At the April 1 meeting of the Scottsdale Unified School District (SUSD) Governing Board, the main topic of discussion was once again the FY2025-2026 budget. As usual, SUSD Chief Financial Officer Shannon Crosier presented slides filled with numerous figures and did her best to put a positive spin on the information, carefully avoiding direct answers to the questions posed. At times, questions from Board Members Pittinsky and Sharkey seemed to include the answers, perhaps as a reminder of the narrative they were expected to follow.
However, the information presented made it clear that Superintendent Dr. Menzel is once again cutting teachers and instructional staff to deal with the financial impact of declining enrollment. Much of this decline can be traced back to his mismanagement of the district and the implementation of controversial policies like social-emotional learning (SEL), which critics argue undermine academic instruction and teacher morale.
Proponents of SEL, including Dr. Menzel, argue that by addressing students’ psychological challenges, academic achievement will follow. However, independent research, especially outside the U.S. teaching establishment, shows little evidence supporting this theory. You don’t need another study to confirm this; just look at the student proficiency scores in the Arizona Auditor General’s annual school district spending analysis report.
In FY24, SUSD spent 54.4% of its budget on instructional services, slightly below its peer group’s average of 55.2%. Over the past five years, spending on instruction in SUSD has dropped by 1.7%, while spending on student support has increased by 2.6%. During this period, SUSD’s enrollment has decreased by 8.4%, a trend that directly correlates with Dr. Menzel’s tenure. In the 2024 financial report, SUSD cut 59 instructional positions, added 71 student support positions, and increased the number of support and administrative roles by 44. As enrollment continues to fall, instructional spending declines, while support services and administrative costs rise. Yet, despite this shift in priorities, the effectiveness of SEL in improving academic performance has not been proven. Rather, the opposite is true.
For example, in FY24, in SUSD, only 55% of students passed the state math assessment, 61% passed English Language Arts (ELA), and just 41% passed science—an average drop of 12% since 2019. These results point to an inverse correlation between increased spending on support services and academic performance. This fact is well-documented in various unbiased studies.
Dr. Menzel, however, seems undeterred by the data, continuing his agenda of reducing instructional positions while increasing funding for social-emotional support services, including hiring more social workers and psychologists. All of this is happening despite clear declines in academic achievement.
At the meeting, it was apparent that Dr. Menzel has little regard for Board Members Carney and Werner’s requests for cost-cutting measures they made during the first budget meeting. In response to a question from Member Pittinsky about the possibility of future funding, Dr. Menzel stated, “There’s a path to land the plane to address those priorities of the board.” A “path” to address the Board’s priorities? The Governing Board is legally responsible for the district’s financial performance, and Dr. Menzel’s role is to present options that align with the Board’s priorities now, not at some unspecified future date based on potential additional funds.
Crosier claimed that the district had reviewed its costs carefully and had cut 13 positions from district-level departments. However, when questioned, she revealed that only one of those positions was not vacant and that no one had lost their job or experienced a reduction in force. So, how does this translate to cost savings?
When Member Carney inquired about her request for cuts to discretionary spending—such as travel, conferences, and consulting fees, Crosier had no answer. Carney also asked what steps she had taken to preserve the full-time assistant principal positions, which were requested by the Board, community members, and teachers alike. Once again, no answer.
Dr. Menzel’s disregard for the Board’s requests, coupled with his continued expansion of district staffing in non-instructional areas, raises serious concerns. One slide presented during the meeting, titled “Department Level Positions History – All Funds,” listed changes for FY25-26, but the data presented was incomplete and lacked the actual number of staff in each department. Showing the true staffing numbers would prompt uncomfortable questions, such as, “Why are these positions necessary?” and “Are they more important than keeping teachers in the classroom?”
According to the Auditor General, SUSD’s per-student administrative spending is 15% higher than the peer group average. Meanwhile, the public comment portion of the meeting included heartfelt testimonies from teachers, including the president of the Scottsdale Education Association (SEA), who expressed the growing difficulty of teaching amid rising costs, particularly healthcare. Next year, the district plans to offer teachers only a 1% raise while shifting more of the healthcare burden onto the teachers.
We heard stories from teachers struggling to make ends meet, including one who is leaving the district after years of service, and others—one with 27 years of experience—facing insurmountable medical expenses.
Because state funding for education is based on enrollment, the root of the district’s financial troubles lies in the decline of enrollment, which has been exacerbated by Dr. Menzel’s policies and his focus on non-academic priorities. The Auditor General tracks school district enrollment and assesses the financial risks associated with declining enrollment. According to these trends, SUSD has been rated as “high risk” due to its decreasing enrollment numbers.
In FY24, while districts across the state facing declining enrollment worked to reduce operating costs, SUSD failed to make similar adjustments. The statewide average teacher salary increased by 34.6% between FY17 and FY24, reaching $65,113, while SUSD’s average teacher salary rose by just 27.7% to $63,151—$1,962 below the state average. This is a 1.5% decrease in the average teacher salary for FY24 from FY23. Moreover, the average base salary for teachers with less than three years of experience rose by 24.4%, while those with more than four years of experience saw an increase of less than 0.5%. This discrepancy is contributing to the loss of experienced teachers, many of whom are leaving the district. This creates a younger teacher population at SUSD. Recent teaching graduates are more likely to support Dr. Menzel’s policies than older graduates. This is what he wants.
Several speakers at the meeting called for more state funding to address these challenges. While their frustration is understandable, their anger is misplaced. The real issue, as outlined by the Auditor General, is not a lack of state funding but rather mismanagement by Dr. Menzel and the Governing Board, which has consistently approved budgetary decisions that prioritize administrative and support staff over instructional spending.
According to the Auditor General in FY24, statewide school district spending increased by over $500 million to $13.1 billion, with per-student increases, including instruction, over FY23. Despite this increase in funding, the district allocated a smaller portion of the increase in spending to instruction than in prior years. As a result, the FY24 instructional spending percentage is the lowest since the Auditor General started monitoring in FY2001.
The decline in enrollment, because of Dr. Menzel’s continued focus on implementing SEL and bloating administrative positions, will only worsen SUSD’s financial situation. The Governing Board will need to face this ongoing problem for years to come unless drastic changes are made.
Rather than calling for more state funding for education, the SEA should be calling for the removal of Dr. Menzel as the first step in making the changes needed in SUSD.
Unfortunately for students and parents alike, rather than “landing the plane”, what we are witnessing is a controlled crash of the SUSD plane.
Mike Bengert is a husband, father, grandfather, and Scottsdale resident advocating for quality education in SUSD for over 30 years.
At the Scottsdale Parent Council (SPC) meeting in February, Dr. Cindy Bochna, Director of Assessments and Accountability, and Ms. Lea Mitchell, Assistant Superintendent of Educational Services from Scottsdale Unified School District (SUSD) gave a presentation of the K-12 Statewide Assessments. You can view the video of the meeting here, SPC 2-19-25 Meeting.
A couple of interesting and somewhat disturbing points came out during the presentation and discussion.
One being how SUSD and most of the schools are “A” rated by the Arizona Department of Education.
For those of you not familiar with the AZ report card process, according to the Arizona Department of Education website, the
“Arizona Revised Statutes § 15-241 requires the Arizona Department of Education, subject to final adoption by the State Board of Education, to develop an annual achievement profile for every public school in the state based on an A through F scale.
The system measures year to year student academic growth, proficiency on English language arts, math and science. It also includes the proficiency and academic growth of English language learners, indicators that an elementary student is ready for success in high school and that high school students are ready to succeed in a career or higher education and high school graduation rates.”
To find out what grade your child’s school has been awarded, and how many points the school earned in each category, go to AZ Report Cards and search by the name of the school.
I understand that the Arizona Department of Education assigns the grades and SUSD didn’t establish the criteria, nor the weighted values assigned for the grading, but I think it is important that parents understand exactly what goes into the grades assigned and how to interpret them.
So, when you are looking at your child’s school to determine the assessment grade and detailed scoring, I encourage you to scroll down and look at the other information available, specifically the student achievement in state academic assessment reports.
These reports provide details on student proficiency rates for ELA, math, and science. By looking at previous years, you can see how the data is trending.
During the discussion at the SPC meeting, using Chaparral High School as an example, I asked Dr. Bochna and Ms. Mitchell how Chaparral is given an A grade when across all three academic subjects, an average of only 53% of the students are proficient. I asked how a 53% could be an A, isn’t that more like an F?
What I found disturbing was the response I got from Ms. Mitchell. She explained that Stephen Curry and Steve Kerr, both NBA players, only made 45% of the shots they took yet they were rated as world champion basketball players.
So, Ms. Mitchell, are you saying 53% makes you a world champion in academics? Really?!?
Statements like this are silly and make me wonder just how serious they are about education. SUSD students and parents deserve better.
At one point during the meeting, I asked how Arizona compared to the rest of the country. I said that I thought we were somewhere around 48th or 49th. Both Dr. Bochna and Ms. Mitchell said I was wrong, and that Arizona was somewhere around 30th or so in terms of ACT scores across the nation.
In a follow-up email, Dr. Bochna provided me with the following information:
When you look at the data and sort it from highest to lowest, Arizona is right where I said we are, tied with Mississippi and Hawaii for 47, 48, and 49th positions. Arizona is nowhere near the top 30 or whatever position Ms. Mitchell thought. If they were analyzing the data, they should know that. Being a top performer in a state that ranks at the bottom is nothing to brag about.
When you put this performance in some context, the 21.5 ACT score for SUSD is less than impressive. The average ACT score for incoming students at ASU is 26. While a score of 20-23 is considered competitive at many mid-tier colleges, a score of 24-28 is needed for more selective colleges. To get into a top engineering school, a student needs something like a 30 in math and 36 for a composite score. I’m sure there are a handful of students out of the 20,000 in SUSD who score that high, but to get an average of 21.5, many students do not.
While I certainly encourage you to listen to the entire meeting (Dr. Menzel responds to questions at the beginning of the meeting) the points I discussed here are found in the 44:00 to 1:00:00 portion and the 1:13:00 to 1:24:00 segment in the video. Listen for yourself.
For anyone that has been paying attention to what has been happening in SUSD over the past few years, it comes as no surprise that academic performance under Dr. Menzel has been terrible. Thousands of SUSD students each year are not proficient in ELA, math or science, yet over 92% graduate high school in four years. Remember, Dr. Menzel has never met any of his academic performance goals throughout his tenure at SUSD.
This academic record has contributed, in large part, to the steady decline in enrollment, leading to major financial issues the Governing Board is now struggling with. As has been his practice for the past few years, Dr. Menzel proposes cutting teachers and instructional staff positions and hiring more unlicensed social workers to solve the budget crisis, a crisis that his poor management has caused. Actions, if taken, will ensure the Governing Board will be dealing with the same problem again next year.
At the last Governing Board meeting, Member Pittinsky told Dr. Menzel he wanted to see a deep dive into causes of the declining enrollment. He wants to understand what parents are saying during exit surveys as they pull their children out of SUSD and see the data by site and grade level. All of us involved with SUSD would like to see that information.
I wish Dr. Pittinsky the best of luck as he tries to get this information from Dr. Menzel.
As I have said on multiple occasions, identifying the root cause of the problem and fixing it is the only way anything will change. Unfortunately, change takes time; time that thousands of SUSD students don’t have.
Mike Bengert is a husband, father, grandfather, and Scottsdale resident advocating for quality education in SUSD for over 30 years.
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.
It’s taken the better part of a year for vigilant Scottsdale parents, but the vulgar books they discovered will no longer be in their district’s libraries.
Last July, Scottsdale mom Jill Dunican wrote to the Scottsdale Unified School District (SUSD) governing board about 17 books allegedly containing “vulgar or educationally unsuitable content.” Dunican wrote on behalf of several advocacy organizations and individuals: Scottsdale Unites for Educational Integrity, Arizona Women of Action, Restore Parental Rights in Education, Protect Arizona Children Coalition, A Legal Process, Not In Our Schools, Shiry Sapir, Dan Kleinman (SafeLibraries), EZAZ, Save CFSD, Kids First, Mom Army, and Moms For Liberty.
The contested books were “A Stolen Life” by Jaycee Dugard; “Doomed” and “Haunted” by Chuck Palahniuk; “Lucky” by Alice Sebold; “PUSH” by Sapphire; “Sold” by Patrick McCormick; “Tricks,” “Perfect,” “People Kill People,” “Identical,” and “Smoke” by Ellen Hopkins; “Icebreaker” by Hannah Grace; “A Court of Frost and Starlight” by Sara J. Maas; “Anatomy of a Boyfriend” and “Anatomy of a Single Girl” by Daria Snadowsky; “Breathless” by Jennifer Niven; “Me and Earl and the Dying Girl” by Jesse Andrews; and “Lawn Boy” by Jonathan Evison.
Most of these books were only available at the various high schools within the district. One contested title — “Sold” — was available at the Desert Canyon K-8 school.
In her letter to the board, Dunican claimed these books violated Arizona’s laws on furnishing harmful items to minors and Arizona’s parental bill of rights.
“The negative impacts of vulgar material on children include: ‘greater acceptance of sexual harassment, sexual activity at an early age, acceptance of negative attitudes to women, unrealistic expectations, skewed attitudes of gender roles, greater levels of body dissatisfaction, rape myths, and sexual aggression,’ as well as sexual risk taking, mental health problems, decreased academic performance and detachment from family and friends,” wrote Dunican.
SUSD agreed. Following a temporary pull of the books and investigation by a review committee, SUSD found that nearly all of the contested books needed to be kept out of circulation permanently — meaning these texts violated Arizona laws on furnishing harmful materials to minors.
Last Friday, SUSD advised Dunican of the removal of 15 of the 17 contested books. The district determined the other two books — “Sold” and “Stolen Life” — may remain in circulation under the condition of parental consent for checkouts.
In a response email to Dunican, SUSD director Kim Dodds Keran added that the 15 books to be removed from circulation had “very limited circulation,” meaning they were checked out five or fewer times over the past three years.
In an email shared with AZ Free News, Dunican asked SUSD to adopt a policy complementing Arizona law prohibiting public schools from referring students to or using sexually explicit material in any manner.
This law maintains exemptions for works that possess “serious educational value” or “artistic, literary, political, or scientific value.” In those cases, schools must obtain written parental consent on a per-material basis.
Dunican suggested the proposed SUSD policy could have librarians rely on rating services to review book ratings ahead of book purchases.
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Scottsdale Unified School District (SUSD) will no longer be using X to stay engaged with the community, with the given reason being a lack of a “family-friendly” environment.
SUSD made the announcement last week, also alluding to board policy necessitating their ceasing the use of X. The district will remain on Facebook and Instagram instead.
“In line with board policy IJNDB and our commitment to safety, SUSD schools are stepping away from X to prioritize family-friendly engagement,” said SUSD. “For updates, find us on Facebook, Instagram, or visit http://susd.org. Let’s stay connected in spaces that uphold our values.”
In line with board policy IJNDB and our commitment to safety, SUSD schools are stepping away from X to prioritize family-friendly engagement. For updates, find us on Facebook, Instagram, or visit https://t.co/EN0kZ8ruFl. Let’s stay connected in spaces that uphold our values. pic.twitter.com/ZJUyD9fi8D
— Scottsdale Unified School District (@ScottsdaleUSD) November 12, 2024
IJNDB refers to policy on the use of technology resources in instruction. Per that policy, the district implements technology protections against visual depictions that are obscene, child pornography, or content which may be discerned as harmful to minors.
Yet, the district allows children access to sexually explicit books and content in its libraries and classrooms.
In stepping away from the use of X, the district also remarked that X failed to align with its values. In addition to protections for sexually explicit materials, SUSD holds values such as transgenderism in minors, social emotional learning, and critical race theory.
SUSD made their announcement a week after Election Day, when Donald Trump won the presidency and Republicans secured a trifecta.
Tech billionaire and Tesla CEO Elon Musk bought Twitter (now X) for the express purpose of preserving and supporting free speech following the 2020 election. During that election, the silencing of certain right-wing voices occurred under social media platforms such as Twitter and Big Tech companies.
SUSD lost nearly 500 students over the course of this past year, amounting to millions in lost revenue. The auditor general has scored the district as “high risk” due to its continued decline in enrollment. Enrollment has declined 10 percent under the tenure of SUSD Superintendent Scott Menzel, and reports have emerged of record staff turnover.
Additionally, SUSD spending on classrooms and teachers have hit another historical low for this school year: 54 percent versus nearly 64 percent from 20 years ago, just over the lowest fiscal year (2017, which amounted to 53 percent).
Parent watchdog group Scottsdale Unites for Education Integrity said the nine percent decrease signified a $40 million redirection of funds from academic achievement.
Menzel also enjoyed a pay raise earlier this semester despite falling short of academic performance goals: achievements in math, English-Language Arts (ELA), and science fell below desired outcomes. Over 8,000 students weren’t proficient in ELA, over 9,000 weren’t proficient in math, and over 12,000 weren’t proficient in science.
The only goals which Menzel accomplished were nonacademic, and they amounted to less than half of the goals set: increases in attendance rates, student participation in extracurricular and cocurricular activities, and certified staff retention; an establishment of a baseline for work-based learning opportunities and hours completed using Major Clarity; and production of a decision-making matrix and at least one proposal for action by June.
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