Guest Opinion: Arizona Board of Education Rubber Stamps Common Core for 7 More Years

State Board of Education Ignores  Governor, Parents, and own Policy and  Rubber Stamps Common Core for another  7 Years

After a raucous 2014 election year for the office for Superintendent of Public Instruction only 16,034 votes separated the outcome of the 2014 election results between Diane Douglas and David Garcia. One would like to suggest Douglas’ opposition to the top down federal one-sized-fits all standards helped ensure she was the victor. This was a coup for the parents who despised the unconstitutional federal outreach in their children’s classrooms – later only to learn the fox was in the hen house all along.

A quick history lesson on Common Core in Arizona. In 2010, the Arizona State Board of Education adopted Common Core standards for all public schools throughout Arizona. As these standards were being implemented, parents and practitioners alike started to have difficulty learning and teaching them.

This classroom battle came to a head in 2013 inciting a Republican primary challenge to then-Superintendent John Huppenthal who was fully engaged in implementing these standards that had to be rebranded to “college and career ready” due to public outcry.

Like so many top-down government mandates, implementing Common Core became a gravy train for special interests who only care about their profits, not about the outcome of our children’s future. These same corporate entities joined local business chambers to ensure they helped elect pro-Common Core candidates for local and statewide offices.

Meanwhile, grade school children who loved math started to hate math. Other children who loved writing, started to hate writing. Parents knew something was wrong.  In some instances, parents with higher degrees in engineering and math could no longer help their children with basic arithmetic homework.

As with the other 49 states, Arizona retains the authority to approve and modify its academic standards. More importantly, there is no federal law requiring the adoption of specific standards. Yet, 46 states originally adopted common core.

To address this, Governor Doug Ducey directed the State Board of Education (SBE) on March 2015. His direction was for the State Board of Education to “make right the situation…with full transparency.” Direction was given for “teachers and parents to bring [standards] forward together.”

In response, the Arizona SBE created a review process that included 17 members representing different sectors of communities across Arizona. Six of these members were parents from various parts of Arizona. This group was called the Arizona Standards Development Committee (ASDC), consisting of educational experts and parents. Its task was to recommend updated standards to the SBE per the Governor’s request.

However, for the past year and a half the standards were only being reviewed by “technical professionals” and lobbyists in closed-door meetings. These individuals were largely pro-common core individuals. Multiple requests were submitted to the Arizona Department of Education to include parents or people with opposing viewpoints, but these were turned down each time.

On December 14th, the ASDC was scheduled only 3 hours to review and possibly approve hundreds of standards. Up to this point, the ASDC had no substantive discussion on the standards and very little time to study the latest version of the standards.

After two and a half hours of presentations and public comments, the ASDC had 30 minutes to discuss and feel comfortable recommending hundreds of pages of standards. They were concerned that many issues with common core remained. Further, there was no evidence that hundreds of public comments were received or one standard changed by public comments. Many of the ASDC were concerned.

Thus, the parents requested additional time to discuss the standards and voted 8-7 vote to delay approving any current recommendation of these newly revised standards to the SBE until at least January 2017.

It should be noted that the clear expectation from ADE and the SBE staff was for the ASDC to rubber stamp the draft and not ask too many questions. At the same time, the Executive Director and President of the State Board of Education posted an agenda item on the SBE’s December 19th  agenda for the SBE also to rubber stamp the standards. Most of them had never read these “new” standards in any substantive detail.

On December 19th, the SBE shocked the public and the ASDC by rubber stamping the recommended standards. The request of the Governor to have standards brought forth by teachers and parents were largely ignored. Not one person in opposition appeared to speak in public because they trusted that the SBE would respect the direction of the Governor and the ASDC to do their job and recommend standards to the SBE.

In a shocking irony, the very person—Diane Douglas–who promised to “stop common core”, recommended the ‘revised’ standards; standards virtually identical to the common core state standards foolishly adopted by the SBE in 2010.

It is no wonder why President-elect Donald J. Trump is in line to become our next President. No one trusts the government. If a process is in place it should be adhered and there shouldn’t have a go-around if the vote doesn’t fall in your favor. Our Republic doesn’t exist to be overrun by bureaucratic tyrants.

As members of this subcommittee we waited patiently for the review and public commenting period to end. We welcomed proponents of these standards to our public meetings and only gave them the deepest respect at our meetings even though they didn’t always model the best public decorum they would want their children or students to convey.

We call upon Governor Doug Ducey to request that the SBE reconsider the vote; respect the public; and follow the process established.

We also call upon Governor Ducey to seat people on the SBE that truly respect the parents of our State who are deeply concerned with the direction of public education in our State.

Respectfully Submitted By

Scott Leska; Public School District Elected Board Member
Grant Peterson; Middle School Parent
Dr. Richard Rutkowski; Business Community Member
Olga Tarro; Elementary School Parent
Maureen Tozzi; Business Community Member
Shawnna Bolick; High School Parent

Hear John Huppenthal and Diane Douglas Debate Arizona Education


On August 5, John Huppenthal (incumbent) debated challenger Diane Douglas for the position of Superintendent of Public Instruction, Arizona Department of Education.

It was a lively debate, with both candidates touting their record of support for local control of education and their opposition to federal control and meddling. Each challenged his/her opponent’s actual commitment to these principles.

Common Core, College & Career Readiness Standards (CCRS), Race to the Top, Partnership for Assessment of Readiness for College and Career (PARCC) Testing, school choicecost controls, ethnic studies, and student data gathering were among the topics debated.

Full video at this link.

Poll: What Should John Huppenthal Do?

Superintendent Huppenthal Announces $5M Federal Grant Award to Upgrade Statewide Data System

(Phoenix, Ariz.– June 19, 2012) Superintendent John Huppenthal announced today that the Arizona Dept of Education (ADE) was awarded a $5 million federal grant to advance the development of Arizona’s statewide longitudinal data system. This funding will help the state and its school districts improve students’ academic achievement by enhancing Arizona’s ability to make data driven education decisions.

Specifically, this grant will be used for the development of a dashboard for ADE’s longitudinal data system, providing consolidation and visualization of data that now is randomly and chaotically embedded in a variety of current IT configurations.

“Nothing is more important than the success of our students and this grant will help create a holistic picture of student progress,” said John Huppenthal, Superintendent of Public Instruction. “This funding will provide one more piece of the puzzle in our ultimate goal of an integrated data system that serves the needs of administrators, teachers, parents and students long into the future.”

Since taking office in 2010, Superintendent Huppenthal has made it a priority to address the failing statewide Student Accountability Information system (SAIS) which has been a significant problem for over a decade. SAIS has caused an enormous burden on our school districts, requiring them to spend countless hours and imposing an enormous human resource burden to reconcile errors generated from ADE’s failing IT system.

Over the last two years, ADE has developed partnerships with the Governor’s office, county superintendents, districts and charter schools , community colleges and the universities to build an efficient technology system that will improve accountability by tracking student academic progress.

Together with funds allocated by the Arizona legislature, this grant will help lay the groundwork for replacing the state’s longitudinal data system and give schools more timely information on student enrollment and academic achievement. Aligning with the Governor’s Arizona Education Reform Plan, it will assist our Arizona’s educators by responding to the increasing demands for timely and actionable data across all K-12 schools and throughout Arizona’s diverse, school choice education landscape.


SPI John Huppenthal Delivers State of Education Speech to Joint House and Senate Legislative Education Committees

For Immediate Release: February 13, 2012
CONTACT: Andrew LeFevre

Superintendent of Public Instruction John Huppenthal Delivers “State of Education” Speech to Joint Meeting of House and Senate Legislative Education Committees 

Phoenix, AZ, February 13, 2012 – Today, Superintendent of Public Instruction John Huppenthal Delivered the following “State of Education” speech before a joint meeting of the House and Senate Legislative Education Committees:

“Chairman Crandall, Chairman Goodale, members of the House and Senate Education Committees, dedicated staff, honored guests and fellow Arizonans.

Thank you for inviting me to share my perspective on the state of Arizona’s education system and my vision for transformative improvement. After just one year in office, and on the eve of Arizona’s Centennial, I am pleased to report on the progress we’ve made at the Department of Education and the opportunities we have before us to lead the nation’s education system in the next 100 years to follow.

As I stand here as Superintendent of Public Instruction, my thoughts go to a public school teacher, Jack Segerson. Jack cared about a student who had potential but not direction – a student from a poor but proud family who was never told he could go to college. That high school student was me, 40 years ago.

Coach Segerson, as I called him, literally called the Dean of Engineering at Northern Arizona University to enroll me. He sent me on my way. I’ve had a passion for the transformative power of education ever since.

If Coach Segerson were still with us today, he would be so proud of all of us and the stage we have set for great education progress over the next few years. Because of the education choice environment the legislature has pioneered, Arizona has among the best district and charter schools in the world for parents who know how to find them.

Now, it is our challenge, our duty, to make those schools available to every parent and every child in Arizona.

We are now on the verge of great education reform in Arizona – reform that will accelerate our students’ academic achievement in the coming years.

But, we also face a crossroads. One path allows us to seize upon the enormous potential for academic growth – if we do it right. Other paths lead us simply to maintain an unacceptable status quo or worse – if we do it wrong.

This morning, I will review with you where Arizona’s education system currently stands, and how my Department is partnering with other states, the Governor’s Office, WestEd, our universities, all levels of government, school boards, school administrators, charter and district schools, teachers, parents and many other education stakeholders to move beyond the inflexibility of the Elementary and Secondary Education Act.

I’ll talk about what ADE has done to improve service levels to the education community, the unique challenges Arizona faces, and how we must pursue reform.

Finally, I’ll discuss redesigning the classroom around blended learning and initiatives my Department is piloting to advance education at an accelerated rate.

Before we can move forward, it is important to understand where Arizona stands relative to other states, because as the famous football coach Vince Lombardi once said, “If you’re not keeping score, you’re only practicing.”

And, in education, if you aren’t keeping score scientifically, there’s even a chance you are moving backwards.

The National Assessment of Education Progress (NAEP) is the gold standard used to compare student achievement across states. The Program for International Student Assessment (PISA) exam is the standard used to compare student achievement across nations. Using these two measures, we can see where Arizona ranks both nationally and internationally.

Let’s make this simple: On the PISA scale, which evaluates student academic achievement across the world, Shanghai, China students rank at the 70th percentile while Arizona students rank at the 42nd percentile…need I say more?

Another way to view Arizona’s academic achievement profile is to look at the trend of our NAEP math and reading scores at the 4th and 8th grade levels. As you can see the reading trend over the last fourteen years has been as flat as a pancake, while the math trend has moved slightly upward.

On an encouraging note, in this year’s NAEP Arizona ranked third in the nation in student academic growth from 2009 to 2011 – when math and reading test scores are aggregated. We can all be proud that in Grade 4 math NAEP scores, Arizona led the nation in growth from 2009 to 2011.

While this small trend is encouraging, while we have many great schools, overall, our education system has failed to meet its potential.

We face enormous economic and cultural challenges as a border state with a rapidly growing high-poverty population. Many of our students come from severe poverty, enduring poverty and dislocated poverty.

But we can ill afford to simply make excuses. We must prevail – for the sake of more than one million children in our K-12 public school system. If Arizona is going to be in the game, we will need nothing short of revolutionary methods to overcome these challenges. At ADE we are developing these transformative methods because tinkering around the edges of slow, mediocre progress will not suffice: our education system requires front on, immediate, substantial improvement.

Over the past decade the Arizona State Legislature and the State Board of Education have set the stage for education reform. These measures have expanded school choice and empowered parents to choose the best educational environment for their children.

There are also many recent education reforms that my Department is focused on implementing, including:

  • The overhaul and stabilization of the Department’s education information technology systems
  • Arizona’s new College- and Career-Ready Standards
  • A brand new assessment that aligns with our new college- and career-ready standards
  • Arizona’s A-F School Accountability Letter Grade System
  • The reforms made possible by Arizona’s $25 million Race to the Top grant
  • Statewide teacher and principal evaluations
  • Seeking flexibility waivers under the Elementary and Secondary Education Act

In 2010, The Arizona State Board of Education adopted new and more rigorous math and language arts standards aimed at ensuring our students are college- and career-ready. These new standards were a part of a national state-led effort to create more academic rigor.

Following their adoption, ADE’s team began working intensely to transition our old standards to the new more rigorous standards. We are now working with schools across the state to train and support teachers with implementation in the classroom. Our more rigorous standards will be fully implemented by 2014.

Since our current AIMS assessment is not designed to determine our students’ mastery of the new college-and career-ready standards, Arizona has assumed a leadership role on the Partnership for Assessing Readiness for Career and College (PARCC) consortium. We are also taking independent steps to beef up AIMS’ ability to assess college- and career-readiness.

Several of Arizona’s most significant reforms have been in the area of accountability. We all recognize it is essential Arizona have one comprehensive school accountability system to drive and inform greater academic achievement. Currently, we have three school accountability systems—two state and one federal.

This year, under the leadership of Chairman Crandall and Chairman Goodale, we will streamline our two state accountability systems into one system–the A-F system–which looks at both academic growth and achievement to provide a better and more accurate measure of each schools’ true performance.

We’re already seeing the positive impact of the new A-F district and school labels. For starters, parents are becoming better consumers of education knowledge. Districts can no longer hide behind their highest performing schools. Schools can no longer hide behind their highest performing students.

Schools, districts and charters are now being evaluated on how well they are advancing all of their students, with particular emphasis on the lowest performing students – the students who need our help the most.

Schools with historically low performing students are now in the game, because they are not being judged on their test scores alone, but also by their ability to “academically grow” their students – how much their students’ learning progresses over time. This accountability system allows us, as policy makers, to see which schools, districts and charters are best meeting Arizona’s educational challenges.

Another reform effort we’re focused on is alleviating some of the burdensome regulations from the U.S. Department of Education while reinstating local flexibility and control.

By all indications, it is unlikely that Congress will reauthorize the Elementary and Secondary Education Act this year, leaving in place a federal accountability structure that is both burdensome and lacking in scientific foundation.

As a result, Arizona is pursuing the largest possible waiver under the Elementary and Secondary Education Act (ESEA). This waiver will allow us to free ourselves from burdensome regulations; streamline duplicative processes and enable Arizona to use the very best science to drive education policy.

Recently, we were awarded $25 million in a Race to the Top grant, with the help of the Governor’s Office and WestEd. This grant will provide additional resources to our schools and to regional centers in partnership with our county school superintendents. This funding will be used to implement Arizona’s new, more rigorous, college- and career-ready standards.

Race to the Top Grant will also improve our data system by supporting development of data linkages with teachers, students and courses, so that we can provide better information to teachers about their students’ academic gains.

In 2011, the legislature passed SB1040: teacher/principal evaluations and the State Board of Education developed and adopted a framework for schools to implement these evaluations. At ADE we are developing a reliable, research-based teacher and principal evaluation model in collaboration with teachers, administrators and national and state research experts. Measuring the link between instructional quality and leadership and how much students learn is critical if Arizona is to move education forward.

In developing our evaluation system, my staff and I are working with the Gates Foundation, Gallup, WestEd, Battelle for Kids along with other state and national research experts. These evaluations should be used to identify our best performing teachers and principals so that their practices can be highlighted, and used to help other teachers and principals improve. Every student deserves quality teachers and a quality principal.

When I think back over the last year, I feel as though my staff and I have run 365 marathons. We have developed a strategic plan that isn’t collecting dust on a shelf. At ADE, we live, eat and breathe implementing our strategic plan every minute of every day. It is a part of our culture.

Arizona Department of Education Improvements:

  • Overhauled and stabilized education information technology systems
  • Reorganized the Arizona Department of Education to provide better support and service
  • Developed a robust, comprehensive and daily executed strategic plan
  • Redesigned and overhauled ADE’s website to better serve our diverse education community
  • Developed internal and external newsletters to better inform education stakeholders about important education initiatives
  • Created and distributed external customer service surveys to identify what ADE is doing right and areas where ADE can improve
  • Expanded ADE’s research capacity to analyze education programs and initiatives in a scientifically sound capacity
  • Organized numerous stakeholder group meetings with key education partners

We have reorganized the entire agency to achieve greater effectiveness and efficiency. We are transforming ADE from a compliance bureaucracy into an education customer support center that strives to deliver ‘knock your socks off’ customer service to ALL education stakeholders.

We have transformed the Department at breakneck speed, and our divisions are now organized around service and support function rather than by state and federal program area funding source.

While we celebrate our successes and are optimistic about our direction, one major barrier is keeping us from providing even basic, acceptable levels of service to the education community—the inadequacy of our Information Technology System.

Many of you have heard me speak of the challenges of our Student Accountability Information System (SAIS), and our State Longitudinal Data System (SLDS). At ADE we have over 150 IT systems that provide important services and supports to our schools. Unfortunately, these very IT programs are tremendously burdening our schools because these important IT programs have not been maintained. These IT programs are not user-friendly. These 100 IT programs require duplicative, costly manual entry into systems by thousands of school administrators.

Our education IT system has been in serious neglect for many years.

When it comes to improving our IT system, we have lived up to the trust you placed in us this past year. With your help we have stopped the major bleeding in the body of our IT system. We replaced the hardware, we replaced the operating system and we reprogrammed over 600 sections of code.

But our IT system is still in intensive care. Without continued, focused care our IT system will continue to linger on life support, and it is our teachers, administrators and students who will suffer.

It is a mark of shame for me that I was Chairman of Education and on the Appropriations Committees for so many years and this situation was allowed to deteriorate to this extent. It will be a mark of shame on all of us if we are still in this same situation 8 years from now.

I can only wish someone had honestly outlined how dire the situation was, and grabbed me by the lapels and said, with force, “If you have any pride you will take control of this situation and fix it.” That’s what I am doing right now.

I’m grabbing you all by the lapels, and saying, to anyone who has pride in having a great education culture, “This situation is intolerable.”

Until our IT system is fully fixed, it imposes extraordinary administrative costs on our schools. It denies principals the information they need to lead their schools; It denies teachers the information they need to educate their students; And it denies parents the guidance they need to make informed school choice decisions.

It not only denies them, but it creates chaos in the system, distracting valuable leadership time from the mission of empowering our children to succeed.

I’ve been in this business for a long time, and I’ve been in your shoes. I know how difficult it is to get a dime out of this process, much less fix a problem of this magnitude.

But I also know that, without this, schools won’t be able to reduce their administrative costs, teachers won’t have the information they need, and we cannot even begin to compete on a national or international level. I wouldn’t be fulfilling my responsibilities as the elected leader of our schools if I did not make clear the gravity of this situation.

It is one of my top three priorities to build a high quality IT system to service the needs of our education community. Schools, districts and charters need it for effective budgeting, tracking students, paying schools, and driving both education improvement and cost savings to the state.

We are asking you to continue to partner with us in developing the IT programs needed to improve our state’s education system and to allow us to seek all avenues of funding. Last week, Chairman Crandall heard our bill, SB1455, which would create one possible funding infrastructure to provide additional resources to improve our statewide data systems.

We are equally committed to finding innovative methods that will transform our 200-year-old model and dramatically move student achievement forward.

While the legislative reforms I’ve already talked about hold out the promise of greater accountability, improving the quality of our teachers, and principals, and raising our education standards to increase student achievement, I’m convinced new technologies and better, more effective teaching methods will ultimately provide the breakthrough we need to truly transform our classrooms into world-class learning environments.

We need to move from our archaic one size- fits-all-all classroom model, to a model that differentiates learning; assesses our students on a real time basis, and maximizes their intrinsic motivation.

Now I’d like to share with you an exciting and promising classroom redesign program we are piloting with hundreds of students in several schools, with the promise of over 8,000 students in one school district alone. While still early in the process, our pilot program, Freethrows, is beginning to show enormous promise for significantly improving elementary math achievement, basic math fluency and student engagement.

We also have the opportunity to develop a Freethrows program for language arts and phonics. Our expectation is that Freethrows Language Arts will substantially increase student literacy and help all students excel under “Move on when Reading.”We are committed to having every child reach proficiency in reading by 3rd grade.

Reading proficiency is the cornerstone to future academic success; we cannot leave one child behind. We are asking you to follow our math progress in Yuma elementary District. If we can continue to produce the excellent results in student math growth, that we have initially observed, we expect that you will want us to develop a Freethrows environment to produce the same great results in reading proficiency.

I’d like to conclude my presentation today with a short video that shows what’s possible when we transcend the outdated classroom model.

Again, thank you for inviting me to share my thoughts on education, our need for transformative education reform in Arizona and our many education initiatives at the Department. I look forward to partnering with you in the days, months and years to come as we all endeavor to create a better future for Arizona’s education system and, most importantly, for Arizona’s children.

Thank you and I welcome any questions you may have.”


Superintendent John Huppenthal to Close Out Arizona School Choice Week Festivities

CONTACT: Andrew LeFevre

Superintendent of Public Instruction John Huppenthal to Close Out Arizona School Choice Week Festivities
Arizona’s Groundbreaking Empowerment Scholarship Accounts Ruled Constitutional

Phoenix, AZ, Thursday, January 26, 2012 – On Friday morning, January 27 at 11:00 AM, Superintendent of Public Instruction John Huppenthal will close out National School Choice Week activities here in Arizona by addressing thousands of students and parents at Edu-Prize campus located at 4567 West Roberts Road in Queen Creek, Arizona. Along with message on school choice week, Superintendent Huppenthal will be discussing the ruling earlier this week by Arizona Superior Court upholding the constitutionality of Arizona’s innovative Empowerment Scholarship Accounts (ESAs) for special needs students.

“I am a firm believer that educational decisions should be made at the most local level possible,” said Superintendent of Public Instruction John Huppenthal. “To me that means parents should be able to make the decision on which school will best meet the unique educational needs of their child.”

Friday, January 28 marks the end of the second annual National School Choice Week. All across the nation, school choice advocates and organizations, grassroots networks, parents and students held hundreds of events to increase awareness of the importance of providing effective educational options for every child. Arizona’s events included rallies and balloon launches at schools all across the state, a screening of the award winning documentary “Waiting for Superman,” and a virtual Congressional Town Hall.

As an added bonus to the School Choice Week activities, on Wednesday a Superior Court Judge found that Arizona’s ESAs which benefit special needs students was constitutional under Arizona law. Under the ESA program, parents are able to take 90 percent of the state education funding that is provided to their child and use it to purchase educational services that they deem best meet their child’s unique needs.

“The judge’s ruling was a great victory for parents and our most vulnerable students,” exclaimed Superintendent Huppenthal. “The ESA program epitomizes what school choice is all about – giving parents direct control over their children’s education.”

“To me one of Arizona’s greatest educational assets is our school choice environment,” continued Superintendent Huppenthal. “I am very excited to be able to be at Edu-Prize and hear firsthand from the students and parents about how being able to choose this school has made a difference in their education.”

Superintendent John Huppenthal has been a champion in the struggle to give parents greater control of their children’s education for over 18 years. In 1994 he led Arizona efforts to bring charter schools to the state. As Senate Education Committee Chairman in 1995, he sponsored and helped pass legislation that took the caps off the number of charter schools allowed under the law. He led the effort in developing some of the strongest home school and public school open enrollment laws in the nation. He was also a leader in the efforts to allow individuals and corporations to claim educational tax credits to fund student scholarships. Due to his efforts, tens of thousands of students have been able attend a school of their parent’s choice.


Arizona State of Education Elects Leadership for 2012

CONTACT: Vince Yanez

PHOENIX – Today, the State Board of Education elected its leaders for 2012. The Board unanimously elected public member Jaime Molera to serve as its president and Tom Tyree, Yuma County Schools Superintendent, to serve as its vice president.

“I commend both President Molera and Vice President Tyree for their ongoing leadership with the State Board of Education,” said Governor Brewer. “Each of these individuals has played a vital role in improving the standard of education in Arizona. I look forward to their continued exceptional service to our schools and to our children.”

The State of Education is responsible for supervising and regulating the conduct of Arizona’s K-12 system. The Board is comprised of 10 gubernatorial appointees and Superintendent of Public Instruction, Hon. John Huppenthal.



Statement of Superintendent Huppenthal on TUSD Governing Board’s Decision to Immediately Suspend Their Mexican American Studies Program

CONTACT: Andrew LeFevre

Statement of Superintendent of Public Instruction John Huppenthal on the Tucson Unified School District Governing Board’s Decision to Immediately Suspend Their Mexican American Studies Program

Phoenix, AZ, January 11, 2012 – Today, Superintendent of Public Instruction John Huppenthal released the following statement regarding the action by the Tucson Unified School District’s (TUSD) governing board to immediately suspend their Mexican American Studies Program:

“Last night, by a 4-1 vote, the governing board of the Tucson Unified School District resolved that ‘All Mexican-American Studies (MAS) courses and teaching activities, regardless of funding source, shall be suspended immediately.’

I am very encouraged by the swift and decisive action taken by the members of the governing board last night to address the issues that I raised in my final ruling on January 6, 2012 of the district being in violation of A.R.S. § 15-112.

I am currently reviewing the official resolution that was adopted by the governing board and, upon consultation with TUSD representatives, will make a determination on appropriate method to verify their compliance with A.R.S. § 15-112.

I look forward to working with Superintendent Pedicone and other TUSD leadership to find ways to improve their schools and to provide a quality education for all TUSD.”


NE Valley Pachyderm Coalition Meeting – New Location – Wed, Jan 11


Join us at our new location to hear Superintendent of Public Instruction John Huppenthal talk about state education policy. You can expect to hear how he challenged the La Raza curriculum in Tucson schools and get his take on the education bills the legislature will be considering this session.


Here is the information as text for easier copying and pasting:

The Northeast (NE) Valley Chapter of the Pachyderm Coalition January 2012 Meeting


Superintendent of Public Instruction

John Huppenthal

who will be telling us about
Education initiatives in Arizona and education bills in the legislature.

There will be plenty of time for questions and answers.

Rock Bottom Brewery at Desert Ridge Marketplace
21001 N Tatum Blvd, Phoenix, AZ 85050
(Near intersection of N Tatum and Hwy 101)
Date: Wed., January 11, 2012.  (2nd Wed. of Month)
Time: Dinner (order from menu) available at 6pm. Meeting from 7-8:30pm

Contact Information:
Howard Levine,
NE Valley Chapter Chairman ,



John Huppenthal Statement on Ruling that TUSD’s Mexican American Studies Program Violates Arizona Law

FOR IMMEDIATE RELEASE: December 27, 2011

Statement of Superintendent of Public Instruction John Huppenthal on Administrative Law Judge’s Decision that the Tucson Unified School District’s Mexican American Studies Program is in Violation of A.R.S. § 15-112 

Phoenix, AZ, December 27, 2011– Today, Superintendent of Public Instruction John Huppenthal released the following statement on the decision of Administrative Law Judge Lewis Kowal that affirmed the Tucson Unified School District’s (TUSD’s) Mexican American Studies Program was in violation of A.R.S. § 15-112 as per his ruling from June 15, 2011:

“I was very pleased to receive Judge Kowal’s decision today affirming the ruling that I made on June 15 that TUSD’s Mexican American Studies Program was in violation of A.R.S. § 15-112.

In my role as State Superintendent of Public Instruction I have a legal responsibility to uphold the law and a professional imperative to ensure that every student has access to an excellent education.

Upon taking office on January 3, 2011, I was faced with the immediate circumstance of the Tucson Unified School District being found in violation of A.R.S. §15-112 by the outgoing Superintendent. Instead of making a snap decision on the matter, the Arizona Department of Education, at my direction, conducted an intensive investigation, spanning many months, of TUSD’s Mexican American Studies Department (MASD) and its program.

In the end, I made a decision based on the totality of the information and facts gathered during my investigation – a decision that I felt was best for all students in the Tucson Unified School District. The Judge’s decision confirms that it was the right decision.

I will be issuing my final ruling regarding the matter in the near future after a thorough and deliberate review of the Judge’s decision.”