Interview: From Public Trust to Preparing Students for Future Careers, Idaho’s New Schools Chief Has a Plan to Change ‘Literally Everything’
Debbie Critchfield achieved victory in the election for Idaho superintendent of public instruction in November, defeating the incumbent Sherri Ybarra, who served two terms and was widely criticized for her ineffective leadership.
Critchfield has an extensive background in education, including seven years on the Idaho State Board of Education with two years as president. She also has experience as a substitute teacher and served on the Cassia County school board for a decade.
Although Idaho is a predominantly conservative state, it is experiencing significant changes as a result of an influx of newcomers, particularly from the West Coast. This shift in demographics makes Idaho an intriguing case study, especially with a new superintendent like Critchfield who has ambitious plans to enhance support and oversight of school districts.
Under Ybarra’s leadership, districts received inadequate support and oversight, causing them to disregard state mandates. The failure of the Idaho Department of Education to enforce regulations was diligently documented by Idaho EdNews.
Throughout Ybarra’s tenure, there were no substantial teacher evaluations conducted and the state’s transparency laws were ignored. Test scores remained stagnant, and Ybarra rarely engaged with state lawmakers.
Ybarra defended her record during the campaign, claiming that she had improved graduation rates and college and career readiness in the state. However, Critchfield, who was sworn into office on January 6 for a four-year term, is determined to bring about positive change.
Idaho has long prioritized the concept of local control in public education, with parental choice being highly valued. The state has also seen the proliferation and success of public charter schools.
Critchfield’s vision for her new role as superintendent and the role of the Idaho Department of Education in the state’s education system involves establishing trust and transparency. She plans to provide regional support centers across the state to ensure that even the most rural areas have accessible assistance.
Some of the key issues Critchfield aims to address early in her tenure include prioritizing the science of reading and emphasizing its benefits for students. The math scores in Idaho are also concerning, and she intends to collaborate with the State Board of Education on implementing a major math initiative. Additionally, she believes in building connections between schools, districts, and local businesses to prepare students for the workforce.
Critchfield frequently speaks with educators and administrators who are interested in establishing these types of relationships and programs for their students but are unsure of where to start. Thankfully, there are successful models available for reference.
When asked about her decision to run for state superintendent, Critchfield cited the COVID-19 pandemic as a driving force. The pandemic presented opportunities to explore new approaches in education, yet many educational leaders at the state level seemed hesitant to embrace change and quickly reverted back to the old ways once the pandemic subsided.
Additionally, I experienced a sense of frustration due to our lack of progress. Although we are making some movement, I question if it is in the right direction and if it aligns with the outcomes and goals we have set for our children. What are we truly preparing our children to know and be capable of? Having served on the State Board of Education for the past eight years, I had a front-row seat to observe this. It became evident to me that as an appointed volunteer, I was limited in my ability to instigate significant change. I realized that in order to make progress on the issues raised by communities, parents, students, and teachers, I needed to assume a different role.
During my campaign, I often asked people a simple question: Can you articulate the vision for K-12 education in Idaho? To my surprise, every group I spoke to, including business leaders, parents, and teachers, would look at one another and shrug in response. No one knew what the vision was, including myself, despite my position on the State Board of Education. The reason for this lack of clarity was the absence of a defined vision.
Consequently, I took it upon myself to outline my plan and vision. It is imperative that we adequately prepare our children for the jobs and opportunities present in a growing state. This entails providing a meaningful educational experience for high school students and ensuring their preparedness from the early stages of learning. We must focus on imparting strong reading and math fundamentals to our youngest learners so that by the time they reach high school, they are equipped for the next phase of their education. In my opinion, this next phase should emphasize the practical application of knowledge rather than the mere accumulation of seat time. I strongly advocate for work-based learning, project-based learning, internships, and apprenticeships, especially for juniors and seniors.
These messages, focused on education and devoid of political bias, resonated with the public.
Idaho has consistently experienced stagnation or regression in what is locally termed the "go-on rate," which measures the percentage of high school students who pursue post-secondary opportunities. The most recent year saw a dismal go-on rate of only 37%. This may be attributed, at least in part, to the disconnect between schools and the workforce. How do you plan to address this issue?
When examining two key statistics together, an interesting narrative unfolds. While the go-on rate of 37% is far from ideal, it is essential to acknowledge that 80% of graduating high school seniors have taken at least one dual credit class, earning both high school and college credits simultaneously. This indicates that students are eager to jumpstart their future and seek opportunities beyond the traditional high school curriculum. However, there is a significant gap between the experiences available to students outside of school and what is being offered within the classroom. By expanding access to a wider array of opportunities aligned with students’ interests and post-school aspirations, we can better prepare them for life after graduation, which may not always involve college education.
Over the past eight years, the Department of Education has failed in fulfilling its responsibility for ensuring accountability. How do you propose changing this culture?
Revamping the existing culture will be a process that requires time and effort. In recent years, the concept of local control has been used as an excuse and cover-up for a lack of leadership. When districts sought support in various areas, they were often met with resistance under the guise of "local control issue." However, my understanding of local decision-making does not entail being left alone without assistance.
I believe in celebrating local decision-making, but I also believe in equipping districts with the best available information to make informed choices. Instead of dictating curriculum decisions or attempting to override local control, I propose providing valuable information that can assist districts in their decision-making processes. For example, did you know that there are various factors to consider before finalizing a curriculum choice? Furthermore, there have been successful implementations of specific curricula in other districts. By making these resources available, we can break down the perception of isolation and foster collaboration among districts. I refuse to accept the idea that districts should fend for themselves without any support or guidance.
What is your perspective on the impact of charter schools on Idaho’s public education system?
I have confidence in my ability to facilitate successful connections between innovative charter schools and district schools. However, it is crucial to address and dispel certain misconceptions surrounding charters. Contrary to popular belief, charters are indeed public schools and are held to the same, if not higher, standards of accountability.
The topic at hand is school choice, and provides a wealth of ongoing news, commentary, and analysis that offers valuable insights into the current state of school choice in America.
Furthermore, we must examine what sets Idaho apart from other states, making it a source of inspiration and potential ideas. One distinguishing aspect is our unique geographical composition and diverse communities. Although spread out, our state consists of just over 300,000 students on a statewide basis. This relatively small population allows us to swiftly and significantly impact and bring about change. Unlike other regions, we do not have to wait for five or ten years to witness the tangible outcomes of our efforts. This characteristic undoubtedly makes Idaho stand out. Unfortunately, we have lacked the necessary leadership to fully realize the potential of our state in this regard.
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