by Johanna J. Haver | Jul 16, 2021 | Education, Opinion
By Johanna J. Haver |
As a retired Arizona teacher and former member of the National Education Association, I am disgusted regarding the teachers unions’ recent solid support for instruction based on “critical race theory” – a point of view that promotes divisiveness based on race and/or ethnicity. Although recent state legislation outlaws CRT instruction in public schools, Randi Weingarten, president of the American Federation of Teachers, is advising the teachers to break the law and continue with it nevertheless. She promises that the union will pay any fines imposed on them.
CRT instruction is not new to Arizona. For several years, the Tucson Unified School District has implemented a program referred as “ethnic studies,” specifically “La Raza” for Hispanic students. This course of study promotes racial hatred toward whites, much like CRT. For example, the book Occupied America used in La Raza classes includes a speech by a Mexican leader who calls upon Chicanos To “kill the gringo” and end white control over Mexicans.
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In 2008, several Tucson students reported that the director of the La Raza program had called a popular Mexican-American teacher a “White man’s agent” because he did not agree with the anti-white instruction. The students added that they were advised to “not fall for the White man’s trap” and to attend college to attain the power to take back “the stolen land” and return it to Mexico.
Tom Horne, former Arizona Superintendent of Public Instruction (2003-2011) and then State Attorney General (2011-2015), opposed this instruction so much that he wrote a bill prohibiting it. The legislature passed it and Governor Jan Brewer signed it into law in 2010. However, in 2017, after Horne had left office, a liberal federal judge found the law to be unconstitutional. No one in public office at that time bothered to appeal this judgment so it has continued in Tucson schools.
People do not realize teachers unions have failed the public in other ways. While still a teacher in 1998, I left the union myself in response to its involvement in replacing a competent Phoenix high school principal who valued student achievement with an incompetent one who favored equity over equality. This leadership-change resulted in the gradual demise of advanced placement instruction and the watering down of other classwork. A once-orderly high school turned into a teenage day center. This high school never recovered. Presently, Great Schools ranks it, out of a possible “10”, as “3” in academic progress and “2” in state test scores.
Several years ago, in a community column for the Arizona Republic, I compared Phoenix school districts with high union enrollment with those with low or no union enrollment. The highest paying district had the greatest number of union members, yet turned out to be the one with the lowest rate of student achievement. Other factors such as poverty come into play when making these evaluations, but not as dramatically as the unions claim.
In one large low-income, predominantly minority Phoenix elementary school district, the superintendent successfully persuaded her teachers to invest in mutual funds instead of spending thousands of their hard-earned money every year on union dues. She realized that a powerful union would make it impossible for her to do anything about low achievement, a consequence of poor-performing teachers. Soon, the schools showed remarkable academic progress and the teachers were quite proud of what they had accomplished.
In a “right to work” state like Arizona, unions have to work diligently to build membership among teachers because no one can be forced to join. Thus, in order to gain support, the unions focus on salary, benefits, job-protection, and political action against anyone who disagrees with their union causes.
School boards and administrators are supposed to be a force of opposition to union control. Unfortunately, that seldom happens because unions themselves often handpick and fund the campaigns of those board candidates – whom they can count on to hire superintendents of the same mind.
Parents would be wise to seek out the dedicated teachers who realize that union policy has become detrimental to student success. Together, they could establish a better way – either through reform or total abolishment of teachers unions.
Johanna J. Haver is a retired teacher with 32 years of experience. She was a member of the Maricopa County Community College District board (2015-18) and has written three books, most recently Vindicated: Closing the Hispanic Achievement Gap Through English Immersion (Rowman & Littlefield, 2018).
by AZ Free News | Jul 14, 2021 | Education, News
On Wednesday, the Governor’s Office notified the superintendents of Peoria Unified School District and Catalina Foothills School District that their policies requiring quarantine for unvaccinated students who have been exposed to COVID-19 are illegal.
The letter from the governor’s education policy advisor, Kaitlin Harrier, to the schools says requiring unvaccinated students exposed to COVID-19 to isolate for 14 days is discriminatory. Vaccinated students are exempt from this requirement according to the districts’ policies.
The Governor’s Office says that’s against the law because a school district or charter school can’t “require a student or teacher to get the COVID-19 vaccine or wear a face mask to participate in in-person instruction.”
In her letter to the Peoria Unified School District, Harrier cited the district’s policy of keeping students out of the classroom for 14 days would have detrimental effects on their education and could even keep students from meeting attendance requirements to advance to the next grade level.
“This policy must be rescinded immediately,” Harrier wrote in the letter.
by AZ Free News | Jul 13, 2021 | Education, Opinion
By Richard K. Vedder,, Amy L. Wax |
A growing number of parents of K-12 and high school students throughout the country have rebelled against the teaching of critical race theory (CRT) and “anti-racism” in public and private schools. The reasons for their alarm vary, and the rhetorical battles can be confusing, but it is not hard to get to the heart of parents’ objections.
They reject the presentation of our country, its history, its founding, its institutions and its present laws and practices as pervasively, uniformly, profoundly and irredeemably racist. Nor do they accept the corollary that all white Americans automatically enjoy illegitimate “white privilege”—and that they are to blame for every problem that people of color, especially blacks, experience today.
We think that these tenets are dubious at best. But in our opinion the most pernicious aspect of CRT instruction, from an educational perspective, is not its content, but the one-sided, dogmatic intolerance of any alternative point of view.
CRT banishes any classroom mention, let alone thoughtful discussion, of the full range of ideas about race currently articulated across the political spectrum. (The same thing is true in corporate America and at universities, where employees know better than to openly object to CRT’s rigid dogmas.) The CRT-approved story, in a nutshell, is that white racism is pervasive and accounts for all racial deficits and disparities. What is not being taught—what students are not exposed to, and not even allowed to hear—is the contrary position that persistent racial inequalities are oftentimes rooted in cultural differences and behavioral tendencies that are not all traceable to slavery or Jim Crow, and cannot all be solved by purging the vague category of “structural racism.”
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by Goldwater Institute | Jul 12, 2021 | Education, Opinion
By the Goldwater Institute |
In too many of our nation’s classrooms, children are being taught that everything should be seen through the lens of race—a divisive and damaging worldview that negates the value of the individual. Instead of reading our country’s founding documents, students are being told that America was founded on fundamentally hateful and intolerant ideas. And they’re learning that the American Dream isn’t really for everyone. What is a parent to do?
In a new paper released by the American Enterprise Institute, Goldwater Institute Director of Education Policy Matt Beienburg shows that in order to truly put parents—and not bureaucrats—in control of kids’ education, more sunlight is the answer. And Goldwater is leading the effort to bring that sunlight to school districts across America, in the form of academic transparency.
To date, state lawmakers have dealt with the issue of politically charged classroom content by either doing nothing or banning certain curricula or materials. But neither path is sufficient to proactively root out political content in our schools. And neither path gives parents the power they need to make the best possible decisions regarding their children’s education.
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by Terri Jo Neff | Jul 7, 2021 | Economy, Education, News
By Terri Jo Neff |
Chairman Larry E. Penley of the Arizona Board of Regents has high praise for the investment made by Gov. Doug Ducey and the State Legislature in the Fiscal Year 2022 budget passed last week which recognizes the role the state’s three public universities play in Arizona’s economic wellness.
“This spending plan invests in Arizona’s competitiveness by supporting public university instruction, research and development, especially in the key growth sectors of health care, the sciences, biomedicine and engineering,” Penley recently said. “State funding also will assist ongoing efforts by Arizona State University, Northern Arizona University and the University of Arizona to meet the needs of a growing number of Arizona students.”
The 12 members of the Arizona Board of Regents (ABOR) serve as the governing board for Arizona’s three public universities – Arizona State University, Northern Arizona University, and the University of Arizona. The board is tasked with providing policy guidance for nearly every aspect of the university system, including capital development plans, strategic plans, and legal affairs.
The regents also set policy related to financial and human resource programs; academic and student affairs; public outreach; and the all-important student tuition, fees, and financial aid programs.
The main Higher Education budget bill, SB1825, involved more than just funding appropriations. Among other things, it requires the UA cooperative extension office to establish an Agricultural Workforce Development Program to provide incentives to food-producing agricultural organizations to hire apprentices.
“As Arizona emerges from the COVID-19 pandemic, focus shifts toward ensuring our state is ready for the challenges of a New Economy increasingly built on the innovation, adaptability and skills of our workforce,” Penley said.
Another SB1825 provision allows the three state universities to offer pro bono assistance to claimants in the general stream adjudication of water rights if the claimants are small landowners and not represented by counsel.
The legislation also calls for ABOR to administer and implement a Promise Program to provide financial assistance to students in a baccalaureate degree who qualify for in-state student status, graduated from an Arizona high school with a qualifying grade point average, and meet eligibility criteria for the Federal Pell Grant.
“With the state’s initial investment in the board’s Arizona Promise Program scholarship, qualifying low-income Arizona students will have their tuition and fees paid in full to attend the Arizona public university of their choice,” Penley said. “The value of a university degree has never been higher, and this program represents our promise that cost won’t be a barrier to any deserving Arizona student.”
ABOR will take on yet another new responsibility thanks to the budget bill. On Jan. 1, 2022, the statutory duties of the Commission for Postsecondary Education and the e Arizona Teacher Student Loan Program will be transferred to ABOR.
State law designates the governor and the superintendent of public instruction -currently Kathy Hoffman- as ex-officio ABOR members along with two student regents who serve two-year terms. The other regents serve eight-year terms after being appointed by a governor and confirmed by a majority of the 30-member state senate.
In addition to Penley, the current regents are Fred DuVal, Kathryn Hackett King, Lyndel Manson, Cecilia Mata, Bill Ridenour, Ron Shoopman, and Karrin Taylor Robson. ASU student Nikhil Dave is serving as a student regent until 2022; the second student regent seat is currently vacant, according to the ABOR website.
Next up for the ABOR is a Sept. 9 meeting of the Finance, Capital and Resources Committee as well as the Academic Affairs and Educational Attainment Committee.
by Terri Jo Neff | Jul 6, 2021 | Education, News
By Terri Jo Neff |
The Fiscal Year 2022 K-12 Education bill signed last week by Gov. Doug Ducey contains several provisions which could vastly change school transportation options for students during the 2021-2022 school year, especially those who live in rural areas or outside a district’s boundaries.
House Bill 2898 contains In Lieu of Transportation Grants (ILT Grants) which among other things allows a school district to use a portion of the district’s transportation funding to provide ILT Grants to parents of students who attend the school district.
The grants, which require a plan submission to the Arizona Department of Education, also permit charter schools to use a portion of its Charter Additional Assistance funding for the same purpose.
Among the offerings which can be included in an ILT Grant plan is financial support for an individual parent or a neighborhood carpool which transports students to school. The legislation also includes a provision protecting a school district which seeks to offer ILT Grants for its students from having its transportation funding allocations reduced.
Charter schools which use CAA funding for transportation awards to parents must report such expenditures to the Department of Education.
HB2898 also establishes a Public School Transportation Modernization Grants Program (PSTMG Program) through the Arizona Department of Administration. The program, which would end in 2025, would select a third-party administrator to distribute grants to school districts, charter schools, or other eligible entities based on demand and the most innovative solutions.
The administrator, who would be permitted to retain up to five percent of the appropriations each year, must award at least 25 percent of the grants to rural and remote proposals if a sufficient number of qualified remote and rural proposals are submitted.
In another effort to ensure parents understand transportation options, HB2898 included language which now requires a school district to include transportation resource information in its open enrollment policies.
And for non-resident students with disabilities, a district will be required to provide transportation of no more than 30 miles (up from 20 miles) if the students’ individual education program specifies that transportation is necessary.
Meanwhile, school districts will have the option in 2021-2022 to provide transportation for nonresident students up to 30 miles if the student is deemed eligible for the Free or Reduced Price Lunch program. The current limit is 20 miles.
The school transportation legislation was signed by Ducey as districts across Arizona ramp up efforts to recruit drivers for the new school year. Some districts have reported needing to hire several dozen drivers, many who will be assigned to rural routes which often have only a handful of student riders.
