Arizona Schools Face $866 Million Funding Risk Over DEI Standards

The Arizona State Board of Education navigates a critical situation as it confronts potential funding cuts amounting to $866 million from the federal government. The Trump administration has demanded the removal of Diversity, Equity, and Inclusion (DEI) and multilingual services from teacher professional standards. State Superintendent Tom Horne emphasizes the urgency of compliance, stating, “The president has the power to cut funding, and we must avoid an $800 million budget cut to our students.”

The board postponed any decisions until December to seek clarity on the specific changes required. Board member Daniel Coor raised concerns about the potential consequences of making broad adjustments without a clear directive. He remarked, “We have a very real possibility of overshooting. Going just too far and just being destructive.”

The push to eliminate DEI language corresponds with President Donald Trump‘s broader initiative to dismantle aspects of former President Joe Biden‘s policies aimed at promoting racial equality. Trump contends that DEI programs foster discrimination. His orders include eliminating federal programs providing multilingual services, calling into question the future of such initiatives in Arizona.

Changes to professional standards would require the removal of language that encourages teachers to engage with and respond to cultural differences among students. Sid Bailey, Associate Superintendent, noted that communications from the federal government have made it clear that compliance is essential for funding retention. “If we don’t comply, our funding is on the table,” he warned.

In response to the demands, the Arizona Department of Education (AZDE) is revising its Structured English Immersion (SEI) Endorsement Course Frameworks. One notable recommendation is to eliminate a directive that encourages teachers to help English learners leverage their native languages for academic success. This proposal sparked debate among board members, with some arguing that bilingual skills provide students with a significant advantage.

Horne indicated that the White House has not provided a timeline for when the changes should be implemented. The board had established its current standards in 2011, based on the InTASC model, which focuses on learner-centered instruction and support for diverse student needs. The model encourages collaboration and data-driven instruction.

To address the situation, Bailey has engaged Arizona’s universities to ensure they are aware of the stakes involved. A stakeholder committee, comprising superintendents and educators, will be formed to review the teaching standards and propose necessary changes.

Concerns regarding the elimination of cultural sensitivity training were voiced by board member Jacqui Clay. She stressed the importance of involving a diverse group of experts in the discussions. “This is really big. And if we just allow you guys to say, ‘this is what we want,’ that is going to cause misperceptions,” Clay cautioned. Drawing from her teaching experience, she highlighted how such training enhanced her effectiveness in the classroom.

Feedback from educators at two elementary schools in Phoenix echoed these concerns, with many relying on cultural training to meet their students’ needs. Board member Jose Luis Cruz Rivera expressed worry about the potential ramifications of the changes on English language learners, stating, “I’m very concerned about our ability to comply with the Executive Order.”

The board plans to revisit the issue in December, with Horne reiterating the gravity of the situation. “I would remind everybody we are dealing with $800 million. We have to avoid that consequence, and that is the charge.” The future of educational funding in Arizona hangs in the balance as the board grapples with these significant changes.