Horne: Academic Excellence at Risk Amid Race and Gender Politics in Osborn District

By Matthew Holloway |

Arizona Superintendent of Public Instruction Tom Horne has issued a critical statement regarding the Osborn School District in central Phoenix. Parents have reported through the Arizona Department of Education’s (ADE) Empower Hotline concerns that race and gender politics are infiltrating the classroom, including displays supporting Black Lives Matter. Horne criticized the district’s approach, emphasizing that such distractions detract from academic focus.

“As Superintendent of Public Instruction, my primary goal is to enhance academic outcomes,” Horne stated, pointing to the district’s troubling academic performance. He highlighted that Arizona operates under local control, leaving it to Osborn District parents to take action.

An individual from the Osborn community alerted the ADE, sharing images of classroom walls displaying a Black Lives Matter poster instead of educational materials. Furthermore, stickers and magnets promoting the district’s logo were also reported, with elements associated with gender politics included. Horne expressed concern about the lack of representation for other movements, questioning the implications of promoting specific political messages in schools.

Horne compared Osborn’s academic results to those of the Avondale Elementary District, which shares a similar demographic yet performs better academically. The statistics were alarming: 81% of Osborn students are not proficient in math, versus 67% in Avondale, while 76% struggle with reading, compared to 63% in the neighboring district.

Horne provided a straightforward recommendation for school districts: removing the emphasis on race and gender politics could lead to improved test scores. He communicated with the Osborn superintendent, who defended his district’s actions as efforts to create an inclusive environment. Horne asserted that fostering individual respect, rather than promoting identity politics, would be the appropriate approach.