What has become known as the “Wilkins Project” is part of a long-term discussion in Amherst that dates back at least to the 1990s. Over this period, the community has commissioned many studies and considered multiple proposals, with some notable successes, such as the addition of the 7th–8th grade wing at Amherst Middle School and the construction of the Annex at Souhegan High School in the early 2000s. The same core debates that appeared then—around enrollment trends, building capacity, and long-term configuration—continue today. In the last decade, SAU 39 has attempted to address these issues through more data-driven efforts, including the Reconfiguration Committee that began work in 2015 and, ultimately, the creation of the Joint Facilities Advisory Committee (JFAC) in 2018.

The work of these groups has unfolded in a context where community perceptions and trust in the process play a significant role. Some current questions grow out of earlier decisions by boards and administrations about facility development and utilization. The history surrounding the purchase of the property now known as “Birch Park,” and the later establishment of full-day kindergarten after voters rejected a related facilities proposal, have contributed to a climate in which any major action by the Amherst School Board is subject to a high level of scrutiny. As a result, recent facilities discussions are examined in depth and sometimes questioned in ways that may seem unusual to those who are not familiar with Amherst’s recent history.

While it is true that enrollment in Amherst’s schools is significantly lower than prior peak levels, modern educational standards and programmatic expectations have changed how space is used and what is considered adequate. Expanded student services, specialized instruction, and updated state guidance (such as Ed 321) all influence how many rooms are needed and how they are configured. These shifts in utilization have coincided with the end of the anticipated lifecycles of several buildings and major systems, creating a sense of urgency to address both building condition and space constraints before deteriorating infrastructure forces substantial investment in facilities that may be better renovated, repurposed, or replaced. At the same time, demographic trends (including declining birth rates) and broader political pressures on education policy and local taxation from both Washington and Concord raise questions about what public education will look like in the coming years and whether any proposed facilities configuration will meet future needs as well as present ones.

An examination of Amherst’s educational facilities as they are currently configured shows a clear mismatch between relatively greater capacity at the upper levels and more constrained capacity at the lower level. Efforts to address this imbalance are complicated by the governance structure of SAU 39. The SAU includes three distinct school districts—Amherst, Mont Vernon, and Souhegan Cooperative—each a separate legal entity with its own philosophy, administration, and governance. This fragmentation makes it more difficult to harmonize facilities utilization across buildings and districts, even when data suggest that a more integrated approach to space could be beneficial.

Within this context, the Wilkins Analysis (June 18, 2025) is intended to provide a clear, factual foundation for decision-making about Wilkins and related elementary and middle-level facilities. The report assembles existing data and prior work, reviews how capacity has been calculated, examines how spaces at Wilkins are currently classified and used, and identifies where there are constraints, under-utilized areas, or mismatches with modern educational expectations. It places Wilkins in the broader system picture—highlighting the tension between building condition, program needs, and enrollment patterns—and outlines questions that need to be answered before the community commits to a long-term facilities configuration.

The current situation is both a significant opportunity and a significant responsibility. Any decision made now is likely to shape the structure of Amherst’s schools for decades. The Amherst School Board has repeatedly attempted to design a project that addresses elementary and middle-school needs, but has not yet secured the supermajority required to pass a bond. The Wilkins Analysis does not endorse a specific project or bond proposal; instead, it is offered as a neutral, data-informed resource to help the community evaluate whether future proposals are educationally sound, fiscally responsible, and aligned with both current conditions and plausible future scenarios.