MIKE BENGERT: SUSD’s Enrollment Crisis Sparks Ongoing Financial Struggles

By Mike Bengert |

The Scottsdale Unified School District (SUSD) Governing Board convened on February 11th for its regular meeting, addressing critical budgetary issues shaped by declining student enrollment.

During the session, key projections for the Fiscal Year 2025-2026 Maintenance & Operations and District Additional Assistance were laid out. A significant takeaway from the presentation indicates that SUSD is grappling with financial challenges as a result of a persistent decrease in student numbers. Currently, enrollment is recorded at 19,367, reflecting a drop of 390 students from last year, continuing a decline seen over the past seven years.

This downward trend raises questions about academic performance and its impact on student retention. In the previous year, over 8,100 students did not achieve proficiency in English-Language Arts (ELA), while 9,400 struggled in math and more than 12,000 fell short in science. Alarmingly, despite these deficits, more than 98% of students progressed to the next grade or graduated, illustrating a troubling pattern within the district.

Furthermore, data from SUSD’s 5th graders shows an alarming reality: only around 300 students are highly proficient across core subjects. This means more than 1,100 5th graders are lacking in mastery, with 600 students failing to meet basic proficiency benchmarks while still being advanced to middle school.

At Coronado High School, the situation is similarly bleak, with 74% of students failing to read at grade level and 83% not proficient in math. Yet, an overwhelming 89% are expected to graduate within four years. Such statistics beg the question of how Dr. Menzel reconciles these outcomes with his claim of providing a “world-class education.”

Shannon Crosier, the district’s CFO, attempted to present a positive outlook regarding the enrollment decline, indicating potential staff reductions could mitigate some of the projected $2.9 to $4.2 million budget deficit. This statement leads to further scrutiny: if lower enrollment should result in smaller class sizes and improved teacher-to-student ratios, why proceed with layoffs?

Currently, 85% of district funding is allocated to schools, leaving just 15% for administrative costs. The proposed budget involves eliminating 12 district-level full-time equivalent (FTE) positions, but meaningful budgetary adjustments may also call for cutting 20 additional school-level positions and three assistant principal roles.

When Board Member Carney highlighted the impact of these cuts amidst previous eliminations of instructional staff, Crosier agreed to delve deeper into the matter. This ongoing reduction in instructional roles seems counterintuitive, particularly as enrollment continues to decline.

Member Pittinsky attributed the falling enrollment to demographic shifts, a low capture rate of eligible students, and systemic issues affecting the district. He cautioned that unless these foundational problems are addressed, SUSD would likely find itself in a similar predicament a year from now.

The reluctance to tackle these root causes raises concerns. Why are students leaving SUSD? Why is its capture rate so low? Such questions remain unanswered, particularly when considering the board members’ own choices regarding their children’s education.

Critically, the meeting agenda lacked an open discussion on the factors contributing to declining enrollment. Are these trends influenced by poor academic performance alongside a focus on social-emotional learning? The lack of transparency about budgeting decisions and their implications does little to inspire confidence in SUSD’s direction.

Member Pittinsky raised the need for board values to be integrated into the budgeting process. The response from Dr. Menzel was vague, leaving many questions about staffing efficiency and program effectiveness unanswered. For instance, the necessity of maintaining numerous FTEs in positions like Desegregation and Federal Titles remains dubious.

Looking ahead, potential cuts in government funding loom, particularly with shifting political landscapes at the federal level that could impact SUSD significantly. This first budget meeting is only the beginning; further discussions are scheduled for February 25th and March 4th, with the proposed budget to be presented for approval on June 10th.

The structure of public involvement in the budgeting process raises red flags. Meetings are scheduled immediately before votes, limiting public discourse and input on important changes impacting students’ education. Such procedures suggest a rushed process may lead to further disconnect between district leaders and community expectations.

Parents and community members must engage actively with the district’s leadership, querying the purposes and implications of each department’s expenditures. Understanding how each component contributes to the district’s future will be crucial for fostering meaningful change.

Finally, those invested in the quality of education at SUSD must voice their concerns directly to the governing body and Dr. Menzel. They should assess whether the current direction aligns with community values and educational needs. Advocacy is essential to ensure accountability and support for effective teaching standards within the district.

Mike Bengert is a husband, father, grandfather, and Scottsdale resident advocating for quality education in SUSD for over 30 years.