Impossible Task?

Here is the charge to the Redistricting Task Force from Act 73. Is it humanly possible to concoct a plan that meets all these criteria?

Three options
In consultation with the Commission on the Future of Public Education, the Task Force shall study and consider different configurations for school district consolidation and propose not more than three options for new school district boundaries.

Restrictions

At least one boundary proposal recommendation shall consider the use of supervisory unions and supervisory districts, allow for the continuation of a tuitioning system that provides continued access to independent schools that have served geographic areas that do not operate public schools for the grades served by the independent schools, and to the extent practical, not separate geographic areas that contain nonoperating school districts as such districts exist on July 1, 2025.

Proposed new school districts or supervisory unions and supervisory
districts shall:

•   have, to the extent practical, an average daily membership of not fewer than approximately 4,000 and not more than 8,000 prekindergarten through grade 12 students.
•   be, to the greatest extent possible, grand list and pupil-count balanced, demographically equitable, logistically feasible, and create the least amount of disruption to students as possible.

In creating the proposed districts, the Task Force shall consider the following:

•   current school district and town boundaries and other historic and current community connections, including access to regional services for students, such as designated agencies;
•   geographic barriers, including mountains and rivers;
•   population distribution;
•   location, capacity, and the facility condition index score of current school buildings;
•   transportation and employment patterns and practices;
•   grand list values accounting for the homestead exemption and current education spending;
•   student demographics;
•   the debt, liabilities, and assets of current school districts;
•   staffing levels and salary scales;
•   opportunities to support local elementary schools, central middle schools, and regional high schools, with the least disruption to students;
•   access to career and technical education (CTE) for all eligible students;
•   the maximization of cost efficiencies;
•   the location of schools and CTE centers; and
•   any other factors the Task Force deems relevant.

It is perhaps interesting that no mention is made of improving the quality of education for students.