In schools across the country, funding for extracurricular activities is divided among various sports teams, arts programs and student clubs, with high-profile programs like football often receiving a larger share. This allocation of resources has raised questions about how other activities compare in terms of funding, and how fair that system of funding is.    

Administers often have to make tough decisions. In many cases, funding one activity would mean less funding for another, making a fair resource allocation a struggle. “Each group is different, and it’s my job to make sure everyone feels supported,” said James Galvin, Mounds View’s athletic director. “Budget constraints can also be tough. Finding ways to fund programs and provide the best resources for our athletes is an ongoing effort.” 

Funding often aligns with community interest, leading to increased investment in staff, equipment and facilities. In many high schools, football programs receive higher funding compared to other school activities, often due to the cultural significance the sport holds. Mounds View Football Coach Tom Davis explains that football is just a very popular sport, and to maintain the program, a lot of money is needed. 

In contrast, lower-profile sports, such as golf and badminton, often receive less financial support. These sports usually have smaller followings, which results in fewer resources and less student interest. “[Badminton] really doesn’t have as many people as larger sports because it is generally looked down upon and is a student run club so it doesn’t have much funding from the school,” said junior Eli Moua, captain of the MV Badminton Club. 

Academic clubs like Science Olympiad or Econ Club also play an essential role in many students’ high school experience, but unlike sports, these clubs rarely generate revenue and do not have booster clubs to fund them. They often operate on budgets funded by forms of fundraising or small grants from the school. Student-run interest and cultural clubs also usually do not get school funding and have to rely on fundraising or individual donations. Providing a more balanced funding would support students with different interests by ensuring they have the same level of resources and recognition as their athletic peers.  

On the other hand, larger arts programs like Mounds View Theater get more school funding, but because of previous allocation towards auditorium upkeep, still end up without enough money. MV Theater is funded by booster club money and by the tickets they sell. “I think Theater itself has enough funding. It’s more about the auditorium – the spaces that Theater utilizes that do not have enough funding,” said Shakespeare Club manager and senior Gabby Haake. “The issue for me [is more] about what the funding is going towards.”

Music programs also get funding from the district. Orchestra, for example, has a budget for supplies as well as an approval process for purchasing and repairing instruments according to Orchestra teacher Lucas Shogren. In addition, the orchestra has a parent-run booster club, the Mounds View Orchestral Association (MVOA), that supports Mounds View High School and Chippewa Middle School. It provides additional funding for performances and other unique student opportunities like senior gifts and merchandise. 

Ultimately, the distribution of funding for extracurricular activities plays a key role in shaping students’ overall school experience. It is important that all students’ interests are supported by their school, making appropriate funding for student activities vital.