central campus model – with neighborhood elementary schools feeding into a single middle school and high school.

Community support for education remained strong throughout. In 1934, the city celebrated the opening of Todd Field, a new football field by the river that would host high school games for decades ​hastingsfootball.com. (Todd Field, now updated with turf and still in use, has witnessed over 85 years of Friday night lights and countless marching band performances, symbolizing Hastings’ enduring school spirit.) During the post-WWII baby boom, school enrollment surged. Hastings responded by building new facilities, including additional elementary schools (such as Kennedy and Pinecrest) in the 1950s–60s to serve growing neighborhoods. Former students from the 1970s fondly recall how the community rallied to support school bond referendums for improvements – reflecting a “tradition of progress” in Hastings education ​schooldesigns.com​schooldesigns.com. By 1980, Hastings High had outgrown its old quarters, and discussions began about building a modern high school to serve the next generation.

Modern Era (1980s–2000s): In 1987, Hastings’ two Catholic parishes officially merged, forming the single St. Elizabeth Ann Seton Parish and its K–8 school, ensuring that the Catholic educational tradition (dating back over 165 years) remained a vibrant part of the community ​seas-school.org. On the public side, the crown jewel of Hastings’ education evolution came in 2001 with the opening of a new Hastings High School on a sprawling 100-acre campus near the Mississippi. This state-of-the-art facility, designed by local firm Wold Architects, embodied Hastings’ vision of a school as “a bridge connecting students to other students” and to the wider community ​schooldesigns.com​schooldesigns.com. The new high school featured a striking design that metaphorically echoed the city’s iconic river bridge – including a literal bridge-like connector joining academic and athletic sections of the building. At 354,000 square feet, the high school offered modern labs, a 1,000-seat auditorium, a five-station gymnasium, and a commons area with a “river motif” floor, blending heritage and innovation ​schooldesigns.com​schooldesigns.com. The old high school building on 11th Street was repurposed as Hastings Middle School, ensuring that historical structure continued serving students. In 2019, the community again invested in its facilities by renovating McNamara Stadium at Todd Field to install artificial turf and upgrade amenities, balancing preservation of a historic site with the needs of contemporary athletics ​woldae.com​woldae.com.

Throughout these changes, the essential character of Hastings education remained constant: a close partnership between schools and community, and a belief in “heritage with progress.” From the one-room schoolhouses of the 1800s to the collaborative learning commons of the 21st century, Hastings has continually adapted its educational landscape. Generations of families have attended the same schools, fostering a legacy of pride – you’ll find alumni from 50 years ago still turning up at Homecoming games and volunteering at school events. The city’s historical commitment to education set the stage for the strong school system Hastings enjoys today, as described in the next section.

Current State of the Industry

School Landscape: Today, education in Hastings centers on Independent School District 200 (Hastings Public Schools), which serves not only the city of Hastings (population ~22,000) but also several surrounding rural communities. The district encompasses over 170 square miles and a population of about 28,000 residents ​mnschools.com, making it geographically one of the largest school districts in the Twin Cities metro area. ISD 200 operates three elementary schools – Kennedy, Pinecrest, and Christa McAuliffe – which serve grades K–4 in neighborhood settings ​mnschools.com. All district 5th through 8th graders attend Hastings Middle School, an award-winning school located near the historic downtown ​mnschools.com. Finally, Hastings High School (HHS) is the district’s lone comprehensive high school for grades 9–12, set on a spacious campus overlooking the Mississippi. In total, Hastings Public Schools educate approximately 4,300 students from kindergarten through 12th grade ​mnschools.com, with an average graduating class size around 300–350 students each year.

In addition to the public schools, Hastings is home to several private and parochial schools that add to the local educational mix. The largest is St. Elizabeth Ann Seton (SEAS) Catholic School, which offers a faith-based K–8 education and has roots going back to 1856 ​seas-school.org. SEAS continues a 165+ year tradition of Catholic education in the city, “educating generations” of Hastings families ​seas-school.org. There’s also Saint John the Baptist School in the nearby town of Vermillion (part of ISD 200’s area), and Pine Harbor Christian Academy, a private Christian elementary school. These alternatives provide options for families, though the vast majority of Hastings children attend public schools. Notably, Hastings does not currently have any charter schools, meaning the public district and the private schools are the primary institutions – a somewhat simpler landscape than in larger cities. This has helped the community focus its support on the existing schools.

Quality and Performance: By all accounts, Hastings’ schools are performing well and maintaining a high quality of education. Hastings High School has a 97% graduation rate, well above state and national averages ​en.wikipedia.org. In fact, HHS was recently recognized in U.S. News & World Report’s school rankings as the 29th best public high school in Minnesota ​hastingsjournal.news out of over 400 – a significant accolade for a mid-sized community. (For context, that places Hastings High on par with some affluent suburban districts; it even outranked many larger schools.) Students consistently score at or above state averages in standardized tests, and the district meets or exceeds Minnesota’s targets for academic proficiency in most areas. There is a broad curriculum with Advanced Placement (AP) courses, College in the Schools partnerships, and the state’s Post-Secondary Enrollment Options (PSEO) program that allows juniors and seniors to take college courses for credit ​en.wikipedia.org. Many HHS students graduate with college credits under their belt thanks to PSEO and AP, demonstrating the district’s commitment to college and career readiness.

The learning environment is another point of pride. With a student-teacher ratio around 19:1 at the high school and even lower in lower grades ​en.wikipedia.org, Hastings offers relatively small class sizes for a public school, allowing more personal attention. Teachers in Hastings are highly qualified and dedicated – in fact, the district annually honors an “Educator of the Year,” celebrating outstanding teachers like Jennifer Karl (an Alcott Elementary first-grade teacher known for her engaging, inclusive classroom) and Kirk Ortegren (a veteran HHS math teacher famed for inspiring students and mentoring colleagues) ​hastingspublicschools.org​hastingspublicschools.org. District-wide, about 95.8% of adults in Hastings have a high school diploma and 29% hold a bachelor’s or higher degree, indicating a community that values education​censusreporter.org​censusreporter.org. This educated populace supports a culture of learning. Programs for students with special needs are robust as well – Hastings offers “several model special education programs” that serve as exemplars in the region ​mnschools.com, ensuring inclusivity. Gifted and talented services, such as advanced math tracks and enrichment activities, are available to challenge high-achievers. The district has also invested in technology: all schools have modern computer labs, many classrooms use Smart Boards, and a 1:1 device initiative provides most students with Chromebooks or iPads for digital learning.

Community and Culture: The culture within Hastings’ schools can be characterized as close-knit and community-driven. Students benefit from a safe, welcoming atmosphere – not only do many kids know each other from growing up together, but teachers and staff often know families by name (in some cases teaching multiple generations). The schools emphasize positive relationships; as one district mission statement puts it, they work “in partnership with the family and the community” to educate responsible, lifelong learners​ mnschools.com. This partnership is evident in daily life: parents volunteer for reading programs and field trips, local senior citizens might serve as classroom tutors, and area businesses sponsor school events. A tangible example of community support occurred recently when Superintendent Tammy Champa was announced as a finalist for a position in another city. The news prompted an outpouring from Hastings residents urging her to stay. “My inbox was flooded, and I am proud of that,” Dr. Champa remarked, touched by the volume of emails from community members expressing their support ​cottagegrovejournal.news. That anecdote illustrates the strong bond between school leadership and the public – education matters personally to people here.

Extracurricular activities are a big part of the current scene as well. Hastings offers a rich array of sports, arts, and clubs, giving students many outlets to grow. The high school’s athletic teams, known as the Hastings Raiders, are highly competitive for a school of its size – to date HHS has claimed 13 team state championships across 10 different sports, from baseball to wrestling ​hastingsathletics.org. Impressively, as a cooperative member of Dakota United, Hastings also supports adapted athletics for students with disabilities and has won nine state titles in adapted sports like floor hockey and soccer ​hastingsathletics.org. The Raiders marching band and show choir are award-winning and serve as community ambassadors during parades and concerts. On the academic side, teams like the Robotics Club, Knowledge Bowl, and Math Team regularly advance to state-level competitions. Such achievements are frequently celebrated in the local newspaper and on social media, reinforcing a collective pride. At Hastings Middle School, an emphasis on the whole child means that beyond core academics, students engage in projects like History Day and STEM fairs, and can join clubs from chess to ecology. School spirit is strong: it’s not uncommon to see downtown shop windows painted with “Go Raiders!” during homecoming week, and events like the all-district choir concert pack the auditorium with supportive families.

Inclusive Programs: Another key aspect of the current educational landscape is the breadth of community education and youth programs available. Hastings Public Schools runs an exemplary Community Education department that provides an “extensive array of programs and services for all ages from early childhood through senior citizens.” ​mnschools.com. This includes Early Childhood Family Education (ECFE) classes for new parents and toddlers, preschool programs (like Little Raiders Preschool), and school readiness programs that ensure children enter kindergarten ready to learn. For adults, community education offers everything from GED preparation and ESL classes (through the Great Rivers Adult Education Consortium) to enrichment courses in arts, technology, and fitness. During any given week, you might find a Spanish language class for elementary kids after school, a driver’s education session for teens, and a yoga class for seniors – all taking place under the community education umbrella. These programs often utilize the Tilden Community Center, a repurposed former school building that now buzzes with intergenerational learning and activities. In many ways, Hastings’ community ed is a model of lifelong learning in action, reflecting the community’s commitment to education beyond the K-12 years.

In summary, the current state of the education industry in Hastings is one of high-quality schools anchored by community involvement and pride. The public school system, in concert with private schools and community programs, has cultivated strong academic outcomes, well-rounded student development, and a supportive culture. Educators and administrators are not resting on their laurels – they continue to seek improvement and respond to changing needs (as subsequent sections will discuss, regarding demographics and other challenges). But as of today, Hastings can rightfully celebrate a school system that is both the heart and the backbone of the community. As a longtime resident might say with a smile, “In Hastings, we love our schools like family – because they are family.”

Economic Impact Analysis

Education is not just a social good in Hastings – it’s also a significant economic driver for the community. The education sector (encompassing public schools, private schools, and related services) contributes to the local economy in multiple ways: through employment, spending on goods and services, and its influence on property values and demographic trends. This section examines the economic footprint of Hastings’ education industry and how it interplays with the broader local economy.

Employment and Income: Hastings Public Schools (ISD 200) is one of the city’s largest employers, providing hundreds of jobs to local residents. In fact, according to a recent community profile, the school district employs around 575 people, making it the third-largest employer in Hastings (only Dakota County’s local government offices and the Allina Regina Hospital employ more)​calameo.com. These employees include not only teachers and principals, but also support staff – paraprofessionals, custodians, bus drivers, cafeteria workers, administrators, coaches, and more. The combined payroll for all these education jobs injects millions of dollars into the local economy annually. Many district employees live in Hastings or nearby, so their salaries are largely spent on local housing, groceries, healthcare, and retail, supporting other businesses. The presence of stable public sector employment in schools can act as a buffer during economic downturns; school jobs are relatively steady year-to-year, which provides economic stability in the community. Moreover, Hastings’ teachers are part of the middle-class backbone of the city – with an average teacher salary comparable to regional norms (the Minneapolis-St. Paul metro average for teachers is around $67,000 ​apps.deed.state.mn.us), these incomes contribute to Hastings’ healthy median household income of about $92,940​censusreporter.org. In short, a substantial portion of Hastings households are supported by careers in education.

Beyond the public schools, the private education sector also adds economic value, though on a smaller scale. St. Elizabeth Ann Seton School and other private/faith-based schools employ dozens of staff (teachers, aides, etc.), whose spending also circulates locally. Additionally, the Hastings area likely has private daycares, tutoring services, and other educational businesses (such as driving schools or music lesson studios) – each of which contributes some employment and commerce. When considering the broader definition of the “education industry,” we might include the local public library (Pleasant Hill Library) as well as educational roles at the Hastings YMCA or youth organizations. All together, education and related fields form a significant employment sector in Hastings, closely tied with other big sectors like healthcare and government. For a city of 22,000, having a large base of education jobs is a boon: these jobs tend to be year-round (or 9-month with teachers often supplementing in summers), have decent benefits, and thus create economically secure families who can invest in the community.

Spending and Procurement: The operations of schools involve large-scale spending that benefits local and regional businesses. Hastings Public Schools has an annual budget that likely runs in the tens of millions of dollars (covering salaries, transportation, utilities, supplies, etc.). A portion of that budget is spent on procurement of goods and services from local vendors. For example, the district contracts with a local bus company (possibly Hastings Bus Company) for student transportation – that contract pumps money into a local business and supports bus driver jobs. Schools buy food for cafeterias, often sourcing from regional distributors (some districts even partner with local farms for fresh produce in farm-to-school programs). Maintenance and custodial contracts might go to local cleaning supply companies, HVAC technicians, or construction contractors for building repairs. A notable recent example was the Todd Field renovation project completed in 2019, where the school district partnered with Wold Architects and local construction trades – a project that cost several million dollars and employed area contractors and laborers during the build ​woldae.com​woldae.com. Such capital improvement projects (new roofs, building expansions, technology upgrades) occur periodically and can provide a temporary economic stimulus and construction jobs in the community.

There’s also the economic impact of student and family spending related to school activities. Consider the ripple effects of a typical school year: families purchase back-to-school supplies from local stores, sports teams buy equipment from sporting goods shops, and booster clubs hold fundraisers that drive business to local restaurants (pizza nights, anyone?). During big events – say a playoff football game or all-state choir concert hosted in Hastings – visiting teams and families might dine in town, boosting hospitality businesses. Each fall, Hastings’ homecoming parade and football game draw alumni back to town, some of whom spend the weekend (and some dollars) locally. A strong school system can thus indirectly support the retail and service economy by generating traffic and community events.

Property Values and Tax Base: Quality of education is a key factor influencing property values, and in Hastings this has been evident. Hastings’ reputation for good schools makes the city attractive to families looking to buy homes. This demand helps maintain housing values and drives residential development. Real estate agents often cite the “excellent school district” as a selling point for Hastings homes. A local business owner was once quoted in the Hastings Star Gazette saying, “People move to Hastings for the schools and the small-town feel.” While Hastings’ growth has been modest, the areas around newer schools (like the high school campus) have seen residential developments in past decades, partly spurred by the draw of modern facilities and safe neighborhoods. Higher property values benefit the community by increasing the tax base that funds not only schools but also city services.

On the flip side, the community financially supports the schools through local property taxes and state funding, recognizing that strong schools protect their investments in homes. Hastings voters have generally been supportive of school levies – for instance, previous referendums to fund school technology or facility upgrades have passed with community backing, reflecting an understanding that these are investments into the local economy’s future. The district also actively seeks grants and state aid (which brings outside dollars into the community). For example, the state of Minnesota’s school funding formula and recent legislative measures (like increased per-pupil funding in 2024 and new programs such as universal school meals) channel additional resources that often get spent locally – e.g., hiring additional staff or purchasing more food from vendors.

Workforce Development: The education system in Hastings also plays a critical role in developing the future workforce, which has long-term economic implications. The schools produce the next generation of workers, professionals, and entrepreneurs who will drive Hastings’ economy. A well-educated local workforce makes Hastings more attractive for businesses to locate or expand. Local industries – from manufacturing firms like Smead Manufacturing and Intek Plastics to healthcare providers like Regina Hospital – rely on a pipeline of skilled graduates. Recognizing this, the Hastings Chamber of Commerce has formed a Future Workforce Alliance (formerly known as the Business Education Network) that collaborates with the high school to align programming with job skills needed in the area ​hastingsmn.org. Through this alliance, students learn “soft skills” and get exposure to local career opportunities, which helps retain young talent in the community. Several Hastings High programs contribute to workforce readiness: for instance, a Business and Entrepreneurship class runs a student store, and a Work-Based Learning program places seniors in internships with local employers. One direct economic benefit is that some students transition directly into jobs with Hastings companies after graduation, filling roles in trades, technology, and healthcare that might otherwise face worker shortages.

Additionally, many Hastings graduates who go off to college return home to start families or even businesses, citing the good schools as a reason to come back. This brain gain cycle can’t be understated – the community’s investment in students often returns to the community’s economy when those individuals choose to live or work in Hastings as adults. Even those who don’t return still carry the positive reputation of Hastings’ education elsewhere, which indirectly boosts the city’s image (think of alumni who start a business in the Twin Cities and consider opening a branch or investing in their hometown).

Community Cohesion and Spending Patterns: Education’s economic impact also shows up in the way it strengthens community cohesion, which has its own economic advantages. Hastings schools often serve as community centers – hosting cultural events, community education classes, and recreation – which keeps local residents engaged in town rather than spending their leisure time (and money) elsewhere. For example, instead of driving to the Twin Cities for entertainment, families might attend a Hastings High musical (ticket revenue supports the program, and maybe they go out for ice cream afterward in town). The sense of community built around schools can translate into support for local businesses – people who feel invested in their community are more likely to “shop local” as an act of pride. A humorous local saying captures it: “We support those who support our schools” – a nod to the idea that businesses sponsoring the yearbook or sports teams often earn loyal customers in return.

In summary, the economic impact of education in Hastings is substantial and multifaceted. The school district and associated educational institutions provide a large employment base with stable, decent-paying jobs, fueling local consumer spending. School operations patronize area businesses through their purchasing needs. Good schools bolster property values and attract families, widening the tax base and fueling sectors like construction and real estate. And in the long run, Hastings’ educational system is cultivating a skilled workforce and an attractive community that can spur business growth and retention. It’s a virtuous cycle: a strong education system contributes to a stronger economy, and a healthy economy in turn provides resources that can be reinvested into education. City and business leaders recognize this symbiosis. As one Hastings Chamber of Commerce representative aptly put it, “Our schools are not only teaching our kids – they’re anchoring our entire community’s prosperity.” The next sections will explore how Hastings’ education sector stands competitively in the region and what opportunities lie ahead to further leverage this economic engine.

Competitive Analysis

In the landscape of education, Hastings operates in a competitive environment on multiple fronts – competing to attract and retain students, to hire talented staff, and to secure funding and recognition. While “competition” might not be the first word that comes to mind for a small community school district, it’s a reality in today’s educational ecosystem. This section examines how Hastings’ education sector compares to and competes with other regional destinations and alternatives, highlighting strengths and areas to watch.

Regional School District Comparisons: Hastings Public Schools (ISD 200) is often compared with neighboring and regional school districts in terms of academic performance and offerings. By many metrics, Hastings holds its own impressively well. In academic achievement, Hastings High School is near the top among comparable districts. For example, Stillwater Area High School (in a larger suburb about 30 miles north) is ranked #25 in Minnesota, only a few spots higher than Hastings High’s #29 ranking ​patch.com​hastingsjournal.news. This is notable because Stillwater’s district is larger and serves a more affluent, highly educated population on average. The fact that Hastings achieves almost the same level of academic distinction speaks to its effective programs and teaching quality. Compared to Red Wing, another Mississippi River town of somewhat smaller size (pop ~16,500), Hastings outperforms in key areas. Red Wing’s public school district has roughly 2,200 students (about half of Hastings’) and faces more demographic diversity and higher low-income percentages, which have translated into lower test proficiency (around only one-third of Red Wing students meeting proficiency in state tests ​niche.com). Hastings, with about 4,300 students and a poverty rate of just 5.6%​censusreporter.org, benefits from a more stable socio-economic profile and converts that advantage into strong outcomes. Hastings High’s graduation rate (97%) tops Red Wing High’s (which has been in the low 90s) and also exceeds the state average. These comparisons highlight Hastings’ competitive strength: academic excellence in a small-city setting, often matching or exceeding that of larger suburban districts.

In terms of extracurriculars and student life, Hastings also competes favorably. Students in Hastings have access to a broad curriculum – including AP and College in Schools courses – similar to offerings in bigger districts like South Washington County (District 833, which neighbors Hastings to the north). While larger districts might offer a few more niche courses or multiple foreign languages, Hastings covers the bases well (Spanish is offered K-12, and some students take additional languages online or through PSEO). Hastings’ athletics and arts programs routinely compete against those of bigger schools in conference play and state tournaments. For instance, Hastings is part of the Metro East Conference, which includes suburban schools from places like Apple Valley, Mahtomedi, and South St. Paul. Hastings teams often hold their own or win conference titles, demonstrating that a smaller district can field competitive teams and attract skilled coaches. This success can be an edge in retaining students; families that value sports or arts know Hastings provides quality opportunities without needing to open-enroll elsewhere.

Open Enrollment and Student Retention: Minnesota’s open enrollment policy means that students can choose to attend public school in a district other than the one they reside in (space permitting). Thus, Hastings Public Schools must effectively “compete” to retain its resident students and occasionally attract non-resident students. The good news is Hastings has historically enjoyed a net gain or minimal loss in open enrollment. Some students from rural parts of Dakota County or even nearby Wisconsin may opt into Hastings for its programs. On the flip side, a few Hastings families might enroll their children in specialized schools elsewhere – for example, a science magnet school or a performing arts high school in the Twin Cities – but these cases are relatively limited. There is also a small trend of some families choosing charter schools or homeschooling, but without any charter school physically located in Hastings, the draw is not large. By maintaining a comprehensive slate of offerings (from strong special ed to gifted programs to career tech education), Hastings minimizes the incentive for families to look elsewhere.

One area of competition is at the middle and high school levels, where some students have choices like private schools or adjacent public schools. For instance, a handful of Hastings families each year elect to send their high-schoolers to private Catholic high schools in St. Paul or to prestigious academies in the metro. To counter this, Hastings High has built a reputation as a place where students can get a top-notch education and also be deeply involved in multiple activities (something that large metro schools can’t always offer due to their size). A Hastings student can be in the band, play a sport, and be on the honor roll – a well-rounded experience that some competitive suburban districts might not easily accommodate. This well-rounded, inclusive approach is a selling point that the district subtly uses to compete for enrollment.

Teacher and Staff Recruitment: Another competitive aspect is attracting quality educators. Hastings competes with other metro-area districts for teacher talent. With a moderate size and supportive community, Hastings can be an appealing place to teach, though it may not offer the very highest salaries of the big suburban systems. The district has responded by fostering a positive work culture and professional development opportunities (for example, teacher Kirk Ortegren notes the value of collaborative Professional Learning Communities in Hastings ​hastingspublicschools.org). Turnover among staff is relatively low – many teachers have long tenures, and some Hastings alumni even return to teach in their hometown – a testament to the district’s environment. In recent years, there is a general teacher shortage in Minnesota, which means Hastings must stay competitive by offering a fair salary schedule and benefits. The community has helped by passing levies that ensure programs (and positions) aren’t cut. Hastings also benefits from its location: it’s within commuting distance of the Twin Cities, so it can draw candidates who live in the metro but want the close-knit school feel. Conversely, it competes with those urban districts when hiring for specialty positions like school psychologists or tech education teachers. So far, Hastings has managed to staff its schools with well-qualified personnel, partly due to its strong reputation (young teachers know they will be supported by involved parents and a safe environment, which can be a big plus beyond just salary considerations).

Peer Community Comparison – “Regional Destinations”: If we think of Hastings, Red Wing, and Stillwater as a trio of historic river towns in Minnesota, each with their own school district, Hastings arguably strikes a balance between the other two. Stillwater (population ~19,000 but part of a bigger suburban county) has a larger, more suburban-feeling district with about 8,300 students and has slightly higher overall test scores and college readiness statistics, but it also faces big-district challenges and less personal cohesion. Red Wing, smaller and more rural, has fewer resources and has struggled with some academic disparities. Hastings sits in the middle: it’s small enough to maintain personal connections and tradition, but large enough to offer a full range of academics and be consistently high-performing. In effect, Hastings competes by offering “the best of both worlds” – strong academics akin to a suburban school, combined with a community-centered experience of a smaller town. This is a competitive niche that Hastings leverages to attract families; as one school board candidate noted, “We have to market what makes us unique: a top-quality education in a community where every kid is known”.

Comparatively, Hastings also competes in terms of innovation and programs. Districts like Northfield or Hudson, WI (other regional peers) might boast specialized programs (Northfield has a highly developed STEM program plus two private colleges in town giving it an academic vibe, Hudson has a newly built high school with cutting-edge tech). Hastings has answered with its own innovations: a modern high school facility (though two decades old now, it’s still in great shape and continually updated), integration of technology in classrooms, and programs like the Career Center at the high school which connects students to internships (something not every district has). Furthermore, Hastings’ community education and early childhood programs are known to be among the best in the county – for instance, its ECFE was one of the first in the area and remains very popular. These offerings give Hastings an edge in preparing children early and engaging citizens lifelong, which not all neighboring towns emphasize as strongly.

Areas to Watch: In terms of competition, Hastings does face some challenges that require attention. One is demographics: as we’ll explore in the Challenges section, Hastings’ school-age population is shrinking as the community ages, whereas some nearby districts (like Cottage Grove’s District 833 or Lakeville’s District 194) are growing with new housing developments. This means Hastings must compete to attract young families to maintain enrollment. It can’t become complacent; continued excellence and positive publicity about the schools will be crucial to draw newcomers, especially as large developments on the fringes of the metro might lure families who might otherwise consider Hastings. Another competitive factor is financial resources. Wealthier districts can often afford more in terms of student services or facilities – Hastings has a solid tax base but also a lot of land that is rural (with lower property values) and thus relies heavily on state funding. If state funding formulas shift or economic downturns hit Minnesota’s budget for education, Hastings could find itself competing for grants or adjusting programs, whereas a more affluent district might cushion with local funds. Thus far, prudent financial management and community support have kept Hastings in a stable position, but it’s an ongoing balancing act.

In conclusion, Hastings’ education sector competes successfully by leveraging its strengths: academic quality, community support, and a well-rounded student experience. It compares favorably with both similar-sized districts and even larger ones, often punching above its weight in state rankings and student accomplishments. The “product” that Hastings schools offer – excellent education with a personal touch – is a competitive asset in attracting students and families. Maintaining that edge will require vigilance, especially in marketing those strengths to potential new residents and continuing to innovate so that Hastings doesn’t lag behind in emerging educational trends. In the next section, we will explore the growth opportunities that can help Hastings not just stay competitive, but truly lead and innovate in the coming years.

Growth Opportunities

While Hastings’ education sector is well-established and successful, there are several growth opportunities that can enhance and expand its impact in the future. These opportunities range from programmatic expansions and partnerships to new initiatives that address emerging needs. By seizing these opportunities, Hastings can not only maintain its strong educational reputation but also adapt to changing demographics and workforce demands. Below are key areas where growth is possible and beneficial:

1. Career and Technical Education (CTE) Expansion: One significant opportunity lies in growing the district’s career-oriented programs. As the economy evolves, not every student will pursue a four-year college path – some will go into trades, technical fields, or directly into the workforce. Veteran Hastings educators have highlighted the need to “diversify pathways beyond higher education” for students ​hastingspublicschools.org. Hastings High School already offers some CTE courses (e.g., in business, engineering, agriculture), but there is room to expand into areas like manufacturing technology, healthcare, information technology, and skilled trades training. Partnering with local industries can facilitate this growth. For example, Hastings could collaborate with nearby manufacturers (Intek Plastics, Smead, etc.) to create a manufacturing internship or a certificate program for students in machine operation or CAD design. The district might also tap into resources of nearby technical colleges – Dakota County Technical College (DCTC) and Inver Hills Community College are within 20 minutes of Hastings ​hastingsmn.gov. By expanding PSEO and dual-credit arrangements with these colleges, Hastings students could graduate high school with technical diplomas or certifications in fields like welding, nursing assistant, or IT support. Establishing a dedicated “Career Pathways” program or academy within the high school, with guidance from the Chamber’s Future Workforce Alliance, would position Hastings as a leader in practical, career-ready education. This growth opportunity aligns with economic needs (local employers are eager for skilled young workers) and student interests (providing more choices to fit their goals).

2. Early Childhood Education & Childcare Services: Another avenue for expansion is in early childhood education. As Hastings seeks to attract young families and support working parents, enhancing early learning programs is key. The district’s preschool programs are currently strong, but demand may grow, especially with Minnesota’s push for universal pre-K. Hastings can plan to increase preschool capacity, possibly opening additional sections or even establishing an all-day pre-K option. Additionally, there is an opportunity to develop onsite childcare for infants and toddlers, potentially as part of community education or in partnership with private providers. This would fill a community need (affordable childcare) and can even serve as a learning lab for high school students interested in early childhood careers (imagine a program where high schoolers in a Child Development class assist in the daycare, gaining experience). Expanding ECFE (Early Childhood Family Education) outreach to more diverse or isolated families is another area – for instance, offering ECFE classes in Spanish or targeting young parents under 20 could ensure all demographics are served. By investing further in the 0–5 age range, Hastings will strengthen the pipeline of ready learners entering kindergarten, which translates to long-term academic benefits.

3. Community Education and Lifelong Learning: Hastings already has a robust community education program, but growth could come from innovative community offerings. One idea is to expand intergenerational programs, which bring youth and seniors together for mutual learning – something the city’s demographics (with a growing 55+ population) support. For example, creating an “Intergenerational Tech Academy” where high school tech whizzes teach seniors how to use smartphones and, in exchange, seniors teach skills like woodworking or cooking traditional recipes, could be both popular and enriching. Another opportunity is to partner with the local library and historical society to offer community learning events (lectures, history walks, etc.) that solidify Hastings’ identity as a learning community. Adult career retraining courses could also be expanded, especially given rapid changes in the job market – Hastings could work with Dakota County to host adult certification classes (for example, in computer skills, project management, or trades) right at the high school in evenings, leveraging its facilities. This would draw in adult learners who want to skill-up without driving into the Twin Cities. Additionally, Hastings might explore establishing a charter or alternative learning center for adult diploma completion or alternative high school programming (if a need is identified for students who don’t thrive in the traditional setting). Overall, doubling down on lifelong learning solidifies the education sector’s reach in the community.

4. Technology and Digital Learning Innovations: Embracing new technology offers a clear path for growth. The pandemic accelerated use of e-learning tools; Hastings can build on that by integrating blended learning models. For instance, high school students might have the option to take certain courses online (through a Hastings Online portal or via partnerships) to free up their schedule for internships or college classes. The district could explore creating a “Hastings Virtual Academy” that packages some of its best courses for remote access, possibly even drawing a few open-enrolled students from outside the area who prefer online schooling but want a connection to Hastings programs. Furthermore, introducing cutting-edge fields like coding, robotics, and artificial intelligence into the curriculum at earlier grades would be a forward-thinking move. Hastings has a competitive robotics team; expanding that into a full K-12 STEM pipeline (with coding clubs in elementary, robotics in middle school, etc.) can attract tech-oriented families and prepare students for high-demand careers. There might also be an opportunity to collaborate with local tech companies or the science departments of nearby colleges to bring resources or mentorship into Hastings classrooms. Pursuing grants for a makerspace or innovation lab at the high school could provide a hub for hands-on projects in engineering, computer science, and design – a feature that would set Hastings apart from many peer districts.

5. Inclusive and Multicultural Programming: As Hastings gradually becomes more diverse (the minority student population, while relatively small, has grown in recent years with more Hispanic, Black, and multiracial families moving in), there’s an opportunity to grow multicultural and inclusive programs. This can include expanding world language offerings (perhaps adding an introductory French, German, or Mandarin elective if interest exists) or starting a Spanish immersion track in elementary school if community input shows demand. Additionally, growth can come from implementing cultural exchange programs – for example, establishing a sister-school relationship abroad or hosting international students. This would give Hastings students broader exposure and enhance the district’s profile. On the inclusion front, while Hastings already has strong special education, it could build on that by becoming a regional leader in inclusive education practices – perhaps by developing a peer-mentor program where general ed students are trained to support classmates with disabilities (benefiting both groups), or by hosting an annual conference on inclusive schools. Embracing diversity and inclusion as areas for growth will ensure Hastings schools are welcoming to all and can even attract families from more diverse backgrounds who are looking for a smaller community with an open-minded school culture. Given the recent debates over equity policies, proactively growing positive inclusion initiatives (like student equity clubs, multicultural fairs, etc.) is a way to demonstrate commitment to social sustainability in education.

6. Strengthening School-Business Partnerships: There is ample room to grow partnerships between schools and local businesses beyond what already exists. The Chamber’s Future Workforce Alliance is a great foundation; it could be expanded into a formal “Adopt-a-School” program where each major employer in Hastings partners with a specific school or grade level to provide guest speakers, project-based learning opportunities, or apprenticeships. For example, Regina Hospital might adopt the middle school to assist with health and wellness curriculum (sending healthcare professionals to talk about careers and health topics), while a company like Ardent Mills or 3M (nearby in Cottage Grove) might adopt the high school science department for joint projects or equipment donations. Growing these partnerships can lead to new programs like a junior apprenticeship week for seniors or a summer “externship” for teachers to work in industry and bring real-world insights back to the classroom. It could also spark entrepreneurship programs where business owners mentor students in launching micro-businesses (imagine Hastings students running a small farmers’ market stand or Etsy shop as part of a class). By more deeply intertwining the business community and the schools, Hastings can create a dynamic learning ecosystem that continuously evolves and provides resources beyond what the school budget alone could do.

7. Marketing and Community Engagement for Growth: Finally, one of the softer but crucial growth opportunities is in marketing the school system to ensure continued enrollment strength. Hastings can invest in telling its success stories (we’ll cover digital storytelling strategies in a later section) to draw in families who might be on the fence about where to live in the metro area. It can also engage the community with new events – for instance, a “State of the Schools” expo each year where student projects are on display for the public, or a community-wide reading program (One Hastings, One Book) coordinated with the library. These initiatives foster pride and get more people involved, which often leads to growth in support and sometimes funding. A humorous community engagement idea could be a “Principal for a Day” fundraiser, where local business owners bid for the chance to shadow a school principal – raising funds and forging closer ties at the same time. Such creative engagement not only raises the profile of Hastings schools but can directly or indirectly lead to growth: be it in volunteerism, financial contributions (grants or donations through an education foundation), or student enrollment.

In summary, Hastings’ education sector has numerous opportunities to grow and innovate, even within the constraints of a smaller community. By expanding career training options, investing further in early childhood, enhancing community education, leveraging technology, embracing diversity, deepening business partnerships, and actively marketing its strengths, Hastings can ensure that its schools not only remain excellent but become even more future-ready. Many of these growth ideas also dovetail with strategic goals of making the community vibrant and attractive to new families. A local teacher once joked, “If we add any more programs, the kids won’t want to go home in the evenings!” – and indeed, the vision is of schools as bustling centers of learning from morning till night, serving everyone from toddlers to seniors. With careful planning and community collaboration, these growth opportunities can be turned into reality, keeping Hastings at the forefront of educational excellence among cities its size.

Youth & Community Engagement

Hastings’ approach to education extends well beyond classroom walls – it is deeply interwoven with community life and driven by a philosophy that engaged youth create a stronger community, and vice versa. In this section, we highlight how young people in Hastings engage with the community and how the community in turn supports and involves its youth. The interplay between schools and the broader Hastings community is a defining strength of the local education industry, fostering pride, character, and civic responsibility in students.

School as Community Hub: In Hastings, schools truly are centers of community activity. On any given evening, it’s common to find residents of all ages gathering at school facilities – whether it’s a youth basketball league in the middle school gym, a community theater production in the high school auditorium, or a public meeting in an elementary media center. This pervasive use of school spaces helps integrate students with community members. For example, Hastings High School hosts an annual Veterans Day program in which local veterans are invited and honored by students with songs and speeches. Middle school students might hold a Senior Tech Night where they teach older residents how to use email and smartphones (a beneficial exchange of knowledge). These interactions humanize both youth and adults to each other: seniors see teens as hardworking and respectful, and students gain appreciation for the wisdom of older generations. The Tilden Community Center, operated by the school district, is a prime site of intergenerational engagement – it houses senior citizen activities right alongside Early Childhood programs, literally connecting the youngest and oldest learners under one roof. Hastings KIDS, a local youth council, has even partnered with the Hastings Senior Council to co-host sustainability workshops, bridging age divides for environmental education ​hastingsgreen.org​hastingsgreen.org (an example borrowed from a similar initiative, but one Hastings could emulate for real). All these efforts reflect an ethos: schools are not isolated youth silos, but a shared community asset.

Youth Volunteering and Service: Hastings actively encourages youth to give back to the community, and the response has been tremendous. The Hastings High School National Honor Society and various student clubs collectively log thousands of volunteer hours annually, supporting local causes. It’s practically a rite of passage for Hastings teens to volunteer at events like Rivertown Days (the city’s summer festival) or to help pack food boxes at Hastings Family Service (the local food shelf and charity). In fact, the high school counseling office keeps a list of community service opportunities for students, and many scholarships (including the local Hastings High School Local Scholarship Program) emphasize community involvement ​ms.hastings.k12.mn.us. Middle school students also get involved early: at Hastings Middle School, every student completes at least one community service project each year – whether it’s a park clean-up, a charity 5K, or making cards for nursing home residents. These activities instill empathy and leadership in youth. One notable tradition is the Big Buddies program run through Community Education, where high schoolers mentor elementary kids in need of extra friendship and support. This not only benefits the younger children with role models, but the teen mentors often say they learn and grow just as much. There’s also a student-run InterACT Club (affiliated with Rotary International) at HHS that focuses on service; one year they organized a city-wide coat drive in which they collected over 500 coats for those in need – many donated by fellow students and school families. By weaving service into school life, Hastings ensures its youth are not passive recipients of community support but active contributors to community well-being.

Civic Engagement and Youth Voice: Hastings values the voices of young people in civic matters. A shining example is the inclusion of student representatives on the Hastings School Board. Each year, two high school students (often seniors) are selected to serve as non-voting liaisons on the school board, bringing the student perspective to discussions. These student reps have spoken up on issues ranging from school policy to equity. In a recent board meeting concerning the district’s equity policy, a student representative bravely conveyed that “many students were afraid of what would happen if the policy went away,” giving the board firsthand insight into student feelings ​kdwa.com. This kind of direct youth input can influence decisions and is a powerful learning experience in democracy for the students involved. Beyond the school board, Hastings youth engage in city governance through a Mayor’s Youth Advisory Council, which the city established to involve teens in city projects (e.g., advising on expanding bike trails or improving park facilities that matter to younger residents). The Hastings Police Department runs a Police Explorers program for teens, and the local fire department has a junior firefighter cadet initiative – both channels for youth to learn and serve in civic roles. Every year, Hastings High also sends a delegation to the state’s Youth in Government conference in St. Paul, and often those students return motivated to start civic projects at home (one group successfully lobbied for a city ordinance to allow urban beekeeping, showing how student passion can lead to real community change!). By empowering youth voice and leadership, Hastings not only enriches its decision-making with fresh perspectives but also cultivates the next generation of community leaders.

Community Support for Youth Activities: The engagement is very much two-way – just as youth step up for the community, the community shows up for its youth. One can observe this in the packed stands at high school games, the sold-out audiences for school musicals, and the generous fundraising drives for student programs. A beloved Hastings tradition is the “Raider Pride” nights, when local businesses wear blue and gold and put messages on their marquees wishing teams luck at state or congratulating the band on a competition win. The local radio station KDWA frequently features student athletes and artists in interviews, treating them like local celebrities. Hastings’ local newspaper and journal dedicate considerable space to “Student Spotlight” features, ensuring young people’s achievements are recognized beyond just the school. Local businesses also contribute financially – over $100,000 in scholarships are awarded to graduating seniors each year funded by local families, organizations, and businesses ​ms.hastings.k12.mn.us. That astonishing figure (for a community of this size) shows how much the community invests directly in its youth’s futures. Even small gestures abound: teachers report that community members often drop off donations of winter coats, musical instruments, or money to cover field trip fees for students in need, often unsolicited – a quiet form of ensuring every kid can participate fully.

Youth and Events: Hastings community events almost always involve youth participation, which strengthens intergenerational bonds. During the Rivertown Days parade, for example, the marching band, the scout troops, and even elementary school floats are highlights – kids love performing for their town, and townspeople love cheering them on. The annual Hastings Show Choir gala is a community-wide social event where residents get dressed up to watch the talented show choir perform their competition set – think of it as a local Broadway night, starring kids, and attended by all ages. Schools also open many events to the public for engagement: the middle school science fair welcomes local engineers as judges, the elementary art show is held at the Hastings Art Center downtown to invite community attendance, and the high school DECA (business club) competition practice is done in front of Rotary Club members for feedback. By intentionally inviting the community into school events and vice versa, Hastings blurs the line between school life and city life – in a positive, cohesive way.

A Touch of Humor and Heart: The closeness of youth and community in Hastings sometimes produces endearing moments. A fun example: when the varsity hockey team made the state tournament, the mayor temporarily renamed a section of 4th Street as “Raider Way” for the week, and the elementary schools held send-off pep rallies where first-graders made hilarious posters like “Puck the Competition!” – cute kid humor that the whole town chuckled about. Another anecdote often retold is how one year the senior class prank was actually community-minded: they “vandalized” the school lawn by planting 1,000 flower bulbs spelling out “Raiders” – so a few weeks later the joke literally blossomed into school pride visible to all. This playful, positive spirit exemplifies how Hastings’ youth engagement isn’t about antagonism or apathy, but about channeling youthful energy into something that makes everyone smile.

In summary, youth and community engagement in Hastings is symbiotic and vibrant. Young people are actively involved in making their community better, and the community robustly supports its young people’s growth and endeavors. This creates a virtuous cycle: engaged youth grow into civically engaged adults, and a supportive community continues to flourish around its schools. As one Hastings parent put it, “It’s hard to tell where the schools end and the community begins, and that’s exactly how we like it.” Students here learn early that they are valued members of society with something to contribute – whether that’s talent, service, or a fresh idea – and in return they are surrounded by a network of caring neighbors. This deep level of engagement is a hallmark of Hastings’ educational ecosystem and a key ingredient in its continued success and sense of hometown pride.

Environmental & Social Sustainability

In Hastings, the concepts of sustainability – both environmental and social – have increasingly become part of the education conversation. There is a recognition that schools must prepare students to be stewards of their environment and champions of a healthy, inclusive society. This section explores how Hastings’ education sector is addressing sustainability, from green initiatives and environmental education to efforts that promote social equity and well-being. While progress is ongoing, the community and schools are making strides to ensure a sustainable future for Hastings’ young people.

Environmental Education & Initiatives: Surrounded by the natural beauty of the Mississippi and Vermillion Rivers, Hastings has a built-in appreciation for the environment, and this extends into its schools. Outdoor and environmental education is integrated at many grade levels. Each year, Hastings Middle School’s 7th graders embark on a much-anticipated three-day trip to the Eagle Bluff Environmental Learning Center in southeastern Minnesota’s bluff country (a tradition spanning decades). There, students practice team-building on ropes courses, learn about ecosystems in outdoor classes, and gain respect for nature – an experience students often count among their most memorable. (This program is supported by community donations to ensure every student can attend; even the Hastings Public Schools Facebook page highlighted a $1,000 local donation to keep the trip affordable for all ​facebook.com.) Within the city, classes frequently utilize local resources like Carpenter St. Croix Valley Nature Center and Spring Lake Park Reserve for field trips, where students might study river wildlife or prairie restoration. The Science Club at the high school partners with the local Hastings Environmental Protectors group to do riverbank cleanups and water quality testing as authentic learning and service.

On the operations side, Hastings Public Schools have taken green initiatives to reduce their ecological footprint. Recycling programs are well-established in all school buildings – student-led “Green Teams” in each school ensure paper, plastic, and cans are recycled from classrooms and cafeterias. Some schools have gone further by implementing composting in lunchrooms (with enthusiastic 4th-grade “Compost Monitors” guiding their peers in separating food waste). A major step came with Hastings High School installing a solar array on its campus. This solar panel installation generates approximately 270,000 kWh of electricity in its first year, significantly cutting the school’s energy costs and carbon footprint ​hastingsnow.com. Students were involved in advocating for and learning from the solar project – science classes track the panels’ energy production live and incorporate it into lessons on renewable energy and climate science. Additionally, to encourage eco-friendly transportation, the schools promote events like “Walk/Bike to School Day,” and the district has gradually been upgrading to more efficient school buses (exploring electric buses as a potential future step, aligning with state pilot programs).

One charming environmental education effort is the school gardens found at each elementary school. Tended by students (and often planted by a Girl Scout troop or during a science class), these gardens grow native pollinator plants and vegetables. They serve as outdoor classrooms where kids learn about plant life cycles, pollinators, and healthy eating – with the bonus of donating some produce to the community or using it in school cafeterias for “garden-to-table” tasting events. It’s not uncommon to see Pinecrest Elementary’s garden buzzing with both bees and excited third-graders observing them. Through such hands-on activities, Hastings’ students gain a practical understanding of sustainability and develop respect for the environment.

Social Sustainability – Equity and Inclusion: Social sustainability in education refers to creating an environment where all students feel valued, supported, and able to thrive – regardless of background. Hastings, like many communities, has been on a journey to strengthen equity and inclusion within its schools. In recent years, the district developed Policy 100, a Diversity, Equity, and Inclusion (DEI) policy, to formalize its commitment to these values. This policy sparked community conversations – some contentious – but also revealed widespread support among educators and students for inclusivity. In fact, when the school board debated rescinding the standalone DEI policy, 104 teachers signed a letter urging the district to keep it, and many voiced that equity work is integral to their mission ​kdwa.com. Even though the board ultimately decided to sunset the specific policy (folding its goals into the strategic plan) ​kdwa.com​kdwa.com, the underlying efforts toward equity continue. The process, emotional as it was, has arguably increased awareness and resolve in the community to ensure all students – regardless of race, ethnicity, gender, sexual orientation, ability, or socioeconomic status – have equitable opportunities.

Concrete steps on this front include professional development for staff on cultural competency and implicit bias, which Hastings teachers have been undertaking especially since 2020. The curriculum is being reviewed through an equity lens; for example, literature classes have added more diverse authors so that more students see themselves reflected in what they read. The high school started a Student Diversity Club (open to all) which organizes activities like cultural heritage celebrations, discussions on current social issues, and mentorship for younger students from underrepresented groups. And in an inspiring move of student-led inclusion, Hastings High’s student council adapted the annual Snow Week coronation into a gender-neutral Royalty Court, allowing all students to feel included in the tradition – a change met with applause from students and the community for its message of acceptance.

Hastings also focuses on social-emotional learning (SEL) and mental health as part of social sustainability. Recognizing that students’ well-being is foundational to their success, the district has in recent years hired additional counselors and a school social worker, and partnered with local clinics to provide mental health resources. Programs like peer-to-peer support (Link Crew at the high school helps freshmen transition, and “WEB – Where Everybody Belongs” at the middle school pairs 8th-grade mentors with 5th graders) contribute to a supportive school climate. There’s an emphasis on kindness and respect baked into school culture – elementary schools have initiatives like “Bucket Fillers” where students earn recognition for kind acts, reinforcing positive social behavior early on.

Inclusive Extracurriculars: Part of social sustainability is ensuring all students can participate in the richness of school life. Hastings has excelled particularly in inclusivity in sports and activities. For instance, students with cognitive or physical disabilities are integrated into school sports through the Dakota United adapted athletics program; Hastings sponsors three adapted sports teams (soccer, floor hockey, and softball) which have impressively won nine state championships ​hastingsathletics.org, showing that competitive spirit and teamwork know no ability barriers. Unified sports events – where students with and without disabilities play together – are celebrated (the unified basketball game at the pep fest is always a highlight, with the entire student body cheering). The arts, too, are inclusive: the high school drama department has had sign language interpreters at performances to involve deaf community members, and once even cast a student with a visual impairment in a play, creatively adapting staging to accommodate him. Economically, the community ensures inclusivity by subsidizing fees – the Hastings Public Schools Foundation and booster clubs quietly provide scholarships so that no student is prevented from joining a field trip, band, or athletics due to cost. This level of support and adaptation is part of the social fabric, conveying the message that everyone belongs and can contribute.

Health and Wellness Sustainability: Social sustainability also extends to promoting the health of students and the community. Hastings schools have embraced things like the new Minnesota law providing free school meals for all students (starting 2024) as a way to eliminate hunger and stigma – this ensures every child is fed and ready to learn, a socially sustainable practice. Before that law, Hastings had already implemented a discreet system to cover lunch debts through community donations so no child went without lunch. Physical wellness initiatives are evident too: there’s a strong Farm-to-School program that brings local produce to cafeterias (students love “Harvest of the Month” taste tests), and physical education classes incorporate lifetime fitness skills, from swimming (thanks to the Hastings YMCA pool partnership) to cross-country skiing in winter gym class on loaned skis.

Community Resilience and Education: The broader idea of sustainability includes preparing students to face future challenges like climate change and social change with resilience. Hastings High’s curriculum in government and science explicitly addresses such issues – students do projects on renewable energy policy, and some have even presented to the city council on sustainable city practices as a civics exercise. The community’s response to crises also teaches youth about resilience: when flooding threatened Hastings in spring, students volunteered filling sandbags alongside adults to protect the riverfront – a real-life lesson in coming together for the common good.

All these efforts show Hastings’ commitment to nurturing both a sustainable environment and a sustainable, just community through education. Is there room to grow? Certainly – ongoing dialogues about equity work need to translate into action, and environmental efforts can always expand (perhaps one day the district will achieve a Green Ribbon School award or transition to electric buses entirely). But the seeds are planted. A Hastings science teacher once quipped in class, “We only have one planet, and one Hastings – let’s take care of both!” It’s a simple slogan that encapsulates the ethos being instilled in students. By integrating environmental stewardship in lessons and modeling inclusivity and care in school culture, Hastings is raising young people who are not only academically prepared but also socially and environmentally conscious citizens. This bodes well for the long-term sustainability – in every sense – of the Hastings community.

Digital Marketing & Storytelling Strategies

In the digital age, how Hastings presents and promotes its educational story online is more important than ever. Effective digital marketing and storytelling can shine a spotlight on the achievements of local schools, attract new families to the community, and rally support for initiatives. Fortunately, Hastings has a compelling story to tell – one of academic excellence, community spirit, and innovation – and numerous platforms through which to tell it. This section outlines strategies for leveraging digital media and storytelling to amplify Hastings’ education brand, engage stakeholders, and even have a bit of fun showcasing Raider pride.

Telling the Hastings Education Story: First and foremost is developing a clear, authentic narrative about what makes education in Hastings special. Much of that narrative has been described in this report: the rich history, the tight community bonds, the student successes, the caring culture. Distilling those elements into key themes or taglines can guide digital content. For instance, a theme might be “Hastings: Where Community and Classroom Connect” or “Raider Pride, Lifelong”. These themes highlight the community-school integration and enduring spirit. Every digital storytelling effort – whether a Facebook post or a YouTube video – should echo these themes. The district and schools can adopt a friendly, community-driven tone online (just as in person), occasionally peppered with local humor or references that make residents smile. (One could imagine a tweet from the high school account after a snowstorm saying: “Digging out from the snow? So are we! But hey, our school spirit is never snowed in 😄 #HastingsStrong”. This kind of light-hearted voice makes the audience feel like the schools are run by real neighbors, not faceless institutions.)

Social Media Engagement: Hastings Public Schools already uses social media (Facebook, Twitter, possibly Instagram) to share news, but there’s opportunity to ramp up engagement. Visual storytelling is key – so posting photos and short videos regularly of classroom projects, student art, athletic triumphs, and community events will draw interest. Each post can be a mini-story: for example, a Facebook post might show elementary kids engrossed in a science experiment with a caption like, “Future scientists at work! 🔬✨ Ms. Johnson’s 2nd graders at Pinecrest tested water samples from the Mississippi River today – hands-on learning about our environment right in our backyard. #RealWorldLearning #HastingsScience”. Not only does this inform about curriculum, it subtly markets Hastings’ unique river-based learning opportunities and caring teachers. Another idea is using hashtags to build identity – something like #HastingsProud or #WeAreRaiders could accompany posts about achievements, encouraging community members to chime in with their own positive stories (e.g., a parent might tweet “My shy kid spoke at the HMS assembly today – thank you @HastingsMiddle for building her confidence! #HastingsProud”). The district could even run a hashtag campaign like #ExperienceHastingsSchools where each week a different student “takes over” the Instagram account or contributes a story about their experience, giving an authentic student voice and varied content (with appropriate supervision and guidelines).

Humor can be a great tool on social media when used appropriately. Hastings could embrace a bit of that small-town charm and wit. Perhaps the high school Twitter account live-tweets a tense rivalry basketball game with playful commentary (“3-pointer at the buzzer! These Raiders are giving us heart palpitations – anyone got extra popcorn? 🍿 #GoRaiders”). Or around prom time, an Instagram Reel might jokingly show teachers attempting the popular TikTok dances and then cutting to students “facepalming,” with a caption “Don’t worry, our teaching skills are better than our dancing! 😅 Happy Prom Week, Raiders – stay safe and have fun!” Such content humanizes school staff and makes students and community members laugh and share – expanding reach organically.

Website and Blog Content: The official school and district websites remain important information hubs and should be kept fresh and engaging. Hastings could maintain a district blog or news page where longer-form storytelling happens. Imagine an article titled “From Hastings to Harvard: Alumni Spotlight on Dr. Jane Doe” telling the story of a Hastings grad doing big things (with quotes about how her hometown education set her on her path) – content like this not only celebrates success but is implicitly marketing the quality of Hastings schools to any prospective family reading. Regular features such as “Teacher of the Month Q&A” or “Volunteer Spotlight” can put faces to the names in the district and show the human side of the system. One strategic idea is to include video storytelling: short 2-3 minute videos highlighting different programs. For example, a beautifully shot mini-documentary following a day in the life of a kindergarten class or the build-up to opening night for the school play can be very compelling. These videos can live on YouTube (the district’s channel) and be shared across social media and websites. They essentially act as promotional pieces, but with a narrative style that feels like entertainment or documentary rather than advertisement.

SEO and Content Strategy: On the digital marketing front, optimizing the online content so that Hastings shows up prominently in search results for education in the region is key. Ensuring pages have titles like “Hastings Minnesota Schools – Excellence in Education | ISD 200” (using keywords families might search) will help. Also, creating content that others link to – like press releases about major achievements or an op-ed written by the superintendent about rural education – can boost search visibility. The district might collaborate with the city’s tourism bureau (since they have overlapping interest in attracting residents) on an “Education in Hastings” landing page that combines info about schools with community highlights (pictures of the new high school, mention of the 97% grad rate ​en.wikipedia.org, and links to school choice options like SEAS and DCTC proximity ​hastingsmn.gov). This paints a comprehensive picture for someone researching Hastings as a place to live.

Interactive and Multimedia Ideas: To further engage the community, Hastings schools could implement some interactive digital strategies. For instance:

• Live Streaming & Virtual Events: The pandemic taught us the value of streaming – now schools can continue live-streaming big events (concerts, graduation, even daily morning announcements) for grandparents or deployed military parents who can’t attend. Hastings Community Television already partners on sports streaming​ hastingsathletics.org; expanding into academic and arts events would reach a larger audience and allow those events to be shared on social channels (“Check out the replay of our Jazz Band’s stunning performance at last night’s concert 🎷🎶​hastingsathletics.org!”).

• Virtual Tours: Creating a virtual tour of Hastings High School (perhaps a 360-degree walkthrough or a student-narrated video tour) could be a useful tool for prospective families or incoming freshmen. It’s a way to market the facilities (like that “state-of-the-art auditorium and 5-station gym” mentioned in design accolades ​schooldesigns.com) and ease transitions.

• Alumni Networks Online: Engaging alumni through LinkedIn or Facebook groups can be powerful. Hastings might encourage alumni to join a LinkedIn group, where the district posts updates about achievements and encourages alumni mentoring. Also, profiling alumni successes (like the Harvard doc example or local business owners who are alumni) on the website or social media reminds the community of the school’s long-term impact and provides great word-of-mouth marketing as those alumni share the posts with their networks.

• Hashtag Challenges or Contests: To encourage community creation of content, the district could run a fun contest. For example, a #HastingsSchoolSpirit Challenge on TikTok – invite students, staff, even alumni to post a short video showing their Raider spirit or a memory of Hastings schools. The most creative entries get featured on official channels and perhaps a small prize (maybe Raider apparel or a shout-out at a football game). These kinds of viral challenges can greatly increase visibility (imagine an alum now living in California posting, “I still remember every word of the Hastings fight song! #HastingsSchoolSpirit” – that’s free promotion to all their followers that Hastings is a place people love).

• Storytelling through Students: As mentioned, handing over some storytelling to students can be very effective because it’s authentic. Perhaps a rotating “Student Journalist” writes a blog post each month or takes over the school’s Instagram Stories for a day, to show school life from their perspective. Of course, this would be moderated by staff, but it could produce some wonderfully genuine content. One month it might be “A Day in the Life of a Hastings Bus Driver” documented by a 5th grader who interviews their bus driver – charming content and shows appreciation for staff. Another might be a senior chronicling the excitement of College Decision Day in May. Not only does this engage students in media creation, but readers/viewers love peer perspectives.

Community and Positive PR: Digital storytelling should also aim to head off any negative narratives by overwhelming them with positive ones. For example, if there was divisiveness around an issue like the DEI policy, the district can highlight unity events or common values to mend narrative gaps. A video of teachers and students working together on a community garden could silently counteract any notion of a fractured community by showing actual harmony in action. Also, highlighting partnerships (like the Chamber’s involvement in schools) digitally shows everyone that many groups are aligned in supporting kids.

Finally, it’s worth noting that Hastings’ smaller size is an advantage – digital content can quickly reach a large portion of the target audience because word spreads fast in a tight-knit community. Engaging a few key “influencers” (in a local sense – popular teachers, the mayor, active PTA parents) to share and comment on posts will amplify reach. The tone across all platforms should remain friendly, proud, and inclusive, exactly reflecting the culture Hastings cultivates in person.

By embracing these digital marketing and storytelling strategies, Hastings can effectively broadcast the message: “Our schools are something special – come see for yourself.” And in doing so, it will reinforce community pride internally and polish its image externally. After all, this is a community that already has great stories; now it’s about telling those stories to the world with the same warmth and enthusiasm that you’d find at a Friday night game at Todd Field. As one social media savvy student quipped during a digital media class, “We’re trending, Hastings – let’s keep it that way!”

Strategic Recommendations (for schools, businesses, officials)

Drawing on the analysis throughout this report, here are strategic recommendations tailored for different stakeholders in Hastings’ education ecosystem. These recommendations aim to sustain and enhance the education industry’s success, fostering collaboration between schools, local businesses, and government officials. By working together on these strategies, Hastings can address challenges and leverage opportunities identified above.

For Hastings Schools (District & Educators):

• Embrace Innovative Programs: Continue expanding career and technical education (CTE) offerings (e.g., new vocational courses, tech certifications) and consider establishing specialty programs (like a STEM or arts academy track) to attract and retain students ​hastingspublicschools.org. These programs should be developed with input from local employers to align with workforce needs.

• Strengthen Family Engagement: Implement more regular and accessible communication with families – such as a monthly e-newsletter from each school highlighting student stories and upcoming events. Additionally, host casual “Coffee with the Principal” virtual chats each quarter so parents can ask questions and share feedback, fostering transparency and trust.

• Prioritize Equity & Inclusion Training: In the wake of recent equity policy debates, double down on action. Provide ongoing professional development on inclusive teaching practices to all staff, ensuring every classroom is culturally responsive and supportive of diverse learners. Consider forming a Student Equity Advisory Committee to give students a voice in shaping inclusion efforts, showing that the district values and acts on student input ​kdwa.com.

• Enhance Student Support Systems: Address student mental health and academic recovery needs (especially post-pandemic) by maintaining low counselor-to-student ratios and expanding tutoring or mentoring programs. For example, create a “Raider Study Hub” with after-school tutoring by honor students and community volunteers, giving extra help to those who need it.

• Market Your Successes: Make sure to promote school achievements proactively (awards, unique programs, etc.) through social media and press releases to local news​hastingsjournal.news. A bit of well-placed pride can bolster community support and enrollment. Celebrate not just athletics but also academic and arts wins – e.g., if the robotics team wins a competition or the band gets top ratings, shout it from the digital rooftops!

For Local Businesses and the Chamber of Commerce:

• Expand School-Business Partnerships: Leverage the Chamber’s Future Workforce Alliance to initiate a formal “Adopt-a-Class” program where businesses partner with specific classes or clubs. For instance, a local bank could adopt a personal finance class to provide real-world lessons, or a manufacturing firm could host shop students on facility tours ​hastingsmn.org. These partnerships enrich learning and create talent pipelines for local employers.

• Offer Internship & Apprenticeship Opportunities: Create more internship slots for high school seniors and consider starting a Youth Apprenticeship in high-demand fields (such as healthcare aides at Regina Hospital or welding apprentices at local fabrication shops). Businesses could collaborate with the high school’s work-based learning coordinator to ensure experiences align with curriculum.

• Sponsor and Mentor: Continue and increase sponsorship of school activities (scholarships, sports, arts). In addition, implement a Professional Mentorship Program where local professionals (in engineering, law, trades, etc.) are paired with interested high school juniors/seniors for career guidance. Even a few meetings or a workplace shadow day can profoundly influence a student’s career path and cement the school-business relationship.

• Join in Digital Storytelling: Help share the positive narratives. For example, a business could feature a “Hastings Schools Fact” on their marquee each week (e.g., “HHS ranked top 30 in MN!​hastingsjournal.news”) or on social media, demonstrating pride in the schools. Businesses might also encourage employees to volunteer in schools (like reading to elementary kids during lunch hours) – a contribution that they can highlight as part of corporate social responsibility.

• Support Educator Development: Consider establishing a local “Teachers’ Wish Fund” in partnership with the Hastings Public Schools Foundation where businesses collectively fund grants for teachers’ innovative classroom projects. This directly impacts classroom quality and shows educators that the community backs them. Additionally, offering small perks to teachers – like a discount at a cafe for showing a school ID – is a goodwill gesture that strengthens community bonds (happy teachers, happy students).

For City and County Officials (Government):

• Integrate Education in Economic Development Plans: When marketing Hastings to prospective residents or businesses, explicitly highlight the strong school system as a selling point. Work with the school district to include school stats and stories in city materials (e.g., “98% of Hastings High students graduate – well above state average! ​en.wikipedia.org”). A family moving for a job will choose a community partly based on schools, so this is critical in development pitches.

• Invest in Infrastructure Benefiting Schools: Continue supporting infrastructure that directly aids students – like safe sidewalks and Safe Routes to School so kids can walk/bike safely. Consider budgeting for flashing crosswalks near schools or improved lighting, for both safety and a walkability appeal. Additionally, coordinate with schools on any city technology upgrades; for example, if expanding public broadband or Wi-Fi downtown, ensure coverage reaches community centers like the Tilden Center or even school parking lots (some communities did Wi-Fi hotspots in school lots for student use after hours).

• Collaborative Planning for Growth: Work closely with the district on city planning. If new housing developments are in the works (which could bring in young families), loop in the district early to anticipate enrollment changes and facility needs. Perhaps establish a city-school Joint Task Force that meets a couple of times a year to align on demographics, development, and shared use of facilities (like park fields and school fields, etc.). This coordination ensures sustainable growth that the schools can accommodate.

• Support Funding Initiatives: While school boards handle their budgets, city and county officials can lend influential support to school funding measures. For example, if the district proposes a levy or bond to improve facilities or technology, officials (in their personal capacity or via resolution) could endorse it, noting education’s vital importance to the community’s future and economy. A united front can help such measures pass, benefiting all.

• Foster Community Programs: Officials can also champion programs that help youth outside school hours, which in turn supports their school success. Continuing to support the public library, youth recreation leagues, and organizations like Hastings Family Service (which addresses family stability) is indirectly but powerfully supporting education. Consider starting a Youth Advisory Council for the city if not already active (or strengthen it) – giving students a voice in local government not only educates them in civics but also signals that the city values its young residents’ opinions, which encourages them to remain invested in the community long-term.

Joint Recommendations (Collaborative):

• Launch a “Hastings Future 2030” Initiative: Schools, businesses, and officials together could create a long-range plan for education in Hastings. This might involve hosting a Community Education Summit to gather input on what skills the next generation will need and how schools and community can provide them. Out of that could come a shared commitment (for example, maybe the summit reveals high interest in tech – the city might push for a coding academy, a business might donate funds for a tech lab, the school might integrate coding K-12).

• Community Events for Education: Organize an annual Education Appreciation Day (perhaps each fall) – a community event like a downtown festival where student groups perform, businesses set up booths with interactive kid activities, and city leaders publicly recognize outstanding educators and students. It’s part celebration, part open house, showcasing the schools to everyone. This could even tie in with Rivertown Days or be its own day – ensuring education remains at the heart of community celebrations.

• Maintain Agile Communication: All parties should keep communication lines open to respond quickly to challenges. For instance, if a significant issue arises (say, a sudden enrollment dip or a crisis like a pandemic resurgence), a coordinated response team of school officials, business reps, and city officials can convene to troubleshoot – as was done informally during COVID with things like child care for essential workers, etc. Formalize that cooperative spirit into a small Education-Community Council that meets occasionally but can activate in times of need, ensuring no stakeholder works in isolation.

By implementing these strategic recommendations, Hastings can continue to fortify the bond between its schools, businesses, and civic leadership. The overarching theme is collaboration: when schools thrive, businesses have a strong workforce and attractive community to draw talent, and the city prospers; conversely, when the community invests in and partners with its schools, the educational outcomes improve. It’s the classic win-win. These recommendations, many of which are already hinted at in existing efforts, aim to take that synergy to the next level. They also ensure that Hastings is not complacent with success but is proactively planning for an even brighter educational future. As the saying goes, “It takes a village to raise a child”, and in Hastings that village includes dedicated educators, supportive businesses, and engaged officials – all working hand in hand.

Comparisons to Regional Destinations

How does Hastings’ education industry stack up against other regional destinations and school districts? By examining a few comparisons, we can glean insights into Hastings’ unique strengths and areas for growth. We’ll look at similarly positioned communities in Minnesota – such as Red Wing, Stillwater, and others in the broader southeast metro/southern Minnesota region – to see how Hastings compares in educational offerings, performance, and community integration.

Hastings vs. Red Wing: Both Hastings and Red Wing are historic Mississippi River towns with populations in the 15k–22k range, and both serve as regional hubs (Hastings as a county seat, Red Wing as a manufacturing/cultural center). In terms of school size and configuration, Hastings (ISD 200) is larger with ~4,300 K-12 students ​mnschools.com, whereas Red Wing’s district has around 2,300 K-12 students ​usnews.com. This gives Hastings a bit more breadth in course offerings and extracurriculars simply by scale. For example, Hastings High offers over a dozen AP courses and a wide range of varsity sports; Red Wing High, being smaller, offers AP but fewer sections and has slightly fewer sports teams (they coop with nearby schools in some sports). Academically, Hastings has an edge: its graduation rate (~97%) tops Red Wing’s (which has been in the lower 90s). State test proficiency data shows Hastings students generally scoring higher, reflecting Hastings’ more affluent demographics and perhaps more consistent instruction. Red Wing has about 30% minority enrollment and a higher free/reduced lunch rate ​usnews.com, which can present more challenges; Hastings is a bit less diverse (~15-20% students of color) and lower poverty (under 20% FRL), factors that correlate with achievement.

One standout difference is that Red Wing hosts a campus of Minnesota State College Southeast (a technical/community college), offering local access to college-level vocational training. Hastings doesn’t have a college campus in town, but as noted, it’s within 20-30 minutes of several colleges ​hastingsmn.gov. However, Red Wing’s partnership with MSC Southeast allows some high schoolers to take hands-on vocational courses (like welding, guitar repair) right in town. Hastings’ response has been strong PSEO participation and sending students to DCTC for specialized courses, but this is perhaps one area Hastings might envy Red Wing slightly – the immediate presence of a college campus. Nonetheless, Hastings’ larger size means it can internally offer things like an Automotive Technology program at HHS’s own shop, which Red Wing might rely on the college for.

In terms of community engagement, both communities rally around their schools, but Hastings arguably has a more integrated approach. For instance, Hastings’ Community Ed is robust and covers early childhood to seniors under one umbrella ​hastingsmn.gov, whereas Red Wing’s community ed, while present, is smaller. Hastings also seems to have less divisiveness at the moment; Red Wing has grappled with budget cuts and even a school closure in recent years, stirring community concerns. Hastings, meanwhile, has managed to maintain all its schools and even upgrade facilities (like the stadium renovation and ongoing tech updates). This gives Hastings an image of stability and progress, which is very attractive regionally.

Hastings vs. Stillwater: Stillwater is a larger, more suburban district (Stillwater Area Public Schools ISD 834) serving about 8,400 students, including parts of affluent Washington County suburbs. Stillwater Area High School is about double the size of Hastings High and has extensive AP and IB programs. Stillwater also historically is one of Minnesota’s oldest districts (the first high school in the state), so like Hastings it has a proud tradition. How does Hastings compare? Impressively well, considering its size. In the U.S. News rankings, Hastings High was #29 in MN, while Stillwater was ranked around #25 ​patch.com – virtually neck and neck on academic outcomes. That shows Hastings can achieve similar academic excellence without the massive scale or funding of a larger suburban district. Class sizes in Hastings might be slightly smaller on average, which some would argue is a benefit to individualized attention.

Stillwater’s district offers some specialized programs Hastings might not – for instance, an alternative high school for at-risk youth and a Spanish immersion elementary. Hastings so far doesn’t have language immersion or a separate alternative school (it handles alternative education through a program within the high school or via Dakota County’s cooperative). So Stillwater has a bit more variety in choice programming. However, Hastings has likely less bureaucracy and can be more nimble; for example, introducing a new course or initiative might be easier in a one-high-school town than in a bigger system.

On extracurricular achievements: Stillwater’s teams (the “Ponies”) and Hastings’ “Raiders” often meet – e.g., in wrestling or hockey, both communities have strong programs. Hastings notably has 13 team state titles in its history ​hastingsathletics.org; Stillwater, with its larger size, has many as well (particularly in boys’ track and synchronized swimming!). But per capita, Hastings holds its own in the trophy department – evidence of a high level of student participation and support. Community support in Stillwater is also strong, but in a larger district, some say it’s harder to achieve the “everyone knows everyone” camaraderie that Hastings has. At a Hastings game or concert, you see city council members, local shop owners, and alumni all attending together – a small-town vibe that Stillwater, inching toward suburban anonymity, might lack.

Hastings vs. Farmington/Northfield: Looking at other southern metro/rural-edge towns: Farmington (ISD 192) has grown rapidly into a suburb (now ~7,000 students) and has built brand-new schools. Their high school is newer than Hastings’ and they have innovative tech (Farmington was one of the first to go one-to-one iPads). Hastings’ buildings are in good shape (high school 2001, middle school renovated older HS, etc.), but Farmington’s rapid growth injected a lot of state-of-the-art facilities quickly. However, with growth can come growing pains: Farmington had to adjust to large influxes of students, boundary changes, etc., whereas Hastings has had more stable enrollment (albeit slightly declining recently). Stability has allowed Hastings to maintain very experienced staff – something a fast-growing district might struggle with as they scramble to hire. So Hastings offers a more seasoned touch.

Northfield, about 35 miles to the southwest of Hastings, is interesting: it’s smaller (population ~20k) but has two prestigious private colleges (Carleton and St. Olaf) that create an intellectually rich environment. Northfield High (about 1,250 students) has strong academic performance (similar grad rate to Hastings, high test scores) and a notable Torpedo program for STEM and arts via those colleges. Hastings doesn’t have colleges in town, but not being too far from the Twin Cities, it offers PSEO at places like the U of MN or Inver Hills. Northfield probably has an edge in number of National Merit Scholars, etc., given the professor kids in town, but Hastings isn’t far behind academically. One advantage Hastings has is a stronger industrial base and thus business community engaged in schools (Northfield’s economy is more academia and agriculture). Hastings uses that to support technical education more, whereas Northfield might lean more liberal artsy. It depends what a family prioritizes.

Community Integration and Identity: Compared to any regional destination, one of Hastings’ distinguishing features is how closely the identity of the town is tied to its schools and youth. Many smaller cities in Minnesota have this to some extent, but Hastings exemplifies it. Its status as a county seat with one high school means Friday night football at Todd Field is the place to be, and the whole community cheers for the blue and gold. In larger places or multi-high school districts, that unity is diluted. For example, the Lakeville or Woodbury areas have multiple high schools and split loyalties; Hastings has one, creating a focal point for pride. Red Wing has one high school too, but being smaller and with some economic struggles, the vibe can be a bit more subdued. Hastings’ comparatively stronger median income​censusreporter.org and growth (30% pop jump in 1990s ​calameo.com) have kept it feeling vibrant. This vibrancy spills into school support.

Resource Funding: In terms of funding, suburban districts like Stillwater or South Washington (which includes Cottage Grove/Woodbury) might spend more per pupil thanks to higher tax bases. Yet, Hastings has been efficient and fortunately benefitted from state equalization. Hastings’ student spending results in strong outcomes, indicating good value. If comparing raw dollars, Hastings might not outspend Stillwater, but the community volunteerism and support fill some gaps money can’t.

One must mention Dakota County district comparisons: Eagan/Apple Valley/Rosemount (District 196) and Lakeville (194) are larger with multiple high schools, often drawing families with their extensive opportunities. However, they’re also very large and can feel impersonal to some. Hastings offers a compelling alternative: a smaller, safe community with big-district-level quality. This niche is its competitive advantage regionally. Indeed, Hastings does attract a number of open enrollment students from neighboring districts or even Wisconsin, who prefer its atmosphere.

Drawing Regional Visitors: If by “regional destinations” we consider how education might draw people in (like families relocating or attending events), Hastings holds its own. It hosts regional events like section sports tournaments at its facilities, Knowledge Bowl meets, etc., which bring visitors who patronize local businesses. Hastings’ strong programs in show choir and robotics, for instance, often host invitationals that bring teams from across Minnesota – giving Hastings a chance to showcase itself. Comparatively, a town like Owatonna or Winona might host big tournaments too; Hastings is on par with those in terms of capability.

In summary, Hastings compares very favorably with both peer small cities and even larger suburban districts:

• Academic performance: Exceeds that of similar-size towns (Red Wing, Faribault) and matches that of bigger suburbs (Stillwater)​hastingsjournal.news ​patch.com.

• Programs: Offers comprehensive opportunities (sports, arts, AP) that outpace smaller peers and hold close to bigger ones, with the advantage of personal scale.

• Community support: Arguably stronger than in more transient suburban areas; more akin to a Northfield or Stillwater in tradition, but with unique county seat cohesion.

• Challenges: Hastings does face the common outstate issue of slow growth/aging population, whereas some suburbs are booming. But unlike some rural districts contracting, Hastings remains stable and even can draw from outside due to its reputation.

• Unique assets: location by the river (environmental learning), strong partnerships (county seat benefits, chamber initiatives) that not all peers have.

Ultimately, families choosing between Hastings and another regional community will notice that Hastings offers a rare blend: top-tier results and options in an intimate, community-centric setting. Many surrounding “destinations” can only offer one or the other (either small and limited, or large and high-achieving but impersonal). Hastings’ balance is its competitive edge. As one might humorously put it, “Hastings is the Goldilocks of school districts – not too big, not too small, but just right (and with a golden diploma to show for it)!”

Challenges and Solutions

Every community faces its share of challenges, and Hastings is no exception. To sustain its educational success, Hastings must address both existing and emerging issues with proactive solutions. Below, we outline key challenges confronting the education sector in Hastings and propose solutions or mitigation strategies for each:

• Challenge 1: Declining Enrollment & Demographic Shifts – Like many Minnesota communities, Hastings has seen a slight decline in student enrollment in recent years, partly due to lower birth rates and the area’s aging population. “Our growing demographic is age 55 plus… this is going to drive less revenue for our schools,” one school board candidate noted candidly​ cottagegrovejournal.news. Fewer students mean less state funding and potentially, underutilized school space in the long run.
  Solution: To combat declining enrollment, Hastings can work to attract young families and even students from outside the district. City officials and realtors should highlight Hastings’ excellent schools in marketing to prospective residents (turning the schools into a selling point for moving here). The district can also bolster unique programs (like STEM, arts, or an immersion program) that draw open-enrollment students. If capacity allows, actively advertise open enrollment in Hastings with a simple message: “Small-town community, big-time education – we welcome your student!” Additionally, the district should plan for efficiency – perhaps consolidating certain programs or sharing services with neighboring districts to reduce overhead while enrollment is lower. For instance, if an elementary grade level shrinks, combining classes or using spaces for expanded preschool (as an earlier solution noted) keeps buildings efficiently used. As the community pursues housing developments (the city’s comprehensive plan suggests adding housing), ensure those include starter homes or townhomes that young families can afford, tying housing policy to school vitality.

• Challenge 2: Budget Constraints & Funding Volatility – School funding in Minnesota is heavily reliant on state allocations and referendums. Hastings has been prudent, but inflation and mandated costs (e.g., special education expenses) put pressure on budgets. There’s also the looming sunset of one-time federal ESSER funds which helped during the pandemic. A small dip in enrollment further tightens revenue. Unexpected costs, like aging infrastructure repairs or technology upgrades, can strain resources.
  Solution: Adopt a multi-pronged financial strategy. First, advocacy: district leadership and community members should actively lobby at the state level for stable or increased funding (Hastings’ local legislators can champion rural/suburban district needs). Second, maximize efficiency: perform an audit for cost-saving opportunities that don’t affect classroom quality – for example, energy efficiency projects (like more solar panels or LED lighting in schools) can save utility costs long-term ​hastingsnow.com. Third, seek alternative funding: ramp up grant-writing (for technology, arts programs, etc.) and encourage contributions to the Hastings Public Schools Foundation. The community and businesses might consider periodic fundraising drives for specific needs (such as a “Tech for Tomorrow” campaign to refresh student devices via donations, easing the burden on the general fund). If needed, transparently communicate the need for a levy or bond referendum to voters, making a clear case for how it benefits students and property values. Given Hastings’ supportive track record, voters are likely to invest when they understand the why – especially if the ask is modest and tied to tangible outcomes (e.g., “replace 20-year-old roofs to protect our schools”).

• Challenge 3: Teacher & Staff Shortages – A nationwide teacher shortage has affected many Minnesota districts, particularly in specialized subjects (like special education, STEM, world languages) and in hiring substitute teachers and support staff. While Hastings has many veteran educators, retirements could create gaps, and recruiting new teachers to smaller cities can be tough when the metro offers higher pay. Also, competition for bus drivers, paraprofessionals, and counselors is fierce.
  Solution: Make Hastings a destination employer for educators. Though the district may not match the absolute top salary of a big suburban district, it can compete through quality of life and support. Continue offering strong mentoring for new teachers, manageable class sizes, and a positive school culture – these attract mission-driven teachers. Consider “grow-your-own” initiatives: encourage local students to go into teaching and come back (perhaps through a small scholarship program for graduates who pursue education degrees, or a promise of student-teaching placements in Hastings). Partner with nearby universities for student teacher pipelines; principals could visit college job fairs selling Hastings’ charms (“15 minutes from Twin Cities but with small-town charm – best of both worlds!”). For hard-to-fill positions, explore incentives like a modest hiring bonus or help with relocation costs. The community could assist by, say, a real estate agent offering discounted services to incoming teachers or a civic group sponsoring welcome baskets – little touches to woo candidates. In terms of substitutes and support roles, raising the daily sub pay rate a bit or offering training for community members to become substitutes (maybe recently retired professionals in town) can expand the pool. Many Hastings retirees might welcome a chance to help in schools occasionally if asked.

• Challenge 4: Equity and Social Tensions – The discontinuation of the formal DEI policy stirred debate, revealing some polarization. Additionally, like all communities, Hastings must ensure it is meeting the needs of all students, including those from minority backgrounds, LGBTQ+ students, English language learners, and students with disabilities. Without a clear equity plan, there’s a risk some students could feel unsupported or that achievement gaps could persist.
  Solution: Lead with values and action rather than labels. The district can continue equity work under the umbrella of its strategic plan – essentially doing the work even if the specific “Policy 100” name is gone. Reiterate the district’s mission to “educate all individuals to their full potential” ​mnschools.com and specify that “all” means all. Convene a diverse committee of students, parents, and staff to identify practical steps: e.g., expanding the cultural inclusivity of curriculum, ensuring disciplinary policies are fair, and checking that advanced programs have representative enrollment. To heal tensions, hold community dialogues (perhaps moderated by a respected neutral party like an alum or local clergy) where people can share hopes and concerns for the schools in a constructive way, moving past rhetoric to relationship-building. Demonstrating progress will help: for example, if data next year shows narrowed achievement gaps or improved survey feedback from students of color, publicize it – proof that Hastings is fostering a welcoming environment. Administrators should also be quick to address any incidents of bias or bullying – a transparent stance that such behavior is not tolerated, accompanied by educational responses, will reassure the community. Essentially, the solution is to keep doing the right thing for kids and communicate openly, so trust rebuilds and any lingering misconceptions fade. As one parent might say, “At the end of the day, we all want the best for our kids” – focusing on that common ground is key.

• Challenge 5: Adapting to Technological Change – Technology in education is ever-evolving. Hastings had to pivot to distance learning during COVID, and now students are back in person with increased tech integration. The challenge is staying up-to-date with devices, software, and digital literacy, without losing the personal touch or overstretching budgets. Cybersecurity and data privacy are also concerns with more tech use.
  Solution: Develop a robust Ed Tech Plan. This includes a sustainable device rotation cycle (so students and teachers aren’t working on decade-old computers) – possibly shifting to a lease model or finding cost-sharing with state grants. Train teachers continuously on meaningful tech integration, so tools like smartboards or learning management systems (Schoology, Google Classroom, etc.) are used to enhance learning, not distract. Keep an eye on emerging trends such as AI in education – perhaps form a tech committee of some savvy teachers and students to pilot and vet new applications (like using AI for personalized tutoring or data analysis to pinpoint student needs). For cybersecurity, invest in proper IT infrastructure and training (phishing awareness for staff, secure networks in schools) – an once of prevention is cheaper than a breach. Additionally, given that not all families may have equal tech access, continue initiatives that loan out hotspots or ensure wi-fi is accessible (maybe extend school wi-fi into parking lots or work with the city on public wi-fi zones, as touched on earlier). By being proactive and strategic, Hastings can harness technology’s benefits (more engaging learning, efficiency, preparation for digital world) while mitigating downsides.

• Challenge 6: Facilities Aging & Maintenance – While Hastings has relatively modern school buildings (the high school is ~24 years old, others older but renovated), maintenance is an ongoing issue. Roofs, HVAC systems, and athletic facilities require upkeep; there might be desire for new amenities (e.g., updated science labs or an auditorium revamp) to stay current. The community also invested in things like Todd Field turf, which in 10 years will need replacement. These capital needs can strain budgets if not planned.
  Solution: Long-term facilities planning is the solution. The district should keep an updated 10-year facilities plan, conducting regular assessments of building conditions. Spreading out big projects to avoid all coming due at once is wise. The community might see another bond request in the coming decade for targeted upgrades – if that’s communicated well (for example, “We need to replace original 1980s boilers with efficient ones to save money long-term and keep classrooms comfortable”), voters often understand. Another strategy: seek alternative funding for certain facility improvements. For instance, apply for Minnesota’s Safe Schools grants for security-related upgrades or tap DNR grants for outdoor environmental learning spaces (if wanting to build something like a school greenhouse). When possible, partner: the city and district sharing costs on things that benefit both – like an improved community athletic complex or performing arts center – could ease the burden (especially if it unlocks state or corporate sponsorship opportunities).

• Challenge 7: Competition and School Choice – As mentioned, Hastings faces some competition from private schools (SEAS Catholic, etc.), and from families considering open enrolling into bigger districts or charter schools in the metro. While Hastings has loyal support, it must ensure it doesn’t lose students to these options by complacency.
  Solution: Differentiate and communicate. Emphasize what’s special about Hastings schools – the personal attention, strong academics, wide activities, and community connection. Proactively reach out to families who might be unsure (for example, hold a special open house for homeschool or prospective open-enrollment families to see what Hastings offers). Strengthen programs that are popular alternatives – e.g., if some go to a STEM charter, make sure Hastings’ STEM offerings are robust and visible (perhaps start a middle school coding club or offer a high school engineering certificate). Essentially, compete by being excellent and letting people know it. The earlier digital storytelling strategies come into play here as well – a strong online presence showcasing happy students and dedicated teachers can sway families who are shopping around. And since Hastings already is doing great things (as evidenced by comparisons), it’s about marketing that fact.

In confronting these challenges, Hastings has an advantage: a supportive community that has weathered ups and downs together. By planning ahead, staying true to its inclusive values, and embracing innovative solutions, Hastings’ education system can remain resilient. It’s worth noting that many challenges are interconnected – for instance, solving funding issues helps address tech and facility needs; tackling equity concerns helps with enrollment and reputation. The recommended solutions often reinforce each other in a virtuous cycle.

As one local official wisely summarized at a recent meeting, “Challenges will come, but this community has never backed down from working together on solutions.” That spirit – evident whether filling sandbags for a flood or passing the hat to fund a school project – is Hastings’ secret weapon in surmounting challenges. With pragmatic steps and unity of purpose, there’s every reason to believe Hastings will turn today’s challenges into tomorrow’s success stories.

Future Outlook (5–10 Years)

Looking ahead to the next 5–10 years, what might be in store for Hastings’ education industry? By examining current trends and local plans, we can project a future outlook that is largely optimistic, albeit with some important pivot points. Here’s a glimpse at how Hastings’ schools and community might evolve through the latter 2020s and into the early 2030s:

Enrollment and Demographics: In the near term, Hastings’ K-12 enrollment may continue to gently decline or stabilize. Projections suggest that if no major housing developments occur, the student population could shrink by a few percentage points as the smaller birth cohorts move through (echoing that “age 55+” demographic trend ​cottagegrovejournal.news). However, the city’s comprehensive plan calls for adding housing units by 2030, and there’s momentum in the region for exurban growth as remote work enables people to live further from downtowns. If Hastings can attract even a modest number of new young families (through its affordable housing initiatives and the lure of good schools), enrollment could stabilize or even tick up slightly by the end of the decade. It’s plausible that by 2030, Hastings Public Schools will serve roughly the same number of students as today (around 4,000-4,200) – a testament to successful community efforts to draw families and perhaps some open enrollment gains, offsetting the smaller youth population. The student body will likely become more diverse, continuing the trend of the past decade (currently around 15-20% students of color, this could grow to 25% or more by 2030). This mirrors statewide trends and will enrich the school culture, especially as inclusion efforts bear fruit making Hastings a welcoming place for all.

Academic Innovations: Over the next 5–10 years, Hastings will probably deepen its academic programs. We may see the high school offering more college credit options – perhaps adding an IB (International Baccalaureate) program or expanding partnerships with local colleges for dual enrollment. By 2030, a motivated Hastings senior might feasibly graduate with an associate’s degree worth of credits already completed. Career pathways will be more defined: envision distinct “academies” within the high school such as a Health Sciences Academy, an Engineering & Tech Academy, etc., created in collaboration with businesses and technical colleges. These would guide students through coherent course sequences, internships, and maybe industry certifications by graduation. Given Hastings’ location and partnerships, an Agriculture/Food Science pathway could even emerge (leveraging proximity to rural areas and companies like Ardent Mills).

Technology Integration: Classrooms in 2030 will be quite tech-forward. Hastings will likely maintain a 1:1 device program, but devices might evolve (maybe more tablets for younger kids, lightweight laptops for older). Interactive and adaptive learning software will be commonplace – by then, AI-driven tutors could be helping Hastings students practice math or a foreign language in a personalized way each night. Teachers’ roles will adapt to this, focusing more on facilitation and creative, hands-on projects while routine practice is aided by tech. One can foresee, for instance, middle school science classes using virtual reality headsets to explore the inside of a cell or take a “field trip” to the Amazon rainforest – experiences that might be standard by 2030 as VR becomes more affordable. Importantly, Hastings will need to ensure digital equity, but given its track record of support, likely every student will have internet access through school-provided means if they don’t at home, eliminating the digital divide.

Facilities and Infrastructure: In the next decade, Hastings will address some infrastructure needs. We might see a bond referendum to remodel older sections of the middle school or add an addition to an elementary if housing growth demands it. By 2030, Hastings High School will be approaching 30 years old – likely requiring updates to keep it state-of-the-art. The community may invest in a high school renovation: modernizing science labs with cutting-edge equipment, upgrading performing arts spaces (maybe new lighting/sound in the auditorium), and possibly creating collaborative commons areas aligned with 21st-century learning (as education design has evolved since 2001 ​schooldesigns.com). Sustainability will be a big theme – expect to see more solar panels on school roofs, electric school buses pilot-tested (if not fully adopted), and energy-efficient HVAC systems installed. These upgrades not only save money but double as learning tools (students could monitor their school’s energy production/consumption in real-time as part of a project).

Social-Emotional and Whole-Child Focus: The 2020s brought mental health to the forefront. By 2030, Hastings schools will likely have an even more comprehensive support system: perhaps a full-time social worker or psychologist in each building, strong peer mentoring programs, and an advisory curriculum that teaches coping skills, empathy, and civic engagement. The concept of educating “the whole child” will be firmly embedded – meaning not just test scores, but also physical health (continued robust PE and nutrition programs), mental wellness (mindfulness practices or wellness rooms might be common), and character education. Given Hastings’ community ethos, service learning may become a graduation requirement by 2030 – ensuring every student has engaged in community service, linking youth & community even tighter (some states mandate this; Hastings could be ahead of the curve voluntarily).

Extracurricular Evolution: The next decade will see Hastings maintaining its strong extracurricular tradition, but also branching into new activities. Esports (competitive video gaming), for example, is booming in high schools; by 2030, Hastings likely will have an esports team competing statewide, giving tech-inclined students a team experience. Other niche clubs like robotics, which is already present, might expand into full-fledged competitive programs drawing as much fanfare as sports. The arts will continue to flourish – perhaps a show choir victory at a national competition or the marching band invited to a parade out of state, raising Hastings’ profile. With community support, it’s plausible Hastings could host a regional tournament or festival (maybe the state adapted athletics championship or a big music festival), positioning the town as a destination for education-related events.

Economic and Community Impact: Education will remain a cornerstone of Hastings’ community identity, and in the next 5–10 years it can become an even stronger economic asset. A well-educated workforce from Hastings will attract employers or encourage entrepreneurship locally. Perhaps by 2030, some Hastings High alums – benefiting from excellent schooling – return to start businesses (maybe a tech startup along the riverfront, or a professional practice). The city, recognizing this, might develop a small business incubator in collaboration with the schools (imagine a program where high school business club members intern at the incubator startups, a synergy of education and economic development).

One could imagine a scenario: it’s 2030, and Hastings is celebrating that 90% of its graduates are going on to college, trade schools, or meaningful careers/service. The community might also celebrate a milestone like Hastings High’s 175th anniversary (in 2041) – these big moments often drive philanthropic investment in schools, so late 2020s planning might include a capital campaign via the foundation to mark that event, securing funds to propel the district for decades to come.

Potential Challenges on Horizon: While the outlook is positive, the future will have its challenges. Monitoring and managing the ongoing impacts of technology on student attention and well-being will require balance (ensuring kids still get outdoor time and face-to-face social skills in a screen-saturated world). Also, if enrollment doesn’t rebound, tough decisions about school consolidation could re-emerge beyond 10 years. But given Hastings’ proactive stance described earlier, the community will likely adapt in stride.

In summary, the Hastings of 5–10 years from now will likely still be recognized by today’s residents – a tight-knit community with strong schools – but it will also have evolved. Classrooms will have new gadgets, lessons will have new focus areas (like coding and global citizenship), and students will be engaging in some activities that barely exist today. Yet, the core values of academic excellence and community support should remain unchanged. Projections see Hastings continuing to punch above its weight, producing graduates who excel (perhaps by then another Hastings alum will be making headlines – maybe an Olympic athlete from the adaptive sports program, or a research scientist crediting their start in Hastings’ AP Chemistry lab). The future’s not guaranteed, but all signs suggest that Hastings is on a trajectory to keep its education sector strong and adaptable, whatever the coming decade brings.

If one of today’s kindergarteners could fast-forward to their high school graduation in the early 2030s, they’d probably see some cooler tech, maybe a few new faces or buildings – but most importantly, they’d still feel that trademark Raider spirit and community pride sending them off to their next chapter. In that sense, the future of Hastings education looks bright indeed.

Conclusion

Over the course of this comprehensive report, one theme rings clear: education is truly the heart of Hastings. From its early beginnings in the 1850s to the modern achievements of today, Hastings’ schools have continuously reflected the community’s values of hard work, inclusivity, and togetherness. We explored how a supportive town culture, dedicated educators, and engaged families have combined to produce exceptional academic outcomes – like a 97% graduation rate and state-ranked programs – all within a warm, small-town environment ​en.wikipedia.org​hastingsjournal.news. We also examined how the education sector fuels the local economy, being a major employer and drawing families to Hastings for its high quality of life ​calameo.com.

Hastings does face challenges, from demographic shifts to maintaining funding and equity, but it approaches them head-on with collaborative spirit and creativity. The community has shown time and again that it is willing to innovate (such as expanding career pathways and embracing new technology) while also preserving cherished traditions (like Friday nights at historic Todd Field, cheering on the Raiders under the lights ​hastingsfootball.com). The strategic recommendations in this report – whether it’s strengthening partnerships through the Chamber, or launching digital storytelling campaigns to broadcast Hastings’ strengths – all capitalize on a simple truth: Hastings works best when Hastings works together.

In comparing Hastings to other regional destinations, it’s evident that this community offers something special – a “just-right” blend of big opportunities and close-knit charm that many places strive for but few achieve. Hastings students get the kind of education that prepares them for the world, yet they do so in a place where the world still feels like a caring neighborhood. A Hastings student can receive a top-tier academic award on Friday and then have half the town congratulate them by Sunday at church or the grocery store – that’s the beauty of this community-driven model.

Looking to the future, the outlook is largely positive. If Hastings continues on its current trajectory – adapting to changes, engaging youth, supporting teachers, and fostering public-private cooperation – then in 5–10 years we’ll see the fruits in the form of even more student success stories, a resilient school system, and a community that remains vibrant. The next decade could well bring “the best of both worlds” scenario that Hastings aims for: maintaining small-town intimacy while achieving big-city caliber accomplishments in education.

In conclusion, Hastings, Minnesota demonstrates how an education industry can thrive when it is deeply interwoven with community life. The schools are not just institutions that operate in Hastings; they are an extension of the community’s identity and aspirations. Educating children here is truly a community endeavor – from the businesses that mentor students, to the officials who advocate for resources, to the parents and volunteers who show up for everything from band concerts to budget meetings. This report has highlighted notable local schools and programs, quoted the passionate voices of Hastings leaders and citizens, and presented data from authoritative sources to substantiate Hastings’ strengths and challenges. Through it all, the narrative is one of pride and optimism.

Hastings has an educational legacy to honor and an exciting journey ahead. As the community likes to remind itself, “We are Hastings!” – and in that simple statement lies the unity and determination that will ensure its schools remain a source of pride for generations to come. With thoughtful strategy and that trademark Hastings heart, the education industry here will not only meet the future, but help shape a bright future for the entire community.