Fifty years ago, in January 1971, a collection of ideas woven together by a group of citizens and revised by politicians was presented to the Minnesota Legislature by then-Gov. Wendell Anderson. Known at the time as the "Fair School Financing Plan," the measure changed Minnesota's fiscal policy for decades.
Changing tax policy and revenue sharing formulas among governments is normally a subject of stirring interest only among nerds and policy wonks. But the proposed reforms became a key issue for everyone in the 1970 governor's race. And in 1971, enacting them led to the longest legislative session in Minnesota's history. The resulting legislation was quickly dubbed the "Minnesota Miracle" by national experts. Viewing all this through the lens of today's internet- and social-media-driven politics, the miracle was not the legislation itself, but the fascinating process that brought the legislation to fruition.
A look at that history provides insight into today's legislative stalemates.
Complaints about high property taxes were not a new grievance for legislators and members of the Citizen's League, a civic think tank. During 1969-70, a league committee met in the evenings for hours at a time (computers, e-mails, Zoom meetings and social media chattering then being nonexistent) and listened to educators, academics, and local and state officials discuss property taxes, school finances and government operations.
The discussions covered the impact of taxes on businesses, homeowners and renters. The focus was on the distribution of state funds to school districts, cities and counties for education, roads, police, fire and other services. After nine months of fact gathering, the committee analyzed alternative ways to raise and distribute the necessary revenue.
This arduous process led to an idea that was innovative and politically dangerous. It became the basis for the league's controversial recommendation for new legislation.
The recommendation shifted considerable revenue raising to the state level, and away from local units of government and the property tax. The committee report noted the broader array of tax options (e.g., sales and income taxes) available to the state. The report said the state should raise and collect a greater portion of necessary revenue then distribute it to the school districts (state aid) and to cities and counties (local government aid, or LGA).
The report argued that a centralized state system was a more efficient way to raise money than having hundreds of local government units each set its own tax rates and tax policy, and that state distribution of revenue was a more equitable method of financing schools since incomes and the property tax bases of school districts varied widely.