by Staff Reporter | Mar 13, 2025 | Education, News
By Staff Reporter |
A new dashboard tracks the school closures taking place throughout Arizona.
The dashboard comes from the Common Sense Institute (CSI), a nonpartisan organization which primarily produces research on Arizona’s economy.
Since January, those schools which have closed or consolidated operated in the Maricopa, Navajo, and Yavapai counties within the following school districts: Cave Creek, Phoenix Elementary, Mesa Unified, Isaac, Edkey Inc. – Sequoia Village, and American Heritage Academy. Schools closed or consolidated included Lone Mountain Elementary School, Desert Sun Academy, Dunbar School, Heard School, George Washington Academy, and American Heritage Academy Camp Verde.
Data for the dashboard came from the Auditor General and Arizona Department of Education.
CSI also published a line graph chart detailing spending, inflation, enrollment and student proficiencies in math and reading from 2010 to 2024. This data came from the Arizona State Library, Arizona Department of Education, and Joint Legislative Budget Committee.
CSI director of policy and research, Glenn Farley, said the dashboard data indicates a pattern of declining public school enrollment rather than indefinite growth. Per this dashboard, school enrollment peaked over a decade ago.
“Arizona’s public school system was built on the assumption that enrollment would continue to grow indefinitely, but the reality has changed,” said Farley. “With district enrollment peaking over a decade ago and alternative schooling options gaining traction, closures are a natural consequence of a system adjusting to new realities.”
CSI’s dashboard reflects a severe disparity between public school spending, enrollment, and student proficiencies in math and reading. While spending increased by 80 percent since 2010, math and reading proficiencies dropped by 13 and nine percent, respectively, and enrollment dropped by one percent.
Spending far outpaced inflation, growing at over twice the rate: while spending increased by 80 percent, though inflation increased by only 36 percent.
CSI also found that the school-aged population departed from the total population trend around 2020 due to demographic changes. Combined enrollment in public kindergarten programs declined 13 percent since the 2010-11 school year, while total public school enrollment grew three percent.
The state’s school choice program, the Empowerment Scholarship Account program, grew to over 87,200 students as of Monday.
CSI clarified that demographic decline wasn’t the sole reason for changes in the school-aged population. CSI reported that charter school enrollment nearly doubled from 2020 to 2022, 55 percent of surveyed private schools experienced enrollment growth in the 2021 to 2022 school year, and homeschooling grew from two to 11 percent of the population during the pandemic (though that number dropped to around six percent in recent years).
An accompanying CSI report declared the disparities in funding, enrollment, and outcomes were signs of disconnect with the current state of enrollment and capacity.
“Charter, private, and home schools have continued growing, but Arizona’s district public school enrollment peaked over a decade ago,” read the CSI report. “A massive injection of new funding and resources over the past few years has led to significant new spending and expansion by these schools, though, which are now having to deal with the consequences of this disconnect between enrollment and capacity.”
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by Mike Bengert | Feb 19, 2025 | Opinion
By Mike Bengert |
The Scottsdale Unified School District (SUSD) Governing Board held its regular meeting on February 11th. And it was significant for several reasons.
Most notably, the District’s Fiscal Year 2025-2026 Maintenance & Operations and District Additional Assistance Projections were presented. (You can view the presentation and hear the discussion on the budget projections starting a little after the 1:08 mark of this video.)
From the budget presentation, it’s clear that the SUSD’s financial troubles are largely due to declining enrollment. The average daily membership (ADM), which tracks enrollment, is used to determine state funding, including Proposition 123. Under Dr. Menzel, enrollment has consistently dropped. As of February 2025, enrollment stands at 19,367, which is a decrease of 390 students from last year, which was down 355 from the previous year. Over the past seven years, enrollment has fallen by 13%, from 22,608. Dr. Menzel has been superintendent since July 2020, and despite receiving a bonus every year and a pay raise with a contract extension, he has failed to meet any of the academic performance goals set by the Board.
Could the decline in enrollment be due to the dismal academic performance under Dr. Menzel?
Last year, in SUSD, 8,100 students were not proficient in English-Language Arts (ELA), 9,400 were not proficient in math, and over 12,000 were not proficient in science. Yet over 98% are passed on to the next grade or graduate. Unfortunately, this is not an anomaly, but the continuation of a trend at SUSD.
Across all SUSD 5th graders, there are an average of 300 students who are highly proficient in either ELA, math, or science. That means over 1,100 5th graders are not highly proficient. And 600 of those are not even proficient in either ELA, math, or science, yet they will be passed on to middle school.
At Coronado High School, 74% of the students are not proficient in reading, and 83% are not proficient in math, but 89% will graduate in 4 years. How can that be? Is this what Dr. Menzel means when he says SUSD is providing a future-focused, world-class education? What kind of future is he focused on for those students?
The District’s CFO, Shannon Crosier, did offer a “silver lining” to the enrollment decline, noting that staff reductions could help cover part of the projected budget shortfall—$1.2 million of the anticipated $2.9 to $4.2 million deficit (depending on Proposition 123)—and maintain the ratios as established by the Board. I guess that was the good news. But if enrollment is down, doesn’t that mean lower class sizes and a better teacher-to-student ratio? Why is that a bad thing? Why lay off teachers? Answer, Dr. Menzel doesn’t want to make meaningful cuts to District staff.
Both Ms. Crosier and Dr. Menzel pointed out that 85% of funds are allocated to schools, leaving only 15% for district-level expenses. As a result, the budget proposal includes the elimination of only 12 district-level FTE positions. However, according to them, meaningful budget cuts will also require eliminating 20 FTE school-level positions and 3 assistant principal positions.
When Board Member Carney questioned the impact of these cuts, especially considering the 59 instructional positions cut in the 2024 Annual Comprehensive Financial Report, while adding 71 student support positions and 44 support and administration positions, Ms. Crosier promised to investigate the matter further. This trend of reducing instructional staff while maintaining student-teacher ratios amid declining enrollment seems to be continuing.
Member Pittinsky attributed the enrollment decline to changing demographics, a low capture rate (only about 50% of eligible students attend SUSD), and what he called systemic issues. He argued that without addressing these issues, the situation would remain unchanged. He added that without changes in the expense structure, 12 months from now we would be doing this again.
Changing the expense structure is one way to deal with the problem, but it doesn’t tackle the root cause of the declining enrollment.
Citing demographic changes and systemic issues as reasons for enrollment loss seems like a convenient excuse, especially when the key questions remain unanswered: Why are students leaving SUSD? Why is the capture rate so low? Perhaps Pittinsky, who chose Brophy over SUSD for his child, could shed some light on that.
It’s concerning that no one at the meeting seems willing to discuss the root cause of the declining enrollment. Could it be tied to the District’s poor academic performance, combined with the focus on social-emotional learning, gender identity, hiring social workers while laying off teachers, and Dr. Menzel’s broader efforts to disrupt and dismantle SUSD?
Why not address the expense structure right now? Cutting 12 staff positions for next year only represents 3% of the district’s staff, which doesn’t seem like a significant reduction. Why is no one questioning what district staff are doing? For instance, what purpose is served by the 13 FTE in Desegregation? Or the 13 FTE working on State and Federal Titles I, II, and V? How about the 10 working on Student Information? Do we need 7 FTE in the Communications Department and another 7 in Community Education?
Member Pittinsky also asked when the Board would be able to inject their values into the budgeting process. Dr. Menzel’s response, as usual, was long-winded and didn’t fully answer the question. But I’d ask Member Pittinsky: why not act now? You’ve acknowledged the need for an expense structure change. As a Board member, you have the power to ask tough questions about district staff activities and direct Ms. Crosier to prepare a budget based on substantial cuts to district-level staff. Again, do we need 13 FTE in Desegregation? Dr. Menzel claims they leave no stone unturned to tackle the problem, but I remain skeptical.
We should also be mindful of potential cuts to government funding, both state and federal, especially in light of President Trump’s executive orders on education. If these cuts materialize, the impact on the District could be significant.
This was just the first budget meeting, and more details will be presented on February 25th and March 4th. The proposed budget will be presented to the Governing Board on June 10th, with a public hearing and adoption scheduled for June 24th.
The June 10th meeting is a regular meeting, meaning public comments will be allowed with a two-minute time limit. A two-minute time limit will likely also be enforced during the public hearing on June 24th, with the Board voting to adopt the budget immediately after the hearing.
This is all by design. Dr. Menzel put together the budget with little to no input from the Board or the public. Then he presents it when there is very little time to make changes. Scheduling the public hearing just before the Board votes allows Dr. Menzel to say he is following the law, without getting public input in a meaningful way into the budget. He doesn’t care what the public thinks.
That’s why parents and anyone concerned about the direction of SUSD must speak up or ask questions directly to the District staff and Dr. Menzel. Inquire about what each department is doing and then ask yourself—and the Governing Board—whether we can afford to continue funding these activities. Then ask yourself if Dr. Menzel and his team have truly left no stone unturned.
If you care about the education of SUSD students, you need to speak up and let the Governing Board and Dr. Menzel know what your concerns and priorities are. Remember, they work for you!
Mike Bengert is a husband, father, grandfather, and Scottsdale resident advocating for quality education in SUSD for over 30 years.
by Matthew Holloway | Jan 29, 2025 | Education, News
By Matthew Holloway |
In a recent report, the Common Sense Institute of Arizona (CSI) addressed the gradual slowing of enrollment in Arizona’s Empowerment Scholarship Account (ESA) program and traditional public school classrooms. The report shows that despite narratives for one or the other, the decline in both can be explained quite directly as a matter of demographics and parental choice.
In a press release issued Monday, CSI explained, “Headlines about declining enrollment and the subsequent financial struggles this creates in Arizona’s public schools have caught the state’s attention. However, CSI’s data shows this shift was inevitable, driven by dramatic demographic changes and a shift in enrollment preferences during the pandemic.”
Among CSI’s findings, it found that the school-age population of Arizona peaked in 2021 and is projected to decrease by 40,000 by 2028, heavily impacting an educational system which was structurally predicated on the assumption of a continually growing population.
CSI added, “The 2012 kindergarten cohort—the state’s largest ever—is now preparing to graduate. Future K-12 enrollment is not expected to grow in the foreseeable future.”
CSI observed further that during the COVID-19 lockdowns, Arizona’s public schools lost 50,000 enrolled students from 2020-2021. Only 18,000 of those students re-enrolled in charter schools with the remaining approximate 32,000 otherwise unaccounted for. It is likely that this number presents a combination of expanded home schooling, relocation out of Arizona, and even enrollment in private schools. Indeed, the report indicates that private school enrollment spiked by 33% over that period with homeschooling experiencing a surge from 2% of the total student population to 11%, and settling back to 6% as of today.
Glenn Farley, CSI Arizona’s Director of Policy and Research summarized, “Arizona’s classrooms are entering a new era. The numbers have been clear for years: the system built for growth has reached its peak. Moving forward, policymakers must adapt to a smaller, more diverse student population and rethink how we allocate resources.”
The CSI report noted the effect on budgetary considerations has been extreme. “Declining public school enrollments since 2020 reduced public K-12 funding formula costs by an estimated $450 million/year, and growing, compared to pre-pandemic trends. Since last year, the universal ESA program has returned these ‘missing kids’ to the public K-12 rolls – reinvesting prior ‘savings’ into education.”
The ESA, a subject of controversy in the state legislature, has reached a “steady state” according to CSI, with the recent period of rapid growth unlikely to be repeated and future increases owing almost exclusively to parental and student choice.
CSI concluded, “Demographic changes likely mean fewer school-aged children and lower overall enrollment across Arizona’s publicly funded K-12 options over the next ten years. And ultimately it is this demographic change, and pandemic-era changes in parental behavior that are changing K-12 in Arizona – and not-so-much universal ESA itself.”
As previously reported by AZ Free News, Governor Katie Hobbs’ repeated attacks on ESAs have centered primarily on the narrative of the program alternately being “rife with waste, fraud and abuse,” being costly to the state budget, and calling for a repeal of the popular program.
Matthew Holloway is a senior reporter for AZ Free News. Follow him on X for his latest stories, or email tips to Matthew@azfreenews.com.
