Bubblegum Only Holds For So Long

The Arizona Republic reported this morning that two Glendale Elementary School District (GESD) schools would be closed for up to five weeks for structural deficiencies uncovered during a weatherization project. Inspections by architects and structural engineers found “varying degrees of damage to outside walls in every building on campus” said Jim Cummings, spokesman for Glendale Elementary.

What Glendale is experiencing, though, is just a peek at what is to come statewide. One of the GESD schools, after all, was built in the 1920s. Likewise, the majority of Yuma Elementary School District facilities are over 50 years old. In my district, Oracle Elementary, most of our facilities are over 40 years old and one was built in 1938. These are just a few examples of our aging district infrastructure in the Arizona.

In 1998, the National Center for Education Statistics reported the median age of schools in the West as 39 years, with 25 percent of the schools built before 1950. Admittedly, this report is old and, doesn’t hone in on Arizona, but current Arizona data just isn’t available. Thing is, it should be.
In 1994, the Arizona Supreme Court declared the state’s systems of school capital finance unconstitutional because it failed to conform to the state constitution’s “general and uniform” clause. “The system relied on the secondary property tax, driven by the property wealth of a school district, and general obligation bonding.” Under a court order to develop a constitutional system of school capital finance, then Governor Hull signed legislation to create Students FIRST (Fair and Immediate Resources for Students Today.) Late in 1999, the State Facilities Board (SFB) “adopted Building Adequacy Guidelines that now serve as the minimum standards for existing and new school facilities in Arizona.”

 Part of the new Students FIRST law established a deficiencies correction fund to help correct deficiencies in existing school facilities. The SFB was charged with adopting rules setting minimum adequacy guidelines for school facilities, assessing the facilities against those guidelines, and providing funds to get the buildings up to snuff. The SFB finished a statewide assessment of all 1,210 schools and 1,410 building sites, including fix cost, in April 2001. Over $740 million in 5,963 “hard construction” deficiency projects were identified including 904 roofs and 233 fire-alarm systems. By law, the existing deficiencies were supposed to be fixed by June 30, 2004.

The law also established a building renewal fund to maintain the adequacy of existing facilities and a new school facilities fund to construct new schools to meet minimum adequacy guidelines. The entire program was to be funded by appropriations from the State General Fund versus property taxes to level the playing field, but this change also made it easy for the Legislature to repurpose the funds. In fact, the only year the building-renewal fund was fully funded was in 2001, and from 2008 to 2012; school districts only got two cents of every dollar they should have received. To make matters worse, the state stopped providing dedicated funding for preventative maintenance. The repealed Building Renewal statute allowed school districts to use eight percent of their building renewal formula amounts for routine preventative maintenance but no more. And as if it makes everything better, the SFB strategic plan states that they “have expanded the preventative maintenance training and inspections to ‘counterbalance the lack of funding.'” I don’t know about you, but this sounds pretty ludicrous to me. First, you take away the funding for building renewal, then you train the districts on how to do preventative maintenance (with no funding mind you), and then you inspect whether the maintenance was done even though no funding was provided to do it. Right…makes perfect sense.

The failure of the Legislature to meet its obligations, has led Tim Hogan, executive director of The Arizona Center for Law in the Public Interest (ACLPI), to file a suit. Déjà vu since Hogan is the lawyer who filed the suit in the 90s. Yes, that suit. The one that resulted in “legislators agree[ing] to spend $1.3 billion to bring every school in the state up to a minimum standard, to create a formula to fund school renovations, and to pay for it out of the state’s general fund rather than out of local property taxes.” Glendale Elementary School District has already signed on to join Hogan’s new effort to force compliance. According to Jim Cummings, “the district voted to become a plaintiff in the lawsuit because the legislature eliminated all capital funding and GESD couldn’t raise enough through bonds to meet its capital needs.” Since the legislature eliminated capital funding, GESD has lost $18.7 million despite increasing enrollment. In 2015, Hogan said, “In each of the last two years, the amount appropriated has been about $16 million, far short of the $500 million needed by Arizona school districts.” He went on to say “The state has totally reneged on the commitment that it made to the Supreme Court at the time Students FIRST was presented for approval.”

Let’s be clear. The $3.5B that Prop. 123 will deliver over 10 years to Arizona’s district schools is money that was already due them (actually only 70 percent) per voter mandate and court order. It was funding designed to allow Prop. 301 funding (for facilities, teacher compensation, school performance measurement, statewide database and more) to keep up with inflation. It was not new funding. Yes, it is true that Prop. 123 funding came without strings attached. The majority of districts, though, used it to increase their teachers’ salaries, a more immediate need given the critical shortage of teachers in our state and the looming retirement of many of those who are currently teaching.

It is clear that our district schools are ever-increasingly being forced into making “the lesser of all evils” choices to keep the doors open, teachers retained, and students enrolled and well-educated. Our state legislature is playing games with the future of the one-plus million children that attend Arizona’s district schools. Please remember this when you cast your vote either before or on November 8th. If you want better for Arizona’s children, you MUST vote for candidates who share that vision and have the political will to deliver it. Anything else is just noise.

Partisan? You bet! My party is Public Education.

I am a big believer in the two-party system. Our system of government works best when all sides are heard and considered. That is most likely to happen when the power is balanced, forcing legislators to negotiate and compromise. Our founding fathers purposefully designed many checks and balances into our system and I believe our two-party system helps in that regard.

In Arizona, the Democrats must gain only two additional seats in the State Senate to reach parity with the Republicans and in my opinion that would be a very good thing. Then, our senators from both parties would be forced to work together in finding good compromises to solve the problems facing our state.

One of the biggest problems facing our state is the inadequate resources provided our district schools. Arizona is one of the nation’s leaders in promoting school choice and although 80-plus percent of our students choose district schools, resources continue to be siphoned away from these schools in favor of other options. Many of our legislators, largely the Democrats, get this. Several Republicans are also on board.

Friends of ASBA, a sister organization of the Arizona School Boards Association, publishes an annual voting record of our legislators. This “Friends of ASBA Educating Arizona” report shows how every Arizona legislator voted on high priority K-12 education bills in 2016. The bills are grouped into three focus areas: funding, vouchers and local control, and the voting record is based on whether the legislators voted with, or against the ASBA position.

I encourage you to click here for the report to get the entire story. As you go through the report, you’ll note 56 legislators received “extra credit” for their behind the scenes efforts on behalf of public education. This credit is noted by + signs and the maximum extra credit points awarded were +++. Below, I show the Republican legislators who voted with ASBA’s position more than two-thirds of the time. I’d like the percentages to be even higher, but 33 Republican legislators didn’t even have a score higher than 50%. I should note that four Democratic legislators, Rep Sally Ann Gonzales (57%), Rep Jennifer Benally (43%), Rep Albert Hale (57%), and Rep Juan Mendez (57%) did not meet my “two-thirds of the time voting with ASBA” threshold.

LD Senator % Representative % Representative %
1 Steve Pierce++ 67 Karen Fann+ 71 Noel Campbell 71
2 Christopher Ackerley++ 71
8 TJ Shope+ 71
15 Heather Carter++ 71
16 Doug Coleman++ 100
18 Jeff Dial++ 67 Jill Norgaard 63 Bob Robson++ 71
20 Paul Boyer++ 63
21 Rick Gray+ 63
28 Adam Driggs++ 89 Kate Brophy McGee++ 71

The legislators in the chart above have at times taken brave stances on behalf of our district school students. Those I’ve actually met with seemed sincerely intent on doing the right thing for our students. They have earned my respect.

It is never a good idea to be closed to the opinions and ideas of others, nor is it smart to vote straight party line without regard to the issues and how candidates lean on those issues. For incumbents, the voting record tells us where they stand on public education. For candidates who haven’t ever been elected, it is our duty to read and listen to what they say about where they stand. And oh by the way, it is not good enough for a candidate to say he/she is “for education.” If you want to be sure they support the efforts of the schools educating over 80 percent of our students, they must say they are “for public education.” Of course, this leaves the door open for them to be staunchly pro-charter, but at least there is a modicum of transparency and accountability for the taxpayer dollars provided charter schools unlike with private options.

No matter what problems you most want solved, there can be no doubt that the more our students are prepared to deal with them, the better off we will all be. In my opinion, locally elected, governing board-led, public school districts offer the best chance we have to ensure every student has every opportunity to succeed. That’s why I am passionately pro-public education and why that’s the “party” that most matters to me.

Open Letter to Diane Douglas

Dear Diane,

It is with great sadness I write you this letter. I say that because I just had my hopes dashed once again that people of different political ideology could actually trust each other to put the mission over self-interest. In my Air Force career the “mission” was almost always paramount, but I’ve not found it to be quite as prevalent in civilian life, especially when politics are involved. I must admit that after my most recent meeting with you, I was encouraged that you were “mission-focused” on behalf of all Arizona students. In my opinion, you said all the “right” things and your “AZ Kids Can’t Afford to Wait” plan outlines 30 proposals that with few exceptions, seem like the way right to go. And, although you support school choice, you also recognize that 85 percent of Arizona’s students attend district schools and that you stated you are committed to getting them the resources they need.

I supported your opponent for Superintendent of Public Instruction in 2014 and was incredulous and very disappointed when you won. Your tumultuous beginning as the Superintendent confirmed my belief you were not the right person for the job. Of late though, I’ve begun to feel that you’ve settled down and if not yet “hitting your stride”, at least properly “setting up in the chocks.” Unfortunately, my breath was taken away this morning when I read my public education Google Alerts. The headline that caught my eye was Arizona Superintendent of Public Instruction Diane Douglas endorses Donald Trump for President. OMG!!! Are you freakin’ kidding me?

Don’t get me wrong, the purpose of this letter is not to harangue you on your choice of who to vote for. Yes, I personally think anyone who votes for Trump is crazy, but I recognize it is your right as a U.S. citizen in the greatest democracy in the world to vote for whomever you wish. What does bother me, is that you felt the need to publicly endorse this misogynistic, xenophobic, racist candidate who has shown himself to lack the temperament, knowledge or even the desire to learn what he needs to know to serve as President of the United States of America, let alone as Commander in Chief. Even a FOX news poll from May of this year showed only 38 percent of registered voters trusted Trump to do a better job than Clinton on the use of nuclear weapons.

Geo-politics and nukes aside however, I ask you what is Mr. Trump’s plan for education? You wrote in your news release that you endorsed him because he “shares my belief that the federal government’s role in education needs to be reduced rather than expanded.” Well, that certainly will solve ALL our educational problems…especially here in Arizona! After all, we have a Legislature and Governor totally dedicated to serving the needs of our one million plus students and their teachers in Arizona’s district community schools. Wait…what…we don’t? Oh yeah, that was just the dream I have. Besides, as you already well know, the new Every Student Succeeds Act signed into law in December 2015 has already greatly reduced the federal government’s role in education. 

The National Education Association (NEA) published an article on August 29th about Mr. Trump’s education plan titled “Trump to release ed plan; details so far show little understanding.” First of all, Trump has yet to release his education plan. What we know thus far is that Trump is “the product of private schools, stands behind school vouchers, which in community after community have diverted scarce resources from community schools to private and religious schools that are allowed to reject students with special needs.” Of public [presumably district] schools, Trump has said, “Schools are crime-ridden and they don’t teach.”

And who is Trump’s point man on education other than Neurosurgeon Ben Carson who he credits as an expert on the subject. In a news conference, Trump said, “I was most impressed with his views on education. It’s strength. It’s a tremendous strength. So Carson is going to be involved with us, particularly on health and education.” Please keep in mind that Ben Carson is the guy whom Donald Trump compared to a child molester. Carson also thinks little of public school students saying, “The best education is the education that is closest to home, and I’ve found that for instance homeschoolers do the best, private schoolers next best, charter schoolers next best, and public schoolers worst.” This statement seems to call into question his knowledge about the fact that charter schools are public schools and, he is wrong…on the whole, charter schools don’t do better than district schools. But then, Mr. Carson seems to have a penchant for rejecting facts since he also doesn’t believe in evolution. As a Seventh-day Adventist, he espouses the “creationist theory that holds all life on Earth was created by God about 6,000 years ago.” This believe rejects Darwin’s theory of evolution which virtually all of today’s scientists agree is true.

All this is disturbing, but still isn’t really at the crux of my dismay about your endorsement of Trump. What really bothers me is the kind of leadership he projects. According to a national survey of educators by the Southern Poverty Law Center, the presidential campaign is producing an alarming level of fear and anxiety, [The Trump Effect], among children of color and inflaming racial and ethnic tensions in the classroom.” In the report, 67 percent of educators reported students in their schools (often immigrants, children of immigrants, Muslims, African Americans and other students of color), were concerned about what might happen to them or their families after the election. Students are stressed and anxious and it is detrimental to their well being and learning. SLC reports that dozens of educators reported daily worries from students “being sent back or having their parents sent back.” Many of these students and/or their families are American citizens or are here legally and yet they feel under attack and teachers are having a very hard time responding. A high school teacher in Boston for example, said her students are, “confused as to how a person who has no respect for American ideals can be so popular.”

Of course, it isn’t just the racism that is detrimental to the learning environment, it is also the hateful and mean rhetoric Trump has used. After an anti-bullying assembly, a middle school teacher in Michigan told us that [insults, name-calling, trash talk] isn’t bullying, they’re just ‘telling it like it is.’” Likewise, a high school teacher in Georgia wrote, “Students have become very hostile to opposing points of view, regardless of the topic”, and “any division now elicits anger and personal attacks.”

In your “Kids Can’t Wait Plan”, you discussed the action committees and other steps you’ve taken to help improve educational outcomes for African-American, Native-American and Latino students. Your plan, and willingness to engage these students and their communities left me hopeful. But now, I must ask you how in you think these students or their communities can have faith you are truly committed to helping them when you have publicly endorsed a candidate for President who has made it clear he prefers a homogenous (read white) America and, has total disdain for our community district schools?

You gave me one of your challenge coins at our last meeting and told me your challenge to me was to ALWAYS put the kids first. In fact, you shared that you constantly challenge your staff to ask themselves if what they are doing has really “moved the needle” for Arizona’s children? So, I now ask you whether your endorsement of Trump has “moved the needle” for the one million plus Arizonan students in our district schools? I think both of us know the answer to this and it doesn’t start with a “Y.”