π₯ TUSD's Desegregation Battle: Breaking Chains or Forging New Ones?
Buckmaster Show 6/27/24: πΈ Safety First? TUSD's Security Overhaul π©π½βπ« Bridging the Gap: TUSD's Diversity Initiatives π Literacy for Liberation: TUSD's Academic Priorities
Based on the 6/27/24 Buckmaster Show episode on KVOI-1030AM in Tucson, AZ.
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Quick Summaries
From the Show
π½ Keepinβ It Simple Summary for Younger Readers
π§πΎβπΎπ¦πΎ
π« The big schools in Tucson are making some changes! They're rewriting the rules to be fairer to kids of all backgrounds. π° They're also using a lot of money to fix up old buildings and make them safer. πΈ There will be new fences, locks, and even drills to practice staying safe. π The schools want all kids to learn well, so they're trying new ways to teach reading and math. π They want every kid to feel welcome and get the same chances to succeed!
π΅πΎπ΄πΎ Summary for Politically-Engaged Seniors
The Tucson Unified School District is no longer under court supervision for desegregation efforts and now has local control over addressing the educational needs of minority students. However, this shift raises concerns about accountability and whether the district will genuinely dismantle systemic racism without court oversight. While revisions to the code of conduct aim to reduce racial disparities in discipline, some argue they don't go far enough.
The district's $63 million annual investment in minority student programs and the K-6 pilot seek to improve academic outcomes, but their motivations and efficacy remain to be seen. Simultaneously, the $480 million bond package for infrastructure upgrades and enhanced security measures like fencing and lockdown drills have sparked debates about the militarization of schools and the prioritization of student well-being.
ποΈ Takeaways
π TUSD revised its code of conduct to address racial disparities in discipline
ποΈ A $480 million bond will fund infrastructure upgrades across 88 schools
π§ TUSD is piloting a K-6 model in 10 schools to cater to family preferences
π The district is enhancing security measures like fencing and door locks
π TUSD's letter grades have improved since the pandemic, despite challenges
π° $63 million is allocated annually for programs supporting minority students
π Topics Discussed
π¦ Rewriting the Rules: TUSD's Code of Conduct Overhaul
Code of Conduct Revisions:
TUSD approved changes to the district's code of conduct
Dr. Ravi Shah was the lone "no" vote, hoping for further revisions
Changes aimed to address disparities in discipline rates among different racial groups
Substance use violations were shifted from a disciplinary to a public health approach
Quote: "My lone objection was really trying to change the narrative of substance use from a disciplinary and criminal justice issue that we talk about in the wider scale, outsider schools, to more of that public health and how do we treat these folks that are having substance use." - Dr. Ravi Shah
The Tucson Unified School District (TUSD) has recently approved significant changes to its code of conduct, marking a pivotal shift in how the district approaches student discipline and behavior management. Dr. Ravi Shah, a member of the TUSD governing board, was the lone dissenting vote on these changes, not because he opposed them but because he believed they didn't go far enough.
The revisions to the code of conduct were driven by a desire to address racial disparities in discipline rates among different student groups. This effort reflects a growing awareness of the systemic inequities that have long plagued educational institutions across the United States. The changes aim to create a more equitable system where students of all backgrounds are treated fairly and given equal opportunities to succeed.
One of the most significant shifts in the new code of conduct is the approach to substance use violations. Previously treated primarily as a disciplinary issue, the district is now moving towards viewing substance use through a public health lens. This change represents a more compassionate and potentially more effective way of dealing with students struggling with substance use issues.
Dr. Shah expressed his desire to see this shift go even further, stating, "My lone objection was really trying to change the narrative of substance use from a disciplinary and criminal justice issue that we talk about in the wider scale, outsider schools, to more of that public health and how do we treat these folks that are having substance use."
This perspective aligns with growing evidence that punitive measures are often less effective than supportive, health-focused interventions when dealing with substance use among young people.
The process of revising the code of conduct was not taken lightly. It involved extensive community input, with over 10,000 pieces of feedback collected from students, parents, teachers, principals, and other community members. This inclusive approach ensures that the new code reflects the values and concerns of the diverse TUSD community.
While the exact details of all the changes were not provided in the discussion, it's clear that the revisions represent a significant step towards creating a more equitable and supportive environment for all students in TUSD. However, as Dr. Shah's dissenting vote suggests, there is still work to be done to fully realize the goal of a truly fair and effective disciplinary system.
As these changes are implemented, the district will need to monitor their effects closely. Are racial disparities in discipline rates decreasing? Are substance use issues being addressed more effectively? Are students, particularly those from marginalized communities, feeling more supported and less criminalized? These are the questions that will ultimately determine the success of this important initiative.
ππ‘οΈ Learning and Safety: TUSD's Focus on Academics and Security
School Safety and Security:
Bond money being used to improve security measures
New fencing, gates, door lock systems, and security films for windows
Regular lockdown drills are being conducted
Quote: "We're going to beef up our security. We're going to have new fencing and gates so we can keep outside elements off our campuses. We're going to have new door lock systems so we can make sure that people are getting to our campuses that need to." - Dr. Ravi Shah
Academic Progress:
Letter grades for the 2023-24 school year better than pre-pandemic levels
Efforts to stem enrollment losses
Quote: "Letter grades are no perfect measurement of how our district is and how we're doing for academic achievement. But as one objective measure that we have, and we are letter grades now in the 23-24 school year, we're better than they were before the pandemic." - Dr. Ravi Shah
The Tucson Unified School District (TUSD) is navigating a complex landscape of academic improvement and enhanced security measures, striving to create an environment that is both educationally enriching and safe for its students.
On the academic front, TUSD has shown resilience and progress in the face of unprecedented challenges. Dr. Ravi Shah proudly noted that the district's letter grades for the 2023-24 school year are better than before the pandemic. This improvement is particularly noteworthy given the disruptions caused by COVID-19 and the subsequent challenges of remote and hybrid learning.
Dr. Shah emphasized, "Letter grades are no perfect measurement of how our district is and how we're doing for academic achievement. But as one objective measure that we have, and we are letter grades now in the 23-24 school year, we're better than they were before the pandemic."
This progress speaks to the dedication of TUSD's educators and the adaptability of its students.
However, TUSD is not resting on its laurels. The district continues to focus on improving academic outcomes, particularly for minority students and those from disadvantaged backgrounds. This commitment is reflected in the allocation of desegregation funds, which support programs to boost graduation rates, literacy rates, and overall academic achievement for students of color.
Alongside these academic efforts, TUSD is placing a strong emphasis on school safety and security. The recent approval of the $480 million bond package includes significant allocations for enhancing security measures across the district's 88 campuses.
Dr. Shah outlined some improvements: "We're going to beef up our security. We're going to have new fencing and gates so we can keep outside elements off our campuses. We're going to have new door lock systems so we can make sure that people are getting to our campuses that need to."
These physical security enhancements are designed to create a safer environment for students and staff.
In addition to physical barriers, TUSD is implementing other safety measures. Installing Automated External Defibrillators (AEDs) on all campuses is a significant step in emergency preparedness. The district is also investing in security films for windows, inspired by incidents in other parts of the country where intruders have gained access through broken windows.
TUSD is also conducting regular lockdown drills to ensure students and staff are prepared for potential emergencies. Dr. Shah shared his personal experience attending one of these drills, describing it as "eerie" and acknowledging the unfortunate reality that such preparations are necessary in today's world.
While necessary, the focus on security presents a delicate balance. TUSD must strive to create an environment that feels safe without being oppressive or unwelcoming to students. This challenge is particularly significant given the diverse student body and the district's commitment to equity and inclusion.
As TUSD moves forward with these academic and security initiatives, it will be crucial to monitor their impacts. Are the security measures effectively increasing safety without negatively impacting the learning environment? Are the academic improvements reaching all students equitably? How do these changes affect the overall school climate and student well-being?
The intersection of academic achievement and school safety represents the complex reality of modern education. TUSD's efforts in both areas demonstrate a commitment to providing a high-quality, secure educational environment for all students. As these initiatives unfold, they will likely serve as a model for other districts grappling with similar challenges in pursuing educational excellence and student safety.
π° Building the Future: TUSD's Bond Package and Financial Challenges
Bond Package Implementation:
$480 million bond package approved by voters
Funds to be used for infrastructure upgrades across 88 campuses
Improvements include HVAC upgrades, safety measures (AEDs), technology upgrades
Quote: "We approved $150 million, including HVAC upgrades at multiple schools throughout our district." - Dr. Ravi Shah
The Tucson Unified School District (TUSD) is embarking on a significant infrastructure upgrade project, made possible by a $480 million bond package approved by voters. This investment represents a crucial step in addressing the long-standing infrastructure needs of the district's 88 campuses, many of which are showing their age.
Dr. Ravi Shah highlighted the importance of this bond package, stating, "We approved $150 million, including HVAC upgrades at multiple schools throughout our district." This focus on basic infrastructure improvements, such as HVAC systems, underscores the critical nature of these upgrades. In a city like Tucson, where temperatures can soar, functioning air conditioning is not just a comfort issue but a matter of student and staff health and well-being.
The bond package isn't just about HVAC systems, though. It also includes funds for safety measures, such as installing Automated External Defibrillators (AEDs) across all campuses. This addition could be life-saving in emergencies. Furthermore, the package allocates money for technology upgrades to maintain a one-to-one ratio of devices to students. In an increasingly digital world, this investment in technology is crucial for preparing students for their future academic and professional endeavors.
Other improvements funded by the bond include new parking lots, paving, landscaping, and marquees. While these might seem less critical than HVAC or safety measures, they contribute to the overall learning environment and can impact community perceptions of schools, potentially influencing enrollment decisions.
To ensure transparency and proper use of these funds, TUSD has established a bond oversight committee.
As Dr. Shah mentioned, "We have a really well-functioning, enable bond oversight committee that reports to the board of directors to make sure that we're staying true to what we promise to voters."
However, while the bond package represents a significant investment in TUSD's future, the district faces substantial financial challenges. The end of federal COVID relief funding means TUSD is losing $270 million that it had been using to support various programs and positions.
Dr. Shah explained, "We had multiple packages, three different COVID relief passes, we call them ESSER funding. And those funding sources are going to be finished at the end of the summer."
To navigate this financial cliff, TUSD is employing several strategies. They're using carry-forward funds from previous years, which were made possible by careful budgeting and some vacancy savings due to unfilled positions. Additionally, the district is leveraging desegregation funds to maintain some positions that might otherwise have been lost with the end of COVID relief funding.
These financial challenges highlight the complex budgetary landscape that school districts like TUSD must navigate. While the bond package provides much-needed funds for infrastructure improvements, it can't be used for operational expenses like salaries or programs. This means that despite the influx of bond money, TUSD still faces difficult decisions about maintaining educational quality and staffing levels despite significant funding reductions.
As TUSD moves forward with its infrastructure improvements and budget adjustments, it will be crucial to monitor how these financial realities impact the quality of education and the equity of resource distribution across the district. The coming years will test TUSD's ability to do more with less while providing high-quality education to all its students.
π« Back to the Future: TUSD's K-6 Pilot Program
K-6 Pilot Program:
TUSD is launching a pilot program to reintroduce K-6 elementary schools
Ten schools selected for the pilot
Aims to address parental preferences and potential developmental benefits for students
Quote: "We're doing a pilot program next year. We're taking that feedback. We're looking at enrollment. We're looking at academic achievement." - Dr. Ravi Shah
In a notable shift in educational strategy, the Tucson Unified School District (TUSD) is launching a pilot program to reintroduce K-6 elementary schools in select locations. This move represents a return to an older elementary education model, one that Dr. Ravi Shah believes may better serve the needs of students and families.
The pilot program will be implemented in 10 schools across the district, carefully selected to represent different populations and regions within TUSD.
Dr. Shah explained, "We're doing a pilot program next year. We're taking that feedback. We're looking at enrollment. We're looking at academic achievement."
This approach demonstrates TUSD's commitment to evidence-based decision-making. The pilot gathers data on the K-6 model's impacts before considering broader implementation.
The motivation behind this pilot stems from several factors. First, there's a growing body of evidence suggesting that sixth graders may be more developmentally aligned with elementary school students than with their middle school counterparts. This perspective considers the social, emotional, and academic needs of students at this crucial age.
Additionally, the pilot responds to parental preferences.
Dr. Shah shared his personal experience, stating, "I think we would have chosen for her to stay in her elementary school... for an additional year if we had that opportunity." This sentiment is echoed by many parents who feel their 10-11-year-olds might benefit from an extra year in the familiar elementary school environment before transitioning to the "scary world of middle school."
The K-6 model also aligns with TUSD's efforts to stem enrollment losses. By offering this option, the district hopes to retain families who might otherwise leave for charter schools or other districts that offer K-6 elementary schools. This strategy reflects the competitive landscape of modern public education, where school choice policies have increased pressure on districts to meet family preferences.
However, it's important to note that TUSD is not entirely abandoning the current model. As Dr. Shah mentioned, "We're not ending sixth grade in our middle schools right now. We're going to keep sixth grade there as well." This approach allows for an accurate comparison between the two models and gives families the choice that best fits their needs.
The pilot will be evaluated based on several metrics. Enrollment trends will be a key indicator, showing whether families are more likely to keep their children in TUSD for the sixth-grade year when given the K-6 option. Academic achievement will also be closely monitored to determine if the K-6 model improves learning outcomes. Additionally, the district will look at behavioral and disciplinary data, hypothesizing that keeping sixth graders in elementary school might lead to fewer disciplinary issues.
As TUSD moves forward with this pilot, it will be crucial to communicate regularly with families, teachers, and students to gather qualitative feedback alongside the quantitative data. The success of this program could have far-reaching implications, not just for TUSD but potentially for other districts considering similar changes.
The K-6 pilot program represents TUSD's willingness to innovate and adapt in response to community needs and educational research. As Dr. Shah emphasized, "We believe in parental choice. We want to make sure parents have a say in how we do our education here." This pilot is a tangible manifestation of that commitment, potentially shaping the future of elementary education in Tucson and beyond.
π Breaking Barriers: TUSD's Journey Beyond Desegregation
Desegregation Efforts:
TUSD is no longer under court supervision for desegregation
$63 million annually is dedicated to addressing the needs of minority students
Focus on graduation rates, literacy rates, and academic achievement for students of color
Quote: "This is the first time in almost half a century that our voters and our community have control over our schools in terms of how we address these needs for our minority students." - Dr. Ravi Shah
The Tucson Unified School District (TUSD) has entered a new era in its long-standing efforts to address racial inequities and promote diversity within its schools. After nearly half a century under court supervision for desegregation, TUSD has recently gained local control over these crucial efforts, marking a significant milestone in the district's history.
Dr. Ravi Shah highlighted the importance of this shift: "This is the first time in almost half a century that our voters and our community has control over our schools in terms of how we address these needs for our minority students."
This change transfers decision-making power from the courts to the locally elected governing board, potentially allowing for more responsive and community-driven approaches to addressing educational inequities.
The desegregation efforts in TUSD date back to the 1970s, reflecting the broader national struggle to integrate schools and provide equal educational opportunities for all students, regardless of their racial or ethnic background. The fact that court supervision lasted for nearly 50 years underscores the complexity and persistence of these challenges.
With local control restored, TUSD faces both an opportunity and a responsibility to continue and enhance its desegregation efforts. The district has committed approximately $63 million annually to address the needs of minority students. This substantial investment aims to improve various aspects of education for students of color, including graduation rates, literacy rates, math attainment, and overall academic achievement.
However, it's crucial to note that the end of court supervision does not signify the end of desegregation efforts or achieving full equity. As Dr. Shah emphasized, the work is ongoing. The challenge now is to ensure that these funds are used effectively and that the district remains accountable to its diverse community in the absence of court oversight.
TUSD's approach to desegregation extends beyond integrating schools. It encompasses a wide range of initiatives aimed at closing achievement gaps, providing culturally responsive education, and creating an inclusive environment for all students. These might include targeted academic support programs, culturally diverse curriculum development, and professional development for teachers to better serve diverse student populations.
The district's efforts also intersect with other initiatives, such as revising the code of conduct. These changes aim to address racial disparities in discipline rates, recognizing that disciplinary practices can significantly impact educational outcomes and contribute to the school-to-prison pipeline that disproportionately affects students of color.
As TUSD navigates this new phase of local control over desegregation efforts, several key questions emerge:
How will the district measure the success of its desegregation initiatives in the absence of court-mandated benchmarks?
How will TUSD ensure continued community input and oversight of desegregation funds and programs?
What new strategies might emerge now that the district has more flexibility in its approach to promoting equity?
How will TUSD address the intersectionality of race, socioeconomic status, and other factors contributing to educational inequities?
The answers to these questions will shape the future of education in TUSD and potentially serve as a model for other districts grappling with similar challenges. As Dr. Shah noted, the goal is to address the needs of minority students effectively, which requires ongoing assessment, adaptation, and commitment.
TUSD's journey beyond court-supervised desegregation represents a critical juncture in its history. It's an opportunity to build on decades of work while innovating new approaches to achieve educational equity. The success of these efforts will depend not only on the actions of the district leadership but also on the continued engagement and advocacy of the Tucson community. As TUSD moves forward, it carries the responsibility of turning the promise of educational equity into a reality for all its students.
π Literary Journey: Book Recommendations from the Buckmaster Show
The Buckmaster Show, known for its insightful discussions on local issues, also delves into the world of literature, offering a diverse array of book recommendations that span various genres and topics. These recommendations, shared during the show's quarterly segment on reading, provide listeners with a rich tapestry of literary options to explore.
"A Walk in the Park" by Kevin Fadarco: This book recounts the author's experience hiking the entire length of the Grand Canyon, a journey spanning 750 miles. Described as "by turns funny, horrendous, and awesome," it offers readers a vivid account of nature's beauty and challenges. The book not only narrates an incredible adventure but also presents arguments for preserving natural wonders for future generations.
"The Future Was Now" by Chris Nashawadi: This book explores the magical summer of 1982 in Hollywood when a series of groundbreaking science fiction films were released. It delves into the cultural environment allowing such creative freedom in filmmaking and contrasts it with today's more constrained movie industry.
"1967: How I Got There and Why I Never Left" by Robin Hitchcock: A memoir that captures the essence of a pivotal year in music and culture. Hitchcock, who was 14 then, offers a unique perspective on the cultural revolution of the late 1960s.
"The Wide, Wide Sea" by Hampton Sides: This book focuses on the third and final voyage of Captain James Cook, exploring the legacy of discovery and conquest. It provides a balanced view of Cook's achievements and the consequences of his explorations, drawing on journals and personal observations to recreate the wonder and fear of 18th-century Pacific exploration.
"Wandering Stars" by Tommy Orange: This novel follows five generations of Native American families, exploring the devastating consequences of government policies aimed at erasing Indigenous languages, cultures, and traditions. It offers a poignant and sometimes humorous portrait of Oakland's native community, critiquing generational racism while providing hope for the future.
"The Demon of Unrest" by Eric Larson: This book delves into the tumultuous period between Abraham Lincoln's election as president and the outbreak of the Civil War. Larson's masterful storytelling places readers amid the action, drawing parallels between the political discourse of that time and current events.
"Love and Whiskey" by Fawn Weaver: This book tells the story of Jack Daniel and his master distiller, Nearest Green, an enslaved man. It explores the complex relationship between the two men and the history of the famous whiskey brand, while also touching on themes of entrepreneurship and racial dynamics in the post-Civil War South.
"Hot Dog Money" by Guy Lawson: This book explores the world of college sports and how athletes were paid under the table when amateurism was still the rule. It provides insight into a largely forgotten scandal from a decade ago and comments on the ongoing corruption issues in college sports.
These book recommendations cover a wide range of topics, from nature and adventure to history, culture, and social issues. They provide listeners with opportunities to explore different perspectives and gain a deeper understanding of various subjects, reflecting the Buckmaster Show's commitment to informative and thought-provoking content.
π΅ Three Sonorans Analysis
π₯ TUSD's Desegregation Dilemma: A Step Forward or Two Steps Back?
In the sun-baked streets of Tucson, where the ghosts of the colonial past still whisper through adobe walls, the Tucson Unified School District (TUSD) finds itself at a crossroads. After nearly half a century under court supervision for desegregation efforts, TUSD has finally been granted local control. But as the dust settles on this landmark decision, we must ask ourselves: Is this truly a victory for our community, or have we simply traded one form of oversight for another, potentially more insidious form of educational apartheid?
Dr. Ravi Shah, a member of the TUSD governing board, proudly proclaimed, "This is the first time in almost half a century that our voters and our community have control over our schools in terms of how we address these needs for our minority students."
But let's pause for a moment and consider the implications of this statement. Do we believe local control automatically translates to improved outcomes for our Brown and Black students? History would suggest otherwise.
The $63 million annually dedicated to addressing the needs of minority students sounds impressive on paper. But as we've seen time and time again, money without a genuine commitment to dismantling systemic racism is nothing more than a band-aid on a gaping wound. The Latino community, in particular, has expressed dissatisfaction with TUSD's efforts, viewing them as mediocre at best and actively harmful at worst.
Let's not forget that TUSD's journey to this point has been fraught with controversy. The banning of Mexican American Studies programs in 2012 β a decision that was later ruled unconstitutional β stands as a stark reminder of the district's checkered past when it comes to truly embracing diversity and equity in education.
While the recent revisions to the code of conduct are a step in the right direction, they still fall short of addressing the root causes of disciplinary disparities. Dr. Shah's lone dissenting vote, hoping for more progressive changes, highlights the ongoing struggle within the district to decolonize our education system.
His statement, "My lone objection was really trying to change the narrative of substance use from a disciplinary and criminal justice issue... to more of that public health and how do we treat these folks that are having substance use," while well-intentioned, still fails to address the systemic racism that leads to higher rates of substance use and criminalization in our communities of color.
The K-6 pilot program, touted as a return to a more nurturing educational environment, raises questions about the true motivations behind such a move. Is this genuinely about improving educational outcomes for our youth, or is it a thinly veiled attempt to stem enrollment losses and compete with charter schools that have been siphoning off students (and funding) from the district?
And let's not overlook the increased focus on security measures. While safety is paramount, we must be vigilant against the creeping militarization of our schools. New fencing, gates, and door lock systems may keep out perceived threats. Still, they also risk creating an environment that feels more like a prison than a place of learning, particularly for our students of color, who already face disproportionate policing in their daily lives.
As we move forward in this new era of "local control," we must remain critical and vigilant. The end of court supervision does not signal the end of our struggle for true educational equity. If anything, it places an even greater responsibility on our community to hold TUSD accountable.
In the words of the great Paulo Freire, "Education either functions as an instrument used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world."
TUSD stands at this crucial juncture. Will it choose to be an instrument of conformity, perpetuating the very systems of oppression it claims to dismantle? Or will it embrace education as a practice of freedom, empowering our youth to engage with and transform their world critically?
The journey beyond desegregation is not a destination but an ongoing process of reflection, action, and transformation. As we watch TUSD navigate these choppy waters, we must not be lulled into complacency by promises of local control and incremental change. Our children deserve an education that acknowledges their histories and experiences and actively works to create a more just and equitable future.
The fight continues, mi gente. La lucha sigue. And we will be here, watching, critiquing, and demanding the transformative education our community deserves.
π©πΌβπ€βπ¨πΎ People Mentioned
Dr. Ravi Shah
Member of the Tucson Unified School District (TUSD) governing board
Former board chair
Advocate for progressive changes in the district's policies
Has three children in TUSD schools
Quotes:
On code of conduct revisions: "My lone objection was really trying to change the narrative of substance use from a disciplinary and criminal justice issue that we talk about in the wider scale, outsider schools, to more of that public health and how do we treat these folks that are having substance use."
On K-6 pilot program: "We're doing a pilot program next year. We're taking that feedback. We're looking at enrollment. We're looking at academic achievement."
On academic progress: "Letter grades are no perfect measurement of how our district is and how we're doing for academic achievement. But as one objective measure that we have, and we are letter grades now in the 23-24 school year, we're better than they were before the pandemic."
Bill Buckmaster
Host of the Buckmaster Show
Tom Fairbanks
Co-host or contributor to the Buckmaster Show
Mentioned briefly at the beginning of the transcript
Erica Carter
Chair of the bond oversight committee for TUSD
Mentioned by Dr. Shah as doing "great work for our community"
Abraham Lincoln
Mentioned in the context of a book recommendation about the lead-up to the Civil War
Jack Daniel
Mentioned in the context of a book recommendation about the history of Jack Daniel's whiskey
Nearest Green
Mentioned as Jack Daniel's master distiller and the subject of a book recommendation
Fawn Weaver
Author of "Love and Whiskey," a book about Jack Daniel and Nearest Green
Tommy Orange
Native American author
Wrote "Wandering Stars," a novel about indigenous history and culture
Eric Larson
Author of "The Demon of Unrest," a book about the lead-up to the Civil War
Hampton Sides
Author of "The Wide Wide Sea," a book about Captain James Cook's final voyage
Kevin Fadarco
Author of "A Walk in the Park," a book about hiking the Grand Canyon
Chris Nashawadi
Author of "The Future Was Now," a book about the sci-fi films of 1982
Robin Hitchcock
Author of "1967: How I Got There and Why I Never Left," a memoir about the year 1967
Guy Lawson
Author of "Hot Dog Money," a book about college sports scandals
ποΈ Propaganda AI-nalysis
Propaganda messages:
TUSD is making significant improvements and addressing long-standing issues
The bond package is a necessary and beneficial investment in education
TUSD is committed to equity and addressing racial disparities
The district is adapting to the changing needs and preferences of families
TUSD is prioritizing student safety and security
The district is managing well despite financial challenges
Overt messages:
TUSD is revising its code of conduct to address racial disparities
A $480 million bond package has been approved for infrastructure upgrades
TUSD is launching a K-6 pilot program in 10 schools
Federal COVID relief funding is ending, causing financial challenges
The district is implementing new security measures
TUSD's letter grades have improved since the pandemic
Hidden messages:
The district may be struggling more with enrollment and finances than openly stated
There may be internal disagreements about the pace and extent of reforms
The focus on security measures might imply underlying safety concerns
The emphasis on desegregation efforts suggests ongoing racial issues in the district
Hidden opinions:
Dr. Shah believes the code of conduct revisions don't go far enough
There's an implied belief that the K-6 model is better for younger students
There's an underlying concern about the long-term financial stability of the district
There's an implied opinion that TUSD has been mismanaged in the past, leading to current challenges
Claims made:
TUSD's letter grades are better now than before the pandemic
The district is losing $270 million in federal COVID relief funding
TUSD has 88 schools with an average age of over 50 years
The district is addressing racial disparities in discipline rates
The K-6 pilot program will help stem enrollment losses
New security measures will make schools safer
TUSD is providing a good education despite challenges