>>> AGREEING ON A SPENDING PLAN.
LAWMAKERS AND THE GOVERNOR.
>> THIS BUDGET IS A REAL WINNER
FOR K-12 EDUCATION, FOR OUR
UNIVERSITIES, FOR OUR KIDS, FOR
OUR TEACHERS.
>> A BUDGET THAT PUMPS MORE
MONEY INTO EDUCATION, BUT IT
DOESN'T SATISFY EVERYONE.
>> WE ARE CONSISTENTLY DENYING
OUR SCHOOLS $1 BILLION EVERY
YEAR.
>>> PLUS AN UNLIKELY PATH TO THE
CLASSROOM.
>>> HELLO AND THANKS FOR JOINING
US.
THIS WEEK, ARIZONA LAWMAKERS END
THE 2017 LEGISLATIVE SESSION,
APE $9.8 BILLION PLAN FOR NEXT
YEAR.
AMONG THE BIG TICKET ITEMS,
EDUCATION FUNDING.
ARIZONA PUBLIC MEDIA'S
CHRISTOPHER CANOVER TRAVELED TO
PHOENIX THIS WEEK FOR A
ONE-ON-ONE INTERVIEW WITH
GOVERNOR DOUG DUCEY.
>> THIS BUDGET IS A REAL WINNER
FOR K-12 EDUCATION, FOR OUR
UNIVERSITIES, FOR OUR KIDS, FOR
OUR TEACHERS.
WE TOOK ALL OF THE AVAILABLE
DOLLARS.
I THINK SOMETIMES PEOPLE FORGET
JUST A FEW SHORT WEEKS AGO WE
WERE IN A DEFICIT AS A STATE.
WE HAD A $1 BILLION DEFICIT.
WE HAD TO MAKE SOME VERY
DIFFICULT DECISIONS THAT FIRST
YEAR TO BALANCE THAT BUDGET.
NOW WE'RE INVESTING AGAIN.
WE'RE SPENDING AGAIN, AND WE'VE
GOT NEARLY $170 MILLION
ADDITIONAL FOR K-12 EDUCATION
OVER AND ABOVE INFLATION,
$63 MILLION COMMITTED DIRECTLY
TO TEACHERS.
THIS IS ALL ON TOP OF
PROPOSITION 123, WHICH WAS
$3.5 BILLION GUARANTEED OVER THE
NEXT TEN YEARS.
AND KWEEF BEEN ABLE TO DO ALL OF
THIS ADDITIONAL SPENDING AND
INVESTING WITHOUT RAISING TAXES.
IT'S GOING TO BE VERY POSITIVE
FOR EDUCATION.
IT'S GOING TO BE VERY POSITIVE
FOR OUR KIDS, OUR TEACHERS, AND
THAT DOESN'T EVEN TOUCH ON
UNIVERSITIES YET.
>> WHEN IT COMES TO THE BUDGET,
YOU MENTIONED UNIVERSITY
FUNDING.
IT SEEMED LIKE THAT WAS THE BIG
STICKING POINT.
YOU STUCK TO YOUR GUNS.
YOU WANTED THAT MONEY.
THE LEGISLATURE CAME UP WITH IT
IN A DIFFERENT WAY.
IS IT THE RIGHT SOLUTION, OR IS
IT JUST A COMPROMISE SOLUTION?
>> NO, I WOULD SAY IT'S THE
RIGHT SOLUTION.
FOR ME, THIS WAS ABOUT RESOURCES
AND DOLLARS TO OUR UNIVERSITIES.
WE HAVE GREAT UNIVERSITIES IN
THIS STATE.
YOU KNOW, THE UNIVERSITY OF
ARIZONA, ASU, NAU.
WE ARE AMONG THE FASTEST GROWING
STATES IN THE COUNTRY.
WE HAVE THE FASTEST GROWING
COUNTY IN THE COUNTRY IN OUR
STATE.
AND THESE UNIVERSITIES ARE
GROWING.
SO IF WE'RE GOING TO BE BRINGING
THESE KIDS THROUGH THE K-12
SYSTEM THAT'S EVER IMPROVING AND
THEY'RE GETTING BETTER RESULTS,
WE WANT TO HAVE UNIVERSITIES
THAT CAN BRING THEM IN, AND WE
WANT TO HAVE THE INFRASTRUCTURE
THAT CAN ADDRESS 21st CENTURY
NEEDS IN TERMS OF RESEARCH,
LABORATORY INVESTMENT, ET
CETERA.
AND THAT'S WHAT THIS IS GOING TO
DO.
IT'S GOING TO ALLOW OUR
UNIVERSITY PRESIDENTS TO PLAN
AHEAD, TO FOCUS ON THE
EXCELLENCE OF THEIR ENTERPRISE,
TO KEEP DOING WHAT THEY'RE DOING
BUT TO DO MORE OF IT AND FASTER.
>> WHEN IT COMES TO K-12
TEACHERS, IN YOUR STATE OF THE
STATE ADDRESS, YOU ASKED FOR A
RAISE OVER A COUPLE OF YEARS.
THE LEGISLATURE MOVED UP THAT S.
HOW DO WE GET TEACHERS TO STAY
IN THE STATE?
>> WE WANT TO GET THEM EVEN MORE
MONEY.
ARIZONA IS IMPROVING FASTER THAN
ANY OTHER STATE IN MATH,
READING, AND SCIENCE.
WE'RE MAKING LARGER GAINS THAN
OTHER STATES IN THE COUNTRY, AND
THAT IS BECAUSE OF THE QUALITY
OF OUR TEACHERS.
WE'RE HAVING A TEACHER SHORTAGE
IN ARIZONA.
IT'S NOT JUST ARIZONA.
THIS IS HAPPENING ACROSS
AMERICA.
PEOPLE THAT ARE MY AGE, MANY OF
THEM CAME OUT OF SCHOOL AND WENT
INTO TEACHING.
THEY'VE BEEN DOING IT FOR ABOUT
30-PLUS YEARS.
THEY WANT TO GO INTO RETIREMENT.
THEY'VE EARNED THAT RETIREMENT.
WE WANT TO KEEP OUR GOOD
TEACHERS IN THE CLASSROOM.
WE WANT TO ATTRACT YOUNG PEOPLE
INTO THE CLASSROOM.
WE DID ANOTHER GOOD THING IN
TERMS OF ACCREDITATION.
WE LET SUBJECT MATTER EXPERTS
THAT HAVE EXPERIENCE THAT ARE IN
THE PRIVATE SECTOR, COME IN AND
AT LEAST PRESENT THEMSELVES TO A
PRINCIPAL OR A SUPERINTENDENT TO
HELP FILL THAT NEED, TO TEACH
CLASSES AT BOTH THE GRADE SCHOOL
AND HIGH SCHOOL LEVEL.
SO WE'RE ADDRESSING THIS.
THERE'S MORE WE CAN DO.
WE ALSO WANT TO FORGIVE DEBT FOR
STUDENTS THAT ARE IN COLLEGE AND
WANT TO PUT THEIR CAREER INTO
TEACHING.
SO WE'RE GOING TO ADD DIFFERENT
TOOLS TO THE TOOLBOX ALONG WITH
RAISES AND RESOURCES THAT WE
THINK WILL HELP MITIGATE THIS
PROBLEM.
>> IN YOUR STATE OF THE STATE,
THE TEACHERS ACADEMY, THAT WAS
PART OF THE BUDGET.
THE LEGISLATURE PASSED IT.
IT'S THE THREE UNIVERSITIES
WORKING TOGETHER TO GET TEACHERS
OUT AND IN THE SAME DIRECTION.
>> ABSOLUTELY.
I MEAN WE WENT TO THE
UNIVERSITIES AND WE SAID, WE
EDUCATE THESE CHILDREN.
MANY OF THEM GO INTO LAW OR
MEDICINE OR BUSINESS, AND IN A
SHORT AMOUNT OF TIME, THEY'RE
MAKING A SIGNIFICANT SALARY.
WE WANT TO IMPROVE TEACHER
SALARIES, BUT WE ALSO -- THERE'S
A BURDEN IN TERMS OF ROOM AND
BOARD AND TUITION AND DEBT
BOARD AND TUITION AND DEBT
THAT'S TAKEN ON.
WHAT CAN WE WORK TOGETHER ON TO
HELP LESSEN THAT BURDEN.
IF THEY HAVE THAT PASSION, YOU
KNOW, PEOPLE DON'T GO INTO
TEACHING FOR THE MONEY, BUT THEY
WORK INCREDIBLY HARD.
THEY DESERVE TO BE REWARDED.
AND IF WE CAN TAKE THAT DEBT OR
SOME OF THAT DEBT AWAY FROM THE
TUITION PERSPECTIVE, PERHAPS WE
CAN ATTRACT EVEN MORE GOOD
PEOPLE TO COME INTO THAT
PROFESSION.
>> EARLY IN THE SESSION, WE HAD
THE EMPOWERMENT SCHOLARSHIP BILL
FILED, WHAT SOME PEOPLE CALL
VOUCHERS.
IT'S EXPANDED IT PRETTY MUCH TO
ALL KIDS DEPENDING ON THE AMOUNT
OF MONEY AVAILABLE.
CRITICS SAY IT'S ONLY GOING TO
GO TO THE RICH KIDS WHO ARE
ALREADY IN PRIVATE SCHOOL,
ESPECIALLY BECAUSE A LOT OF
PRIVATE SCHOOLS COST MORE THAN
THE $5,000 THAT ARE AVAILABLE.
IS THAT A VALID ARGUMENT?
>> NO.
I THINK THAT'S INACCURATE.
THIS IS A LAW THAT EXISTED SINCE
2011.
IT'S HELPING FOSTER KIDS.
IT'S HELPING DISABLED KIDS.
IT'S HELPING KIDS ON TRIBAL
NATIONS AND CHILDREN OF MILITARY
FAMILIES.
THERE'S LESS THAN 5,000 CHILDREN
THAT ARE TAKING ADVANTAGE OF
THIS, BUT THEY NEED THIS.
THEIR PARENTS NEED THIS CHOICE.
THERE'S OTHER KIDS THAT AREN'T
IN THOSE SAME SITUATIONS THAT
ALSO NEED THIS CHOICE.
THIS IS A GOOD IDEA.
IT'S A VERY SMALL REFORM.
BUT FOR PEOPLE THAT NEED IT, IT
CAN BE A LIFE SAVER.
THIS CAN BE FOR TUITION, FOR
TEXTBOOKS, FOR TUTORING, FOR
EDUCATIONAL THERAPY.
THE BEST WAY TO THINK OF IT IS
IT'S AN EDUCATIONAL SAVINGS
ACCOUNT THAT GIVES THE POWER TO
THE PARENT SO THAT THEY CAN
ADDRESS THE NEEDS OF THEIR
CHILD.
IT'S SOMETHING ARIZONA HAS
REALLY SHINED IN, IN TERMS OF
EDUCATIONAL CHOICE.
AND TUCSON WAS THE FOUNDING OF
THE BASIS SCHOOL.
U.S. NEWS AND WORLD RECORD SAYS
THAT ARIZONA HAS FIVE OF THE TOP
TEN PUBLIC HIGH SCHOOLS IN THE
NATION.
SO WE KNOW HOW TO EDUCATE A
CHILD HERE.
OUR SCHOOL CHOICE HAS BEEN GOOD
FOR THE STATE OF ARIZONA.
WE NEED TO DO THIS MORE OFTEN IN
MORE AREAS WITH THE SAME AMOUNT
OF ATTENTION TO OUR DISTRICT
SCHOOLS, OUR PUBLIC CHARTER
SCHOOLS, AND WHEN A PARENT HAS A
SPECIAL SITUATION, ESAs CAN
HELP.
>> I HEARD SOMEONE SAY THAT THE
EMPOWERMENT SCHOLARSHIPS,
ESPECIALLY FOR KIDS WITH SPECIAL
NEEDS, THE ORIGINAL VERSION OF
IT, IF YOU WILL, REALLY IN SOME
WAYS IS A CONDEMNATION OF PUBLIC
SCHOOLS, THAT PUBLIC SCHOOLS
CAN'T EDUCATE KID WHO'S ARE OUT
OF THE NORM.
IS IT A CONDEMNATION?
>> NO, NOT AT ALL.
AND THIS IS -- I THINK THIS IS
THE PART OF THE PROBLEM IS THAT
EVERYONE WANTS TO POLARIZE THIS
DEBATE, THAT EVERYTHING IS
EITHER RIGHT OR WRONG.
HOW ABOUT LEAVING THIS DECISION
TO THE PARENT?
AND WE HAVE OPTIONS IN THE STATE
OF ARIZONA.
HOW CAN YOU SAY TO A PARENT OF A
DISABLED CHILD THAT WHEN YOU
GIVE THEM FLEXIBILITY IN THE
DOLLARS, KNOWING THE NEEDS OF
THEIR CHILD, THAT THAT WOULD BE
A CONDEMNATION OF PUBLIC
EDUCATION?
THE IDEA OF PUBLIC EDUCATION IS
TO EDUCATE THE PUBLIC, YET OUR
KIDS COME IN DIFFERENT SHAPES
AND SIZES AND DIFFERENT
CIRCUMSTANCES.
AND WHAT WE DO IN ARIZONA IS WE
ACKNOWLEDGE THAT, AND WE GIVE AS
MUCH POWER AS WE CAN TO THE
PARENT TO MAKE THE RIGHT
DECISION FOR THEIR CHILD.
>> YOUR PREDECESSOR, GOVERNOR
BREWER, RECENTLY CAME OUT AND
SAID MAYBE SHE SHOULDN'T HAVE
SIGNED SOME OF THE TAX CUTS THAT
SHE DID, AND MAYBE THE STATE
NEEDS THAT MONEY.
YOU'VE PUT FORWARD A LOT OF TAX
CUTS.
YOU'RE A BUSINESSMAN BEFORE YOU
WERE HERE IN STATE GOVERNMENT.
WHAT'S YOUR THOUGHT ON THE
FORMER GOVERNOR'S FEELINGS ON
TAX CUTS?
>> WELL, MY FOCUS IS HOW DO I
BRING BUSINESS TO OUR STATE?
HOW DO I BRING COMPANIES TO OUR
STATE?
HOW DO I MAKE SURE THAT EVERYONE
THAT WANTS TO GET A JOB IN THE
STATE OF ARIZONA CAN FIND A JOB?
IN THIS VERY OFFICE, THIS IS
WHERE I MEET WITH A LOT OF
BUSINESS PEOPLE FROM OTHER
STATES, OFTENTIMES FROM
CALIFORNIA AND ILLINOIS THAT ARE
LOOKING TO RELOCATE OR EXPAND OR
BRING THEIR SUPPLY CHAIN.
THEY ALL WANT TO KNOW WHAT THE
TAX CLIMATE IS IN THE STATE AND
WHAT IT'S GOING TO LOOK LIKE IN
THE FUTURE.
WE'VE WON MORE THAN OUR FAIR
SHARE OF THOSE DISCUSSIONS AND
NEGOTIATIONS IN THE LAST 28
MONTHS.
THE FACT THAT WE'RE A LOW-TAX,
LIGHT REGULATION STATE THAT'S
IMPROVING IN K-12 EDUCATION HAS
ALLOWED ME TO REALLY PITCH TO
THESE PEOPLE THAT ARE MAKING
THOSE DECISIONS.
I THINK THAT WE CAN MAKE OUR
STATE MORE ATTRACTIVE FOR
BUSINESS AND CONTINUE TO INVEST
IN EDUCATION AS LONG AS WE'RE
GROWING IN TERMS OF POPULATION
AND ECONOMIC DEVELOPMENT, AND
THAT'S MY PLAN.
>> YOU MENTIONED UNEMPLOYMENT.
NUMBERS ARE LOOKING BETTER.
WE'RE STILL A LITTLE BEHIND THE
NATIONAL AVERAGE.
HOW DO WE FIX THIS?
>> WELL, WE KEEP DOING WHAT
WE'RE DOING.
YOU KNOW, WE'RE A GROWTH STATE.
SO WHEN THE ECONOMY IS GOING
GOOD IN THE COUNTRY, IT'S BETTER
IN ARIZONA.
WHEN THE ECONOMY SUFFERS A
DOWNTURN NATIONALLY, IT HURTS
ARIZONA MORE.
BUT WE'RE OUT OF THE JOB LOSSES
THAT WE HAD SINCE THE GREAT
RECESSION.
NOW WE'RE ADDING JOBS, GROWING
FASTER THAN WE HAVE OR THAN
ANYONE ELSE IS IN THE COUNTRY.
THAT'S WHAT WILL BRING THE
ECONOMY BACK.
YOU KNOW, IN SOUTHERN ARIZONA,
COMCAST, CATERPILLAR, WHAT WE'VE
BEEN ABLE TO DO WITH THE
UNIVERSITY OF ARIZONA IN TERMS
OF INFRASTRUCTURE, THE
RELATIONSHIP WITH DAVIS AND
RAYTHEON.
ALL REAL POSITIVES, ALL FOCUSED
ON THAT WE'RE GOING TO BE BIGGER
THAN ONE COUNTY IN THIS STATE OR
ONE CITY.
I'VE REALLY ENJOYED THE VISITS
TO SOUTHERN ARIZONA.
I THINK I'VE BEEN THERE 30-PLUS
TIMES THIS WEEK.
MUCH OF OUR BUDGET, MUCH OF OUR
FOCUS HAS COME FROM LISTENING TO
THE CITIZENS AROUND THE STATE,
AND WE'VE REALLY HAD A FOCUS ON
ECONOMIC DEVELOPMENT IN SOUTHERN
ARIZONA.
>> WRAPPING UP HERE, THIRD
LEGISLATIVE SESSION AS GOVERNOR.
WHAT'S LEFT?
WE ASSUME YOU'RE RUNNING AGAIN,
BUT WHAT'S LEFT ON THE HORIZON?
>> THESE CAMPAIGN CYCLES ARE FAR
TOO LONG.
WE HAVE ANOTHER LEGISLATIVE
AGENDA IN JANUARY THAT WE'LL
HAVE ANOTHER STATE OF THE STATE,
AND THEN THERE IS A DATE FOR
DECISIONS IN 2018.
I THINK IT'S TOO EARLY TO TALK
ABOUT THAT.
WE'LL TALK ABOUT THAT AT THE
APPROPRIATE TIME.
WHAT WE WANT TO DO IS CLOSE UP
THIS SESSION, SIGN THIS BUDGET,
AND BEGIN TO PUT THE PLANS
TOGETHER SO THAT WE CAN HAVE
ANOTHER SUCCESSFUL LEGISLATIVE
SESSION AND STATE OF THE STATE
IN JANUARY.
>>> DESPITE ADDITIONAL PAY FOR
TEACHERS AND MONEY FOR THE
CLASSROOMS, MORE THAN A DOZEN
EDUCATION ADVOCACY GROUPS SAY
LAWMAKERS FAILED THE MORE THAN 1
MILLION CHILDREN IN ARIZONA
SCHOOLS.
ARIZONA CONTINUES TO RANK AMONG
THE LOWEST IN THE COUNTRY FOR
SCHOOL FUNDING.
JEN DARLAND REPRESENTS ARIZONA
SCHOOLS NOW.
>> THE BIGGEST CONCERN IS THAT
THIS IS A CONTINUATION OF THE
STATUS QUO.
WE HAVE MONEY AVAILABLE IN THE
BUDGET TO DO A BIG, BOLD
INVESTMENT, AND WHAT WE DO KNOW
REALLY DRIVES RESULTS IN THE
CLASSROOM WHICH IS HAVING A
QUALIFIED, CERTIFIED TEACHER IN
FRONT OF THE STUDENTS.
UNFORTUNATELY THE PRIORITIES IN
THIS BUDGET DON'T SUPPORT
KEEPING TEACHERS IN THE
CLASSROOM.
SO WE'RE REALLY DISAPPOINTED IN
THAT, THAT THAT WASN'T
NECESSARILY THE BIG, BOLD NEXT
STEP THAT WE HAD ANTICIPATED
FOLLOWING THE PASSAGE OF PROP
123.
>> IT SEEMED BEFORE THE BUDGET
PASSED, THERE WAS SOME HOPE THAT
PERHAPS THERE WOULD BE SOMETHING
THAT ADVOCACY GROUPS LIKE YOU'RE
INVOLVED WITH WOULD BE HAPPY
WITH OR HAPPIER WITH.
>> YES.
WE HAD A GREAT DEAL OF HOPE.
IF FOR NO OTHER REASON THAN TO
HAVE A BUDGET PROPOSAL WHICH WE
PUT FORWARD, WHICH FOUND THE
AVAILABLE DOLLARS AND FOUND
THREE OTHER REVENUE SOURCES THAT
DID NOT REQUIRE A TAX INCREASE.
WE HAD HOPED THAT WHAT IT WOULD
DO IS PROVIDE A MODERATING
COMPONENT, RIGHT, SO THAT IT
WOULD PUSH FROM THE 0.4% AS THE
GOVERNOR HAD PROPOSED, NOT
NECESSARILY A FULL 4%.
WE WERE REALLY KIND OF HOPING
FOR A BOLDER, CLOSE TO A 2% THIS
YEAR, BUT REALLY HAD HOPED THAT
THE 4% WOULD HAVE COME THROUGH
IN THE END.
WE THOUGHT THAT WE HAD -- WE
KNOW THAT WE HAD A LOT OF PUBLIC
SUPPORT BEHIND THIS.
BUT UNFORTUNATELY WE IDN'T HAVE
THE CHAMPIONS IN EITHER CHAMBERS
TO SEE THAT THROUGH.
>> WE OFTEN HERE THAT MONEY
CAN'T SOLVE ALL THE PROBLEMS.
IS THAT WHAT ARIZONA NEEDS RIGHT
NOW?
>> I WOULD SAY MONEY IS THE
SIGNIFICANT PROBLEM.
WE HAVE A REVENUE PROBLEM IN THE
STATE OF ARIZONA.
EVEN AS RECENTLY AS YESTERDAY IN
REPORTS, EVEN GOVERNOR BREWER
FEELS LIKE SOME OF THE TAX CUTS
ARE A LITTLE TOO EXTREME.
WE ARE CONSISTENTLY DENYING OUR
SCHOOLS $1 BILLION EVERY YEAR,
FUNDING THAT THEY NEED FOR 21st
CENTURY TOOLS AND RESOURCES AS
WELL AS SAFE CLASSROOMS.
WE KNOW THAT THAT'S ALSO
IMPACTING THE ABILITY FOR OUR
SCHOOL GOVERNING BOARDS TO MAKE
DECISIONS OVER PROVIDING TEACHER
RAISES OR KEEPING AN HVAC SYSTEM
WORKING OR HAVING DOORS THAT
ACTUALLY LOCK.
WE HEARD FROM A TEACHER ACTUALLY
IN SOUTHERN ARIZONA AT ONE OF
OUR BUDGET PUBLIC HEARINGS THAT
HER CLASSROOM DOOR DOES NOT
LOCK.
SO IN A LOCKDOWN SITUATION, SHE
HAS TO TAKE HER CLASS OF 30
STUDENTS INTO HER COLLEAGUE'S
CLASSROOM TO LOCK THE DOOR.
AND WHEN WE GET DOWN TO THE
BASICS OF NOT BEING ABLE TO
ENSURE THAT OUR CLASSROOMS ARE
SECURE, WE'VE GOT A PROBLEM.
SO OUR PERSPECTIVE IS THAT
THERE'S A REVENUE PROBLEM, BUT
THERE'S ALSO JUST SORT OF A
PRIORITIZATION OF WAYS TO
STRATEGICALLY INVEST TO ENSURE
THAT WE HAVE QUALITY EDUCATIONAL
PROGRAMS FOR OUR KIDS AND FOR
OUR FAMILIES.
>> WHO'S RESPONSIBLE?
SHOULD MORE ATTENTION BE GIVEN
TO THE SCHOOL BOARDS TO SAY,
DISTRIBUTE THIS MONEY FOR FAIRLY
BECAUSE IT CAN'T NECESSARILY ALL
BE PLACED ON THE STATE?
>> WELL, RESPECTFULLY, GOVERNING
BOARDS ARE GIVEN THE BUDGETS
FROM THE LEGISLATURE.
GOVERNING BOARDS DO NOT HAVE THE
POWER OF THE PURSE.
THAT IS A POWER ENTRUSTED TO OUR
ELECTED LEADERS BY OUR STATE
CONSTITUTION.
GOVERNING BOARDS ARE STRICTLY
BEHOLDEN TO APPROPRIATE ATING
FUNDS FOR THEIR DISTRICTS AND
THEY ARE ELECTED AND ENTRUSTED
BY LOCAL CITIZEN BODY TO
PROPERLY AND STRATEGICALLY
INVEST TO MATCH THE PRIORITIES
OF THEIR COMMUNITY.
I THINK THAT IT IS PASSING A
BUCK FOR ELECTED LEADERS TO
PLACE BLAME ON ELECTED GOVERNING
BOARDS WHO ARE NOT PAID.
THEY ARE THERE AS VOLUNTEERS.
AND THEY WANT NOTHING MORE THAN
TO PROPERLY COMPENSATE TEACHERS,
AND THEY WANT NOTHING MORE THAN
TO ENSURE THAT THEIR FACILITIES
ARE SAFE AND 21st CENTURY
EQUIPPED.
BUT UNFORTUNATELY WHEN THEY'RE
FACING THE BUDGET WHERE WE HAVE
EITHER ROLLED OVER $900 MILLION
ANNUALLY OR WE HAVE SUSPENDED
OVER $300 MILLION FOR K-12, WHAT
ARE THEY LEFT TO DO?
THEY'RE DOING THE VERY BEST THAT
THEY CAN.
>> WHAT DOES ARIZONA LOOK LIKE
IF MORE MONEY WERE PUMPED INTO
THE CLASSROOMS?
>> I THINK THAT ARIZONA STARTS
TO LOOK LIKE A TRUE ECONOMIC
POWERHOUSE.
I THINK THAT WE HAVE THREE
AMAZING UNIVERSITIES.
WE HAVE A WONDERFUL CLIMATE IN
WHICH WE CAN BE EXPERIMENTING ON
RENEWABLE ENERGY SECTOR, WHICH
SEEMS TO BE EVEN A GROWING
INTEREST.
I THINK PEOPLE ARE WILLING TO
INVEST IN THAT.
I THINK WE HAVE A PERFECT
CLIMATE FOR FAMILIES.
I THINK THAT WE COULD ATTRACT --
AND I DON'T EVEN THINK IT.
I KNOW IT.
I KNOW BUSINESS LEADERS HAVE
COMMUNICATED TO LOCAL
ORGANIZATIONS AND CHAMBERS AND
FOLKS WHO ARE TRYING TO RECRUIT
THEM HERE SAYING, LISTEN, YOU'VE
GOT THE PERFECT GOLF COURSES.
YOU'VE GOT THE GREAT TAX
CLIMATE.
BUT AT THE END OF THE DAY, IF
YOU DON'T HAVE A PROPERLY FUNDED
EDUCATION SYSTEM, I CAN'T BRING
PEOPLE HERE, AND I DON'T -- I
WANT ASK PEOPLE TO RAISE THEIR
CHILDREN HERE.
I THINK THAT WE COULD ACTUALLY
BE ON THE VERGE OF BEING A
LEADER IN THE MISSION.
>> THE BUDGETARY PLAN PRESENTS A
CHALLENGE FOR THE PIMA COUNTY
SUPERINTENDENT'S OFFICE.
MANAGING RESOURCES AND NEEDS ARE
TWO OF THE TOP CONCERNS.
HERE'S RICKY HERNANDEZ, THE
CHIEF FINANCIAL OFFICER.
>> IN PIMA COUNTY, WHEN IT COMES
TO JUST SCHOOL DISTRICTS ALONE,
WE'RE TALKING WELL OVER 200
PUBLIC SCHOOLS.
THAT INCLUDES EVEN OUR CHARTER
SCHOOLS HERE IN PIMA COUNTY.
SO WE'RE TALKING ABOUT A
SUBSTANTIAL AMOUNT OF KIDS, WELL
OVER 140,000 KIDS JUST IN PUBLIC
SCHOOL ALONE HERE IN PIMA
COUNTY.
>> A LOT OF TIMES PEOPLE WONDER
HOW SCHOOLS IN THE NORTH
FOOTHILLS OR EASTERN PIMA COUNTY
HAVE THINGS THAT KIDS ON THE
SOUTH SIDE DON'T HAVE.
CAN YOU EXPLAIN HOW THAT REALLY
WORKS?
I MEAN THE TAX BASE, IT'S ALL
DIFFERENT.
>> AND THAT'S PART OF IT IS THAT
A LOT OF -- WE HAVE A LOT OF
DIFFERENT ELEMENTS GOING ON
THROUGHOUT PIMA COUNTY.
I MEAN FROM LIKE YOU ALLUDED TO
THE CATALINA FOOTHILLS AREA AND
THE EASTERN PART OF TUCSON.
YOU HAVE CERTAIN OPPORTUNITIES
AND YOU HAVE A TAX BASE THAT IS
VERY DIFFERENT TO PEOPLE WHO
LIVE MAYBE OUT IN THREE POINTS
OR DOWN ON SOUTH 12th AVENUE IN
THE SUNNYSIDE AREA.
SO THEY HAVE TO MAKE DECISIONS
AS A COMMUNITY THROUGH THEIR
ELECTED GOVERNING BOARDS ON WHAT
ARE THE PRIORITIES FOR THEIR
KIDS AND THEIR SCHOOLS IN THOSE
AREAS OF TOWN TO REALLY THINK
ABOUT WHAT THEY WANT TO
ACCOMPLISH IN TERMS OF THE
EDUCATIONAL PROGRAMS FOR THE
STUDENTS THERE.
>> HELP ME UNDERSTAND BECAUSE I
KNOW THE STATE CONSTITUTION
REQUIRES ONE THING, AND THEN
INDIVIDUALLY SCHOOL DISTRICTS
HAVE VERY IMPORTANT DECISIONS TO
MAKE.
SO WHO ULTIMATELY IS THE
DECIDING FACTOR?
>> REALLY THE ULTIMATE DECIDING
FACTOR IS OUR LOCALLY CONTROLLED
SCHOOL BOARDS.
THEY ARE ELECTED BY THEIR
COMMUNITY MEMBERS, BY THEIR
VOTERS, BY THEIR PEERS TO
REPRESENT THE INTERESTS OF THOSE
COMMUNITIES.
OUR STATE-ELECTED LEADERS
OBVIOUSLY SET A DIRECTION AND A
TONE FOR WHAT PUBLIC EDUCATION
SHOULD LOOK LIKE IN THE STATE,
BUT ULTIMATELY THE
RESPONSIBILITY IS FOR OUR LOCAL
ELECTED OFFICIALS TO REALLY MAKE
THAT DECISION ON WHAT THEY WANT
TO HAVE HAPPEN IN THEIR
PARTICULAR COMMUNITY IN PIMA
COUNTY.
>> WHERE IS THE BOUNDARY, THE
BALANCE, THEN, WITH WHAT THE
STATE CONSTITUTION MANDATES
BECAUSE IT IS VERY CLEAR AND
THAT'S WHY WE HAVE A LAWSUIT
THAT CAME OUT LAST WEEK.
>> AND I THINK THAT BOUNDARY
REALLY IS SOMETHING THAT IS THAT
LINE IN THE SAND IS KIND OF THE
WAY WE LOOK AT IT.
IT'S REALLY SET BY OUR STATEWIDE
ELECTED LEADERS.
LOCALLY WE'RE GOING TO MAKE
DECISIONS THAT ARE IMPORTANT TO
OUR COMMUNITY, TO OUR KIDS, OUR
TEACHERS, OUR SCHOOLS.
BUT IF WE RECEIVE SPECIFIC
DIRECTION FROM OUR STATE
LEGISLATURE, FROM OUR GOVERNOR
THAT SAYS THESE ARE THE
PRIORITIES AND THIS IS WHAT WE
THINK YOU SHOULD BE DOING, WE'RE
GOING TO FOLLOW THOSE TO THE
BEST OF OUR ABILITY WITHIN THE
CONFINES OF THE RESOURCES THAT
WE HAVE.
MAKING A DECISION OVER TEACHER
PAY VERSUS CLASSROOM TECHNOLOGY,
FOR EXAMPLE, FOR A STUDENT,
THOSE THINGS ARE NOT MUTUALLY
EXCLUSIVE.
I MEAN THEY'RE JUST AS EQUALLY
IMPORTANT TO HAVE A HIGHLY
EFFECTIVE AND WELL-PAID,
WELL-COMPENSATED TEACHER JUST AS
MUCH AS A WELL-RESOURCED STUDENT
TO BE ACADEMICALLY SUCCESSFUL.
>> THERE'S SOME TOUGH DECISIONS
YOU HAVE TO MAKE SOMETIMES.
>> THERE ARE VERY DIFFICULT
DECISIONS WE HAVE TO MAKE.
LIKE I ALLUDED TO BEFORE,
SOMETIMES WE GET INTO THE
CONVERSATION ABOUT HOW IMPORTANT
IS IT TO GIVE A TEACHER A 1%
VERSUS A 4% RAISE WHILE WE HAVE
A CRUMBLING SCHOOL BUILDING OR
MAYBE WE HAVE A LACK OF A
TEXTBOOK OR COMPUTER LAB, FOR
EXAMPLE, IN ANY ONE OF THE
SCHOOLS IN PIMA COUNTY.
AND THOSE DECISIONS ARE VERY
DIFFICULT TO MAKE BECAUSE HOW DO
YOU MAKE -- HOW DO YOU MAKE THEM
IN A WAY THAT YOU CAN SAY, WE
VALUE X VERSUS Y?
AND THAT'S THE TOUGHEST PART OF
THE JOB.
>> WHAT ARE SOME OF THOSE THINGS
THAT YOU FACTOR INTO THOSE TOUGH
DECISIONS, LIKE TEACHER RAISE OR
TEXTBOOKS?
>> SO WE HAVE TO TAKE A LOOK AT
OBVIOUSLY -- YOU KNOW, WHEN IT
COMES TO TEXTBOOKS, FOR EXAMPLE,
AND EDUCATIONAL MATERIALS, WE
HAVE TO TAKE A LOOK AT CHANGING
STANDARDS.
IF WE ARE MOVE AGO WAY FROM
SPECIFIC STANDARDS, DO OUR
MATERIALS ALIGN PROPERLY TO
THOSE STANDARDS TO MAKE SURE OUR
STUDENTS ARE LEARNING WHAT
THEY'RE SUPPOSED TO BE AND
ACHIEVING WHAT THEY'RE SUPPOSED
TO BE DOING.
AT THE SAME TIME, TRYING TO
RETAIN TEACHERS.
YOU KNOW, THE BIGGEST PROBLEM
RIGHT NOW THAT WE'RE HAVING WITH
TEACHERS IS NOT JUST RECRUITMENT
BUT RETENTION OF THE TEACHERS
THAT WE DO HAVE.
AND WHAT DO WE DO IN ORDER TO
MAKE SURE WE'RE KEEPING THOSE
TEACHERS WELL COMPENSATED, WELL
PREPARED AND MAKING SURE THEY
CONTINUE TO BE WELL SUPPORTED IN
THE CLASSROOM.
>> AMONG THE BILLS PASSED AND
SIGNED THIS LEGISLATIVE SESSION,
LOOSENING REQUIREMENTS TO GET
QUALIFIED PEOPLE TEACHING IN THE
CLASSROOM.
IT'S REPORTED THERE ARE
APPROXIMATELY 2,000 TEACHER
VACANCIES THROUGHOUT THE STATE.
GOVERNOR DUCEY SAYS SCHOOL
DISTRICTS, NOT THE STATE BOARD
OF EDUCATION, SHOULD DECIDE
WHO'S QUALIFIED.
AT ST. AUGUSTINE HIGH SCHOOL,
THERE ARE A HANDFUL OF TEACHERS
WITH OTHER WORK EXPERIENCES WHO
ARE TEACHING.
DAVID OBOYSKI TEACHES AND SERVES
AS THE ADMISSIONS COUNSELOR AND
MARKETING COORDINATOR.
>> I GRADUATED FROM CLAJ BACK IN
'90 AND I WORKED FOR THE CIA AS
AN INTELLIGENCE ANALYST, AN
INTELLIGENCE OFFICER, AND I DID
THAT FOR A COUPLE OF YEARS AND
WENT INTO MARKETING AND PUBLIC
RELATIONS AFTER GETTING MY
EDUCATION DEGREE, AND DID THAT
FOR ABOUT 15, 20 YEARS, AND
FOUND MY WAY BACK TO EDUCATION
AGAIN.
>> HOW DID THOSE CAREERS HELP
YOU BECOME A TEACHER?
>> I WOULD SAY ONE OF THE THINGS
THAT CIA DID THAT HELPED ME
TREMENDOUSLY WAS PRESENTATION
SKILLS.
I WAS TRAINED TO BE ABLE TO
DIGEST INFORMATION VERY QUICKLY,
ORGANIZE IT IN MY HEAD, AND THEN
PRESENT IT OFF THE TOP OF MY
HEAD TO TOP-LEVEL POLICYMAKERS,
FOREIGN INTELLIGENCE SERVICES.
I DID BRIEFINGS FOR TWO PEOPLE
TO 100 PEOPLE, AND THAT HELPED A
LOT WHEN I GOT INTO EDUCATION,
ESPECIALLY WITH WORKING WITH
HIGH SCHOOLERS.
TOUGHEST AUDIENCE THAW CAN EVER
DEAL WITH.
>> HOW DID YOU HANDLE COLLEAGUES
IN SCHOOL WHO WERE A LITTLE, YOU
KNOW, WONDERING CAN YOU DO WHAT
I DO GIVEN THAT YOUR BACKGROUND
IS DIFFERENT?
>> THAT ONE -- THAT'S A TOUGH
ONE.
MOST PEOPLE WERE OPEN TO IT OR
AT LEAST SKEPTICAL IN A HIDDEN
WAY BECAUSE THEY JUST DON'T
KNOW.
THEY DON'T KNOW WHAT YOU DO OR
WHAT YOU DID.
THEY HAVE -- I'D LIKE TO SAY
THAT IT'S TRUE CONCEPTION OF
YOU'RE LIKE SUPERMAN BECAUSE YOU
WORKED FOR CIA, WHICH IS NOT THE
CASE.
MOST TEACHERS WANT FIRST TO KNOW
THAT THEIR COLLEAGUES ARE GOING
TO KEEP CONTROL OF THE CLASS
BECAUSE IF YOU'RE NOT KEEPING
CONTROL OF YOUR CLASS,
ESPECIALLY AT THE HIGH SCHOOL
LEVEL, YOU'RE PASSING THEM ALONG
OUT OF CONTROL TO THE NEXT
CLASS.
IF YOU CAN DO THAT AND THEN YOU
CAN TEACH ON TOP OF IT, THEN
THEY LOVE YOU.
AND THAT WAS JUST A MATTER OF
TIME, SHOWING THAT I WAS
COMPETENT, THAT I WAS ABLE TO
TEACH, THAT I WAS ABLE TO ENGAGE
THE STUDENTS AND MAKE
CONNECTIONS WITH THEM.
>> YOU LEFT THE CIA AND
MARKETING FOR THE CLASSROOM.
>> I DID.
GOD MADE ME IS HOW I TALK ABOUT
IT AS A CATHOLIC SCHOOLTEACHER
AND AN ADMINISTRATOR.
I WAS DOING VERY WELL, MAKING
VERY GOOD MONEY.
I HAD ALWAYS THOUGHT THAT IF I
COULD GET A GOOD NEST EGG AND
RETIRE A LITTLE EARLY, I'D LOVE
TO GO BACK TO THE CLASSROOM
AGAIN.
BUT I THINK WE CALLED IT THE
GOLDEN HANDCUFF.
IT WOULD HAVE BEEN JUST TOO MUCH
OF A DROP TO BE ABLE TO SUPPORT
MY FAMILY TO LEAVE.
BUT FORTUNATELY GOD HAD A
RECESSION IN MIND, AND I GOT
LAID OFF RIGHT AT THE START OF
THE RECESSION.
I WAS OUT OF WORK FOR FIVE
YEARS, AND IT WAS DEVASTATING TO
MY FAMILY, BUT I HAD TO FIND
SOME WAYS TO MAKE MONEY.
SO I HAD AN EDUCATION DEGREE.
I WENT BACK AND SUBBED, AND
FUNNY GIVEN THE TOPIC WE'RE
DISCUSSING, CERTIFICATION WAS
ONE OF THE ISSUES.
WE WERE LIVING IN KANSAS AT THE
TIME.
I HAD BEEN IN BUSINESS FOR 20
YEARS.
I HAD BEEN A CIA INTELLIGENCE
OFFICER.
HI A DEGREE IN EDUCATION.
I HAD BEEN ELIGIBLE TO BE
CERTIFIED WHEN I GRADUATED BUT
NEVER GOT TO DO IT BECAUSE I
DIDN'T LAND A JOB.
BUT IN ORDER FOR ME TO GET
CERTIFIED TO BE A FULL-TIME
TEACHER OTHER THAN A SUBSTITUTE
IN KANSAS, I WOULD HAVE HAD TO
GO BACK TO SCHOOL FOR ANOTHER
YEAR TO GET CERTIFIED.
I COULDN'T AFFORD THAT AT THE
TIME.
AND SO I COULD ONLY SUBSTITUTE
TEACH.
SO WHEN WE CAME OUT TO ARIZONA,
I WAS ABLE TO GET A SUB
CERTIFICATE HERE, AND THEN I WAS
ABLE TO TAKE JUST A COUPLE OF
TESTS AND ONE OR TWO COURSES
THAT I COULD TAKE THROUGH PIMA
OR SOMEWHERE ELSE JUST TO PLUG A
COUPLE OF GAPS, AND ABLE TO GET
BACK AND GET MY CERTIFICATION SO
I COULD TEACH AGAIN.
BUT IT WAS A LOT OF HOOPS TO
JUMP THROUGH, AND I'D LOVE TO
TELL YOU THAT BY DOING THAT, I
WAS A MUCH BETTER TEACHER.
BUT I WOULD SAY THAT THE
CORRELATION BETWEEN
CERTIFICATION AND QUALITY -- I'M
BIASED, I THINK I'M PRETTY GOOD.
BUT I DON'T THINK THAT IT ADDED
THAT MUCH.
BUT THOSE WERE THE HOOPS WE HAD
TO JUMP THROUGH, AND I DID, AND
I GOT TO TEACH.
>> WOULDN'T IT HAVE BEEN A SHAME
IF SOMEONE WITH YOUR BACKGROUND
AND EXPERIENCE WOULD HAVE BEEN
DISCOURAGED BY ALL THOSE HOOPS
AND NEVER BEEN IN THE CLASSROOM
TO SHARE YOUR RICH EXPERIENCE
WITH THESE STUDENTS?
>> I THINK WE'RE MISSING OUT.
I THINK WHEN WE PUT THOSE
BARRIERS TO ENTRY -- I TAUGHT
ECONOMICS FOR A WHILE -- WE'RE
NOT ALLOWING OURSELVES A RICH
ENOUGH GENE POOL OF EDUCATION
AND EDUCATORS.
IT DOESN'T MEAN THAT ANYBODY CAN
WALK IN THE CLASSROOM.
THAT'S OBVIOUSLY TRUE.
BUT IT ALSO MEANS THERE ARE
PEOPLE WHO HAVE THOSE GIFTS THAT
WITH SOME SHAPING, SOME
STRUCTURE, SOME GUIDANCE DON'T
NECESSARILY NEED TO GO THROUGH
ALL OF THE PEDAGOGICAL ROUTINE
OF COLLEGE COURSES AND TEACHING
INTERNSHIPS AND THINGS LIKE
THAT.
THEY COULD DO THAT ON THE JOB.
THERE'S WAYS TO STRUCTURE THAT.
BUT WITH CERTIFICATION RIGHT
NOW, THAT'S NOT -- YOU KNOW, I'M
GLAD TO SEE THAT THE GOVERNOR
AND THE LEGISLATURE DECIDE TO
MAKE THAT A LITTLE BIT EASIER.
AND I DON'T THINK THEY'VE
WATERED THE STANDARDS DOWN SO
MUCH.
I MEAN FIVE YEARS ON THE JOB IN
A PROFESSION RELATED TO WHAT
YOU'RE TEACHING IS PRETTY
SUBSTANTIAL.
IT WOULD HAVE KEPT ME OUT FROM
CIA.
I WAS ONLY THERE FOR TWO YEARS.
NOW, I PROBABLY HAD ENOUGH
BACKGROUND IN OTHER AREAS THAT I
COULD COME IN AS A SOCIAL
STUDIES TEACHER ON THE ECONOMICS
AND OTHER SIDE OF THAT, BUT I
THINK IT'S A GOOD THING.
AND I THINK WE'RE -- WE GIVE
STUDENTS, ESPECIALLY AT THE
LEVEL OF SECONDARY LEVEL, MIDDLE
SCHOOL AND HIGH SCHOOL, HAVING
PEOPLE WHO HAVE HAD A LOT OF
REAL-WORLD EXPERIENCE IS A NICE
THING TO ADD TO THE MIX.
>>> OTHER NEWS THIS WEEK.
PRESIDENT DONALD TRUMP FIRING
FBI DIRECTOR JAMES COMEY.
A SURPRISE TO MANY INCLUDING
CONGRESSMAN RAUL GRIJALVA.
HE'S IN ARIZONA THIS WEEK
MEETING WITH CONSTITUENTS.
>> I THINK THE INVOLVEMENT OF
SESSIONS, TRUMP, AND THIS
DISMISSAL OF COMEY BEGINS TO
SMELL VERY BADLY LIKE A
COVER-UP.
IT BEGINS TO SMELL VERY BADLY OF
PEOPLE TRYING TO COVER THEIR
TRACKS AND TO PUT ALL THEIR
PROSECUTORIAL AUTHORITY IN THE
HANDS OF SESSIONS SO THAT
NOTHING ELSE MOVES.
THIS IS NOW WHY THE CALL IS FOR
INDEPENDENT COUNSEL TO
INVESTIGATE, AN INDEPENDENT
PROSECUTOR TO PROSECUTE.
IF WE'RE GOING TO GET TO THE
BOTTOM OF THIS, I THINK THAT'S
GOING TO BE THE ONLY WAY.
THE REPUBLICANS IN THE SENATE
AND THE HOUSE ARE DRAGGING THEIR
FEET.
THEY WANT TO TALK MORE ABOUT HOW
THE PRESS GOT A HOLD OF THE
INFORMATION, A LEAK, THAN THEY
WANT TO TALK ABOUT THE REAL
ELEPHANT IN THE ROOM, WHICH IS
THE POTENTIAL OF TRUMP
CAMPAIGNING AND ASSOCIATES
WORKING WITH RUSSIA TO INFLUENCE
AND TO TRY TO TWIST OUR ELECTION
IN A CERTAIN WAY.
I THINK WE HAVE TO PURSUE THAT
DILIGENTLY BECAUSE IT SMELLS.
>> MORE ANALYSIS WITH
CONGRESSMAN GRIJALVA ON NEXT
WEEK'S PROGRAM AS WE EXPLORE HOW
THE POSSIBLE REPEAL OF THE
AFFORDABLE CARE ACT COULD IMPACT
ARIZONA.
AND THAT'S OUR PROGRAM.
FOR ALL OF US AT ARIZONA PUBLIC
MEDIA, I'M LORRAINE RIVERA.
THANKS FOR JOINING US.