by Staff Reporter | Nov 21, 2025 | Education, News
By Staff Reporter |
Over 100 out of about 400 schools in Arizona have advanced out of federal school improvement status, per the Arizona Department of Education.
There are over 2,800 schools in the state. That means approximately 14 percent (after this latest update) of all schools statewide remain on the Arizona Department of Education (ADE) list.
Schools on the federal list consist of those with low graduation rates and test scores per the Every Student Succeeds Act (ESSA), a federal law passed by the Obama administration in 2015 that, essentially, reauthorized the Elementary and Secondary Education Act of 1965.
ESSA was responsible for every state and district publishing a report card for public review, as well as publishing how much is spent per student at every school, broken down by federal, state, and local monies.
ESSA’s predecessor was the No Child Left Behind Act (NCLB), enacted in 2002. NCLB received criticisms for its heavily federal approach to education, where many thought the states could yield student outcomes better.
ADE identifies these schools — classified as Comprehensive Support and Improvement – Low Achievement (CSI-LA) schools — every three years. Schools have four years upon identification to exit this status.
CSI-LA schools are those that don’t meet the 60 percent proficiency, 20 percent growth or graduation rate, 10 percent English Learners achievement and growth, and 10 chronic absenteeism (K-8) or 10 percent drop out rate (high school).
The Arizona Department of Education monitors these schools through its Office of School Improvement.
Superintendent Tom Horne said in a statement that these schools’ advancements prove that dedication to the basics — namely through Project Momentum Arizona (PMA) — does work.
“The schools we are honoring today have proven that when students are challenged academically and class time is devoted to teaching core subjects like reading and math, test scores will go up, and students will succeed,” said Horne. “It is a highly effective program that emphasizes academic knowledge and helps educators do the right work to ensure that all students succeed.”
Horne hosted a press conference on Wednesday to praise these schools, including Roosevelt School District, which had four schools leaving the list. Horne also issued a similar announcement on Thursday.
PMA has schools select one or more from a list of guiding questions around which to frame their improvement plans. These questions focus on recognizing the specifics of desired student outcomes, evidence of student comprehension, highest-yielding instructional practices, responses to lack of student learning, planned responses to student mastery of materials, and goals for improving, cataloging, and saving work.
Spring state assessment results showed that an average of 33 percent were passing math, and 40 percent were passing English. These results aligned with those from the previous year.
COVID-19 caused student proficiency to drop significantly. They were on an upward trend, achieving 42 percent in math and English.
Oversight of failing schools may soon become more of a state problem, with ongoing efforts to dismantle the Department of Education.
Horne told The Center Square that he’s “pleased” with the Trump administration’s decision.
“[I am] pleased with the administration’s work to move the work of education back to the states and addressing the needless bureaucracy of the federal department,” said Horne.
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by Jonathan Eberle | Nov 15, 2025 | Education, News
By Jonathan Eberle |
Six Arizona campuses have been named Blue Ribbon Schools, a distinction announced Monday by State Superintendent of Public Instruction Tom Horne and the Arizona Department of Education, recognizing standout academic achievement and sustained student growth.
The schools earning the honor this year include the Academy of Math and Science in Peoria, Chinle Elementary School in Chinle, Empire High School in Tucson, the Maricopa Institute of Technology in Phoenix, Saint John Bosco Catholic School in Phoenix, and Ward Traditional Academy in Tempe.
Horne said the recognition reflects the department’s emphasis on academic rigor and measurable results.
“My primary focus as superintendent is on academic excellence, and these schools can be justifiably proud of this accomplishment because it is based on academic success,” Horne said. “Students and educators should always work toward continuous improvement in academic achievement, and Blue Ribbon Schools demonstrate that when schools lead students into challenging themselves, they will excel academically.”
The Blue Ribbon Schools program, now administered at the state level, highlights campuses that show strong performance on state assessments or demonstrate significant progress in closing achievement gaps among student groups. Established in 1982, the program is open to both public and private K–12 schools nationwide.
Arizona’s newly recognized schools will join a long-running tradition of campuses that exemplify high standards, strong instruction, and a commitment to raising student outcomes across diverse communities.
Jonathan Eberle is a reporter for AZ Free News. You can send him news tips using this link.
by Jonathan Eberle | Nov 11, 2025 | Education, News
By Jonathan Eberle |
A new survey from the Arizona Department of Education (ADE) indicates that the state’s teacher shortage remains severe, with more than 1,000 teachers leaving classrooms since July and thousands of positions still unfilled or covered by temporary staffing arrangements.
According to the data, 763 teachers resigned or failed to report for duty after July 1, and an additional 292 resigned after the school year began, totaling 1,055 departures. The survey, conducted in late August, received responses from 523 of the state’s 629 public school districts and charter schools—an 83% response rate.
The findings show more than 4,200 teaching positions remain vacant statewide. Of those, nearly 30% are being filled by long-term substitute teachers, about 24% are being covered by current educators giving up preparation or planning time, and roughly 23% rely on temporary staffing agencies. Nearly 1,400 of the openings remain entirely unfilled.
State Superintendent of Public Instruction Tom Horne called the situation “intolerable” and urged state leaders to take action. He pointed to long-standing concerns over teacher pay and what he described as insufficient administrative support on student discipline as key factors driving educators out of the profession.
“Teachers have been underpaid for years, and they have also been discouraged by a lack of administrative support for classroom discipline,” Horne said. He noted that he plans to renew his calls for increased pay and stronger discipline policies during his annual address to lawmakers. He also expressed hope that the upcoming debate over the reauthorization of Proposition 123 will include additional funding for teacher salaries drawn from the state land trust, emphasizing that such an approach would not require a tax increase.
Horne said the results reinforce what many educators have been voicing for years. “This survey is disheartening because the solutions are obvious,” he said. “Better pay and robust support from administrators on discipline are vital.”
Arizona has faced persistent teacher shortages for more than a decade, with advocacy groups and education leaders frequently citing low pay, high turnover, and workforce burnout as major challenges. The new survey suggests those issues remain widespread as the school year continues.
Jonathan Eberle is a reporter for AZ Free News. You can send him news tips using this link.
by Ethan Faverino | Oct 31, 2025 | Education, News
By Ethan Faverino |
Arizona Superintendent of Public Instruction Tom Horne issued a statement opposing the State Board of Education’s decision to postpone the rulemaking to strip Diversity, Equity, and Inclusion (DEI) language from Arizona’s teaching standards.
The issue will now be taken up at the Board’s December meeting—a delay Horne warns risks $866 million in federal education funding and violates clear federal civil rights directives.
“I respectfully but strongly disagree with the vote to postpone opening the rule-making process,” declared Horne. “The President issued an Executive Order requiring DEI language to be removed from programs funded by federal dollars. It made it abundantly clear that federal education funding is at risk if DEI language remains in education programs. Failure to comply with federal guidance may result in the loss of an estimated $866 million to Arizona schools. That is a major funding cut to our schools, and we need to begin dealing with this as soon as possible.”
Horne pointed to a letter from the U.S. Department of Education’s Office for Civil Rights (OCR), signed by Acting Assistant Secretary Craig Trainor, which reaffirms that discrimination based on race, color, or national origin is illegal under Title VI of the Civil Rights Act of 1964, the Equal Protection Clause, and controlling Supreme Court precedent.
The guidance explicitly condemns race-based preferences in admissions, financial aid, hiring, training, discipline, housing, and graduation ceremonies, and warns that DEI programs often “preference certain racial groups and teach students that certain racial groups bear unique moral burdens that others do not.”
The OCR letter also cites the Supreme Court’s 2023 ruling in Students for Fair Admissions v. Harvard (SFFA), which states that the use of racial preferences in school testing and admissions is unlawful. Their message is simple: “If an educational institution treats a person of one race differently than it treats another person because of that person’s race, the educational institution violates the law.”
“Not only is the $866 million at risk, but there is a philosophical issue at stake, too,” continued Horne. “All people should be judged based on their character and ability, not their race or ethnicity. DEI language and programs promote the exact opposite, and they have no place in the classroom. The teaching standards, unfortunately, include DEI references, and they need to be removed.”
The teaching standards at issue direct educators to teach “equitably,” with “responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment,” and to address the “social, emotional, and cultural needs of students.”
“These terms do not belong in teaching standards,” Horne concluded. “The standards are meant to direct educators on the most effective ways to teach students’ core academics. Every instructional minute is precious, and DEI efforts distract from that essential mission.”
Ethan Faverino is a reporter for AZ Free News. You can send him news tips using this link.
by Jonathan Eberle | Oct 28, 2025 | Education, News
By Jonathan Eberle |
Arizona Superintendent of Public Instruction Tom Horne is welcoming discussions between the University of Arizona (UA), Arizona State University (ASU), and the Trump administration on a new Compact for Academic Excellence in Higher Education, a federal initiative promoting merit-based standards and accountability in universities.
Horne, who also serves on the Arizona Board of Regents, said the compact reflects his long-held belief that education policy should prioritize individual achievement over racial or identity-based criteria.
“Since I took on the Tucson Unified district in 2008 to end the racially divisive ‘Ethnic Studies’ program, I have been fighting against racial entitlements,” Horne said in a statement. “People should be judged on their character and merit, not the color of their skin. The Trump administration’s federal compact for universities shares that same goal, and I am pleased that universities, including the University of Arizona and Arizona State University, are in discussions with the President on enshrining those principles in their schools.”
Horne also disputed recent reports suggesting that the University of Arizona had declined to participate in the compact, pointing instead to a recent letter from UA President Suresh Garimella to U.S. Education Secretary Linda McMahon. In the letter, Garimella expressed alignment with the administration’s goals of strengthening higher education through merit, excellence, and accountability.
“We share your vision of continuing to strengthen our higher education system for the betterment of the country — a vision rooted in a merit-based pursuit of excellence that directly or indirectly benefits all Americans,” Garimella wrote. He added that the university finds “much common ground with the ideas your administration is advancing” and welcomes collaboration with other institutions, higher education associations, and Congress “to advance and implement our principles in alignment with the national interest.”
Garimella’s Statement of Principles, included with the letter, outlines commitments to nondiscrimination, academic freedom, fiscal responsibility, and research integrity. It reaffirms that admissions and hiring decisions at UA will continue to be merit-based, and that diversity statements will not be used in employment processes. The document also emphasizes free speech protections, pledging to uphold the Chicago Principles on Freedom of Expression and to publish results from campus surveys on viewpoint diversity.
Under Garimella’s leadership, UA reports a 22% reduction in administrative spending, a tuition freeze for in-state students, and an expanded focus on aligning research priorities with national and economic security needs — reforms he described as consistent with the compact’s goals.
Horne said those steps demonstrate “a serious commitment to the kind of merit-driven, excellence-focused education system that Arizona taxpayers deserve.”
Both UA and ASU are expected to continue discussions with federal officials about implementing the compact in ways that preserve institutional autonomy while aligning with national standards for merit and accountability.
Jonathan Eberle is a reporter for AZ Free News. You can send him news tips using this link.
