Effects of the loss of the 1989 override
The second loss of override funds and the related budget reductions
brought out conflicts among the board members, as each wrestled with
the difficult situation. Members showed increasing caution about spending
in some areas, while being accused of funding lavishly in others. Miscellaneous
unsuccessful efforts to hold recall elections were conducted against
different members of the board who had voted in some manner that displeased
some faction of the public. The Concerned Citizens for Quality Education
continued to work against any increases in school taxes.
The strain showed in public comments. Board member Robert Strauss expressed
the frustration in a remark quoted by the Citizen in January
1990. "I cannot operate the district in 1990 on a 1984 budget.
I'd like to know how to do that."69 Even the usually
calm Dr. Houston expressed frustration in his 1990 state of the district
address: "Lined up against TUSD's overall success is a sullen
little coalition which will stop at nothing to see TUSD disintegrate
... glib critics ... who would destroy public education simply to lower
taxes.... The Tucson Unified School District by slow degrees has come
by necessity to serve not only as a teacher, but as counselor, nurse,
policeman, nutritionist, drug enforcer and, yes, even parent, all in
an effort to promote learning. For educators who would like nothing
better than to focus on basic instruction, it sometimes seems that TUSD
has become a sandbag levee against a rising tide of social change. Unfortunately,
in recent times TUSD has suffered from a shortage of sand."70
February, 1990, was the third attempt in three years to pass a TUSD
budget override. This time, the board asked for $24.4 million in funding,
80 percent of which would go for teacher raises, reduced class sizes,
and a longer school year. The business community and the Chamber of
Commerce supported the ballot question, as did the newspapers. However,
for the third time in as many years, the public said no. The voter turnout
was less than 26 percent of the registered voters.
The board responded by inviting three leaders of Concerned Citizens
for Quality Education to serve on a citizens' committee which would
propose specific cuts. Only one participated on the committee.71
However, the group presented their own list of proposed cutbacks at
a press conference. Their proposals included:
- eliminating bus service by reimbursing parents for transporting
their children, and ending court-ordered desegregation,
- elimination of curriculum departments, the Lee Instructional Resource
Center, and close the public information department, the Lee Instructional
Resource Center, and close the public information department,
- elimination of all regional assistant superintendents to have 99
school principals report directly to the superintendent,
- eliminate the drug abuse prevention and the sex education programs,
- eliminate all psychologists and non-academic counselors,
- close Catalina High School, University High School, the Starr Center,
and other schools with low enrollments,
- not honor negotiated contracts with employees, and
- eliminate the superintendent's annual auto lease.72
Faced with making a $12.7 million budget reduction, the board slashed
in many places. Nearly 300 jobs were eliminated from administration
through classified staff. The remaining $1.98 million capital budget
was moved into maintenance and operations. Fees ranging from $60 to
$105 were set for student participation in extra-curricular activities.
Administrative cuts combined, reduced or eliminated research, public
information, attorneys, community services, budget and planning, facilities
crew chiefs, data processing directors, secretaries, curriculum specialists,
nurses, counselors, librarians, special education support people. The
board adopted the cuts by a 4-1 vote, with Eva Bacal opposing the cuts
as not being deep enough in the administration.
The Educational Enrichment Foundation immediately began raising funds
to provide scholarships for students to participate in extra-curricular
activities. By June 1990, nearly $22,000 had been raised, with $10,000
coming from the Tucson Conquistadores organization. Other large contributors
included the Phoenix Suns basketball team ($1,000) and the Phoenix Cardinals
football team ($500), as well as Golden Eagle Distributors ($500). Many
individual contributions of small amounts were received, as the community
pitched in to help students.
By the fall of 1990, half of the employees cut in the budget slashing
were re-hired, thanks to twice as many retirements and resignations
as normal over the summer. As positions opened up, the laid-off employees
could be returned.
Instructional technology grows in use
Following the 1989 bond election, an Instructional Technology Advisory
Committee was assembled from a group of administrators, teachers, parents,
and interested community members to design the instructional technology
approach for TUSD. Many of the members had worked on TUSD 2000. The
group, led by Elizabeth Whitaker, focused on how technology would support
and enhance good teaching. The first purchases to be made from the $38
million instructional technology bond occurred in October 1990. High
school business education computer labs, each containing 32 IBM computers
were purchased for $1.6 million.
All of the district's schools would receive substantial investments
in computer, CD-ROM, laserdisc, and video technology over the life of
the technology bond project. Nearly all teachers received Macintosh
LC computer workstations with printers for use in their classrooms,
in addition to regularly scheduled use of networked learning labs in
each school. A conscious decision was made to treat technology as a
part of the usual curriculum, being another tool to enhance learning,
rather than an "added-on" new curriculum area. Teachers received
training in both the use of the equipment, and teaching techniques to
integrate the use of technology into the core curriculum. Software chosen
for use in the schools was focused on student productivity and intended
to promote higher order thinking skills across a variety of subject
areas. Software should be available in both English and Spanish, under
a new board policy written as a result of the bond project. Within just
a few years, Tucson Unified found itself with one of the most comprehensive
and thorough technology programs in the United States. Facilities and
opportunities, which in most districts were reserved for magnet schools
and demonstration sites, are present in every one of the 103 schools
in TUSD.
In addition to the purchases from the bond, a windfall of $850,000
was provided by the legislature to be spent on technology in schools
in TUSD with a high enrollment of "at-risk" students. The
funds were allocated to Cavett, Lawrence, Menlo Park, Ochoa, Richey,
Hollinger, Lynn-Urquides, Mission View, Pueblo Gardens, Rose, and Van
Buskirk Elementary Schools. Safford, Doolen, Naylor, Pistor, Wakefield
and Hohokam Middle Schools also benefited from the special allocation.
More honors and awards in the l990s
Leading the list of the latest award winners from TUSD was Theresa Roybal
who was honored as a Christa McAuliffe Educator, as was Paul Karlowicz.
James A. Madden was named Teacher of the Year by Classroom Computer
Learning Magazine. James P. Riser was selected as Outstanding Educators
by U.S. West. Lois J. Blondeau was named Tandy Technology Scholar. Edidtsa
Velasco was selected Modern and Classical Languages Teacher of the Year.
Sarah Barchas was presented the Outreach Award from the Arizona State
Library Association. Donna Kordas, William O'Donald, and Martha Stum
were each chosen Teacher of the Year by the Arizona Council of Engineering
and Scientific Associations. Glenn Thompson and Cassandra Peregrina
each received the Sallie Mae Teacher Award. Roy Gerdes received the
Arizona Industrial Education Association Teacher and Program Award.
Karen Chatterton was one of five finalists in the National Technology
Programs Awards.
Pat Hale was honored as Principal of the Year. Rebecca R. Montano was
selected as Hispanic Woman of the Year. Robert A. Strauss received the
All Arizona Board Award. Joel Ireland received the Phi Delta Kappa "Friend
of Education Award." Superintendent George F. Garcia was honored
as one of the Executive Educator 100.
Dozens of high school seniors were named National Merit Scholarship
winners. Utterback was named an Exemplary Fine Arts School by the Arizona
Department of Education. TUSD's Chapter 1 program was honored by the
U.S. Secretary of Education Lamar Alexander. Borton Primary Magnet School
received the Exemplary Reading Program Award from the International
Reading Association. Richey Elementary was selected as one of America'
s Best Schools by Redbook Magazine, as was University High, which continued
to win academic decathlons. Safford Middle Magnet School was selected
a state A+ school, and also a national Blue Ribbon School..
New schools
Miller Elementary School, 6951 S. Camino de la Tierra, was constructed
in 1981. The school, which cost $3.35 million, used the same architectural
plan as Grijalva and Maldonado Elementary Schools. Miller Elementary
School was named for three sisters, Mary, Maude, and Nelle Miller, whose
combined service to the school district totaled 97 years. Mary Miller
taught at Miles and Wakefield between 1927 and 1950, and was principal
of Robison until her retirement in 1971. Maude Miller began teaching
in 1929 at Roskruge, and also taught at Tucson High School and Catalina
High Schools until 1965. Nelle Miller taught at Duffy between 1954 and
1967.
The construction bonds approved in 1985 provided the funding for several
elementary schools and a middle school. Schools built in this period
now began to have a designated classroom constructed as a computer laboratory.
Prior to this time, an available regular classroom would be refitted
to hold computers and related furniture. In some schools, there were
no available spaces, and small groups of computers might be found in
closet areas or other undesirable settings.
Maldonado Elementary School, 3535 W. Messala Way, opened in 1987, was
named for Miss Amelia Maldonado, a teacher in the district from 1919
until 1960. Miss Maldonado was the niece of the adopted son of Governor
Anson P. K. Safford. She was born in Tucson in 1895 and educated at
Safford School, Tucson High School, and the University of Arizona. She
taught at Drachman School, and at the night school at Safford Junior
High. Miss Maldonado taught lC classes as well as Spanish and home economics.
She also did volunteer interpreting for the school nurse in home visits.
When Maldonado School opened, students and employees suffered an abnormally
high incidence of illness. After a year of investigation, finally engineers
decided the problem was pollens and molds being pulled in through a
"dirty air system." After repairs costing nearly $200,000,
the school was declared safe. Maldonado and Grijalva Schools were constructed
at a combined cost of $5.9 million, from the same architectural design.
Grijalva Elementary School, 1795 W. Drexel Road, was
opened in 1987. This school was named for recent school
board member, Raul Grijalva. Grijalva, a native of Tucson,
was the director of the El Pueblo Neighborhood Center.
He served for three terms, from 1975 until 1986, before
being elected to a seat on the Pima County Board of Supervisors.
During his service on the school board, Grijalva was most
noted for his support for bilingual education, desegregation,
and greater parent involvement in district affairs.
Soleng Tom Elementary School, 10520 E. Camino Quince, was opened in
1989 after a year's delay. The school was named to honor the only Asian-American
to have served on the school board. Soleng Tom, a local merchant and
businessman, was described by some as a "Chinese-American Horatio
Alger story." Born in Canton, China, in 1914, he was sent to America
in 1930 by his father to make money. He worked his way through St. Louis
University to earn a degree in Aeronautical Engineering in 1937, resulting
in a 38¢ an hour job with Pan American World Airways. Soleng Tom spoke
in broken English, but was a highly successful businessman. He was a
strong patriot, rising to a high position in the American Legion, and
was outspoken in his opposition to the district's plan for bilingual
education. Soleng Tom served on the school board from 1964 through 1980.
The most recently completed middle school was opened in 1986 at a cost
of $4.67 million. Hohokam Middle School, at 7400 South Settler Road,
was named to honor an ancient Native American tribe whose archeological
remains have been located throughout the Tucson area. The name was proposed
by a local resident near the school site, and was temporarily a subject
of controversy. Yaqui religious leaders reportedly detected spirits
on the campus and a protest was raised that the name of the school would
bring bad spirits as a place of the dead. The Tribal Council took a
formal position that the Yaquis were not opposing the name.
In 1987 the school district acquired the old Jewish Community Center
at 102 N. Plumer Avenue. The structure was used to house the Teenage
Parent Program and various curriculum offices. It was named in honor
of Dr. M. Lee Starr, a long-time district administrator, and is known
as the Starr Center. Lee Starr had been principal of both Rincon and
Tucson High Schools as well as associate superintendent for community
services until his retirement in 1982. Starr worked a total of 32 years
in Tucson Public Schools beginning as a counselor at Tucson and Catalina
High Schools.
Houston leaves TUSD. Garcia arrives
Saying that he had, "... used up a lot of my psychic capital, my
energy for a lot of things that nobody can avoid," Paul Houston
accepted an administrative position in a school district in Riverside,
California, to take effect in June 1991. At the time he resigned, his
salary was $94,821 a year. Included in Houston's legacy for the district
was Mission SUCCESS and TUSD 2000, as well as the on-going construction
bond project and the technology bond project. In addition, more than
half of the site principals and most of the assistant principals were
appointed by Paul Houston.73
The district once again launched a nationwide search for a new superintendent.
Several public hearings were conducted to learn what the people wanted
in the new district leader. Few people came. The board unanimously chose
Dr. George F. Garcia of Kansas City, Missouri, as its next superintendent.
Dr. Garcia, born in Laredo, Texas, was the youngest of nine children
and the first in his family to graduate from college. Spanish was his
first language. He received a bachelor's degree from Northwest Missouri
State University, master's degree from University of Iowa, and an Ed.D.
from Drake University. He brought experience in multicultural education,
curriculum and desegregation. Garcia was the first Hispanic superintendent
in the history of the school district.
The board set Dr. Garcia's beginning salary at $110,000 plus $14,650
in benefits. The salary, approved on a 3-2 vote, was nearly 16 percent
higher than that paid to Paul Houston and created a controversy when
contrasted to the one percent salary increase negotiated for teachers.
George Garcia brought to the Tucson Unified School District a profound
belief in the importance of learning and the role of educators in making
that learning happen. Although the school district had used a variety
of slogans through the years, no official creed existed. In July 1991,
the board adopted such a creed. It stated simply: "All children
can learn. All teachers and administrators are responsible for teaching
them. All other staff members are responsible for supporting that mission.
Anything else is not acceptable." Two years later the last line
was dropped. Many employees felt it had a punitive sound.
New educational situations
A major change in testing of students began in the 1990-91 school year.
Instead of the multiple-choice standardized tests that had been used
for the last generation, the state began developing a new testing program
called the Arizona Student Assessment Plan (ASAP) which would test students
in essential skills. For example in the language area, students were
given a passage from literature and asked to write short essays responding
to it. The evaluation of these essays would determine student ability
to form sentences, use grammar and vocabulary, and communicate cohesive
thoughts in writing. Essays would be scored from 4 (high) to 1 (low),
with a 4 representing a well-organized, logical, accurate and thoughtful
response. The new testing program was expected to contribute to a positive
change in teaching strategies.
The 1991 War in the Persian Gulf, while short in duration, affected
students in TUSD. Many students had family members serving in the Gulf,
as Arizona Guard units were heavily mobilized. Teachers and counselors
provided information and organized support groups for students.
The state board of education passed a requirement in 1989 that all
school districts begin teaching foreign languages in elementary schools
(FLES) starting with first grade. The earlier FLES program in the '50s
and '60s had addressed 5th and 6th graders. The implementation was delayed
until fall 1992 as districts struggled to find funds to train teachers.
During the last few decades many colleges removed the requirement that
a college student study a foreign language, and consequently, many newer
teachers had no experience with languages.
By 1992, the board was able to cut participation fees for extra-curricular
activities down to $20. A year earlier the fees had been cut in half
from the high of $105 set in 1989. An immediate increase occurred in
students trying out for sports and other activities.
A report issued in September, 1992, by the Council of Great City Schools
had some positives for TUSD high schools. The report focused on comparable
large urban districts. It noted that TUSD had lowered its dropout rate
to 9.9 percent, showing an 11 percent decline between 1988 and 1991.
The report also noted that 52 percent of TUSD students went on to four-year
colleges, almost 10 percent more than other urban districts.74
Violence in and around schools a community concern
Gang violence and gang membership became an increasing worry in schools
across the city at the turn of the decade. Gang activity was visible
even in elementary schools. Cooperative efforts with local law-enforcement
agencies worked to bring awareness to faculty and parents, as well as
students. Increased use of part-time monitors equipped with walkie-talkies
was another way to combat dangers on school grounds.
Weapons on campus appeared in increasing frequency. Most often guns,
knives, or other types of weapons were taken from students before they
were used, but in December, 1991, a shooting by a student happened on
the Rincon High School campus at 3 p.m. while students were present.
Four years earlier, a Sabino High School student had held a teacher
and class hostage until police came. In May, 1992, a fifth grade student
at Lawrence Elementary School pulled a pistol on a teacher. The Task
Force on Community Violence and the Schools was formed after the Rincon
shooting to make recommendations to the school board. Other local school
districts also experienced incidents at school.
In September, 1992, the City Council voted to require juveniles to
have written permission from their parents to carry guns. Dr. Garcia
testified at a public hearing, informing the council that 42 students
were expelled from TUSD the preceding year for bringing guns to school.
At least 80 percent of them brought the guns from home.75
Various gang-related shootings and drive-by incidents near schools
throughout the county continued to worry parents and school officials
even though the schools themselves seemed safe. Police patrols were
stepped up in areas where gangs congregated. A variety of self-esteem,
decision-making, and conflict resolution programs were implemented in
TUSD, to help students make the choice not to be part of a gang. A "zero-tolerance"
for weapons was carried out in student expulsions.
Neighborhood problems
In the summer of 1992 a group of northwest-side parents petitioned the
Tucson Unified School District to secede from TUSD and be annexed to
the adjacent Flowing Wells School District. The Flowing Wells superintendent
and board were willing to annex the two-square mile area of population.
The 376 parents contended their children would be closer to their schools,
and that they preferred the smaller school district. Most of the area
was in the Tully School attendance area at the time, although a new
northwest-side school was in the planning stages which would be the
school for children in the area. After studying the issue, the TUSD
board unanimously voted to deny the annexation, based on losing the
$3.6 million tax base, and legal considerations of the desegregation
plan.
Van Buskirk Elementary School was closed for a semester in fall 1992,
because there was an underground fuel leak at a nearby city storage
facility. Parents were afraid soil and water contamination near the
spill might affect their children's health. On a 3-2 vote, the board
voted to take no chances, and to move the students to nearby schools
until all the contamination was removed. The school was built in a residentially
zoned desert area in 1957, but the city and county permitted industrial
plants to build around the school, creating the situation. Students
were returned to Van Buskirk School in January 1993.
A three pronged approach to better schools
Dr. Garcia began building on the strengths of previous administrative
efforts such as Mission SUCCESS, TUSD 2000, and the Adopt-A-School partnerships
in building his plan for the district. A comprehensive planning process
known as Action 2000 was implemented which would affect all sites and
departments. Three major elements formed the foundation of the planning
process:
- Continuing the tradition of excellence in innovative educational
programs;
- Developing a policy of diversity appreciation which encompasses
ethnicity, culture, gender, and language; and
- Building stronger community and parent partnerships with students
and schools.
To address the need for community partnership, a program was developed
called "the Fourth R," the "R" in work which must
be added to the traditional three "R's." "All children
will graduate prepared for the world of work," was the theme. Dr.
Garcia listed three major goals: economic development to serve Tucson,
human development to promote lifelong learning, and community development
to prepare all students for responsible citizenship. Local businesses
were invited to contribute "work, wisdom, and wealth" to the
district through community partnerships. He focused on the contribution
well-prepared students could make to the economic development of the
city.76
The district received a positive response to the plea from a variety
of businesses and social agencies who provided opportunities for students
to learn about work. At a second meeting, a 40-member board of directors
was appointed to lead the effort. The combined group of community and
district leaders laid out four major goals for student success:
- Communicate effectively through writing and speaking.
- Recognize and appreciate the wide diversity of groups within the
community.
- Develop an acute appreciation of education and become a lifelong
learner, both for the joy of learning and for economic community and
individual development.
- Develop a love of community.
The new policy on diversity appreciation was intended to support a
variety of employment and educational concerns, ranging from stopping
sexual harassment to promoting inclusion of multicultural elements in
regular curriculum. Appreciation of the rich cultural diversity of the
residents of Tucson was to be an integral element of successful education.
The policy also supported efforts to provide multiple teaching strategies
that would address a variety of student learning styles and conditions.
Teachers were encouraged to move away from "cookie-cutter"
teaching approaches which denied some students equal access to educational
achievement.
An experiment in year-round schooling
Five schools in the southwest-side of Tucson are the base of an experiment
in year-round schooling for elementary and middle school youngsters.
Students and parents at Rose, Hollinger, Johnson, Lawrence and Wakefield
Middle School were given the opportunity to participate in a "single-track"
trimester year-round schedule designed to increase both student achievement
and parent involvement, as well as adult education and parenting classes.
The schools were selected based on the high percentage of students living
in poor economic conditions.
Students would have 60 days of class, followed by 15 days of intersession.
A summer break would be for six weeks. Students could still attend school
only the required number of days and have the full length of vacation,
just spread out over the year, if their parents chose to do so. During
the intersessions students would have the opportunity to either take
a vacation or to enroll in enrichment or remedial activities. The intersessions
would be at no cost to the students or parents, and would be financed
through Chapter 1 federal funds for disadvantaged students. The cost
of the program is estimated at $568,000 in the first year of operation.
Notes
69Mary Bustamante, "TUSD Board under
fire" Tucson Citizen January 18, 1990.
7OLarry Copenhaver, "Money woes, recall
campaign threaten TUSD" Tucson Citizen January 24, 1990.
71Steffannie Fedunak, "TUSD citizens'
panel vows not to spare 'sacred cows'" Arizona Daily Star
March 8, 1990.
72Steffannie Fedunak, "Opponents outline
cuts for TUSD" Arizona Daily Star March 9, 1990.
73Larry Copenhaver, "Luring new superintendent
a formidable challenge" Tucson Citizen November 24, 1990.
74Ellen Gamerman, "Urban students overcoming
barriers, study finds" Arizona Daily Star September 23,
1992.
75Ann-Eve Pederson, "Council advances
juvenile gun rule" Tucson Citizen September 22, 1992.
76Larry Copenhaver, "Schools court business
aid" Tucson Citizen October 9, 1992.
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