I read this latest piece of sophisticated victimology, “Education 101: On the Backs of Our Teachers”, least of all because it seemed data-driven, until it wasn’t. But to its credit, a few innocuous, throw-away lines were included that hinted at a larger situation with regards to Los Alamos County.
The seminal fact, that unlike other states, New Mexico refuses to allow local budget supplementation, was obscured. Fancy that; decades of Democrat legislative control as evidenced by an ideologically-motivated, baseline leveling is waved off with a mere single sentence. Maybe this lack of funding flexibility should be amended at that same legislative level, seeing how we are previously informed Los Alamos is a wholesale “donor district under the state distribution model”?
“Can you hear me now?” Stephanie and Eric?
Of course, the hysterical Left in Santa Fe would then scream those rich people in Los Alamos are playing to their natural advantages. They don’t seem to mind what increasingly little local funding is allowed, not to mention all that local school quality “sustained on the backs of our teachers and school staff”, also educates an increasingly significant percentage of out-of-district students from Rio Arriba and Santa Fe counties. Gimmeabreak!
The last Wiley Coyote-off-the-cliff one-liner to pique my interest, “our demographic is shifting” truly shows the local education establishment’s complete ignorance of the connection between their genuinely sincere concerns, and the simple relationship (anywhere else) between local education, politics, and economics.
Los Alamos County is caught in a deadly demographic spiral of its own making; it’s the direct result of an insular, consensus driven (“we’re sooooo special”), possible illegally elected-at-large county council, and their poor asset management policies … that have thwarted the magnificent growth opportunities they were handed, in an almost Biblical manner (“to whom much is given, much is expected.”)
Along with state laws on local funding policies that should be changed, the new state approach to rightfully evaluate bad teachers from good, has simply flushed out the real dilemmas.