Eskildson: Is SUSD negligent for declining pupil achievement?

NWEA researchers report that “the slowest 10% of students need 2.4 to 6 times as much time as the highest 10%.” NWEA also found an average 7th-grade level range at the 5th-grade, and expects that to increase post-COVID.

Similarly, SUSD Board President Greenburg recently wrote “16% of (SUSD) 8th-grade students were assessed to be three or more grade levels below where they need to be (in math).”

Trying to teach such a wide range of students obviously would be very stressful for both teachers and students. Grouping students according to grade levels, promoting some of the brightest and holding back some of the slowest, summer school, and using different curricula to match different pupil skills are all effective means of improving education for all pupils, as well as reducing stress on teachers. Research findings are supportive.

SUSD, however, doesn’t even have goals — let alone employ sensible strategies. Instead of pursuing Excellence in Education (taking every pupil as far as he/she can go), it pursues Equity in Education (everybody is offered the same diet).

That explains why, I believe, SUSD leaders have been ignoring 15-plus years of declining high-school pupil achievement; and at least seven years of declining high-school ratings. SUSD pupils are falling far behind their Chandler peers, and graduates’ math skills lagging those of all developed nations, science skills behind about half those same nations.

And, to me, SUSD students are an alarming four years behind world leaders in math, three years behind in science, as well some very disappointing U.S. News/World Report rankings (eg. from Cheyenne Elementary No. 5 to Tonalea No. 378; Cocopah Middle School No. 41 to Copper Ridge No. 129; Desert Mountain High No. 20 to Coronado No. 218).

The results: very few SUSD pupils learn as much as they could. Worse yet, very, very few are prepared for the large-scale arrival of Artificial Intelligence and robotics — 50% of jobs are predicted to be eliminated or substantially changed by 2030 — or to compete with far east high-school graduates years ahead in STEM skills.

Enormous funding and time are also wasted. All so administrators, board members, and staff can avoid accountability and hard work — while given pay/benefits far exceeding their nearby charter peers who work harder, longer and with strict accountability.

I have tried for years to assist, nudge, and embarrass SUSD leaders to addressing its increasingly poor performance. I’ve met with three board presidents and four superintendents, along with sending innumerable emails and having several columns printed. Nothing has worked.

Now I’m initiating a search for legal support to sue SUSD leaders for sustained gross negligence and intentional misconduct affecting the futures of thousands of students.

The intent is to end these self-serving practices and obtain several hundred million in funding (district liability insurance, person liability insurance and funding from board members and administrators) to more effectively operate SUSD and remediate some of the massive learning losses to-date.

Editor’s Note: Loyd Eskildson is a longtime Scottsdale Unified School District resident and former chief deputy superintendent of Maricopa County School Superintendent’s Office.