EDUCATION Life in WordsThe opinions you read here do not necessarily represent the opinions of CEA and it's Board
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As August 2nd nears, our legislators prepare to head to Juneau to debate overriding the governor’s line item veto of education funding — a veto that has already sent shockwaves through our schools, forcing educators to leave and dismantling the stability our students rely on.
The process that led to this veto was flawed. I personally submitted amendments and an entire bill to both majority and minority legislators that would have improved HB57 and likely prevented this crisis. Unfortunately, these efforts were overlooked, and political games have taken priority over sound policy. What we are really witnessing is a power struggle with high stakes: one side seeking control over the Permanent Fund Dividend (PFD) and pushing for increased state income taxes to fund greater spending, and the other side aiming to privatize education. In the middle of this tug-of-war, education funding has become a bargaining chip — leverage used at the expense of our children’s future. Remember what happens next weekend. The entire purpose of this special session is for the governor to avoid having his veto overridden by using the $200 million in Base Student Allocation (BSA) funding as leverage to get what he wants. You will hear from the governor and his supporters about uncertain revenues and the need to tighten the budget and save money. But ask yourself: if the governor truly needed to save money, then why is he using education funding as bait in a political game? Why veto essential education dollars only to call a special session that requires more state funds to convene? Why veto funding for the very special session he then insists must happen? This contradictory behavior reveals that this isn’t about fiscal responsibility — it’s about political maneuvering, with our schools and students caught in the middle. Our legislators are standing up to this reckless strategy. Their commitment is not just to politics but to protecting the stability and resources our students need to thrive. Beyond education, this session will address other critical issues affecting families and workers across Alaska. Supporting our lawmakers means supporting leadership that puts Alaskans first — refusing to sacrifice our children’s education and stability for political leverage. On August 2nd, our legislators are fighting for education, for stability, and for the future of our children. They deserve our full support as they stand firm on what truly matters. By Rick Morgan, President, Mat-Su Classified Employees Association (CEA) and ESP At-Large Director, NEA-Alaska Board of Directors
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By Richard Morgan
President, Mat-Su Classified Employees' Association ESP At-Large Director, NEA-Alaska Board of Directors In 1979, the U.S. Department of Education was elevated to a Cabinet-level agency under the promise that federal oversight would improve educational equity and student performance. Forty-five years and billions of dollars later, Alaska—and the nation—have very little to show for it. National test scores are flatlining. According to the National Assessment of Educational Progress (NAEP), reading and math scores across the country are in decline. In 1984, the average reading score for 13-year-olds was 257. In 2023, it was 256. That’s right—after decades of federal programs, mandates, and spending, we’ve lost ground. Math scores tell an even more troubling story. In 2012, the average 13-year-old scored 285. By 2023, it had plummeted to 271—the lowest in decades. While the pandemic accelerated the drop, this decline started long before COVID-19. It’s not a virus that’s failing our kids—it’s a system that hands power to distant bureaucrats instead of local communities. Alaskans understand the unique challenges our students face. From rural village schools to growing urban centers, we know that a one-size-fits-all model from Washington, D.C. simply doesn’t work here. Yet every year, the Department of Education sends down new programs, new assessments, and new compliance hoops that do nothing to move the needle on reading or math. If the Department of Education were a local school board, voters would’ve replaced it decades ago. Instead of streamlining education, the federal government has layered on ideology, mandates, and red tape. Alaska’s educators spend more time reporting to D.C. than responding to the students right in front of them. Local innovation is stifled. Parental input is sidelined. And communities that know what’s best for their children are too often told to sit down and comply. Downsizing the federal Department of Education isn’t radical—it’s rational. Civil rights protections and funding formulas can still exist without a bloated bureaucracy. We don’t need D.C. to tell us how to teach reading—we need empowered districts, strong families, and local accountability. Here in Alaska, we’ve already seen what happens when we return authority to the people closest to the students. Districts that prioritize early literacy, support vocational training, and actively involve families in decision-making see better results. In fact, during the pandemic, the Mat-Su Borough School District kept schools open while other areas stayed remote—and our students are better off for it. We’re not asking to do less for our students. We’re demanding to do better by them—by removing the federal hand that too often makes things worse. It’s time to give education back to Alaska. By Rick Morgan, Mat-Su CEA President There’s growing pressure among conservative educators to leave the National Education Association (NEA). I understand the frustration. The national union has taken a political turn that many of us don’t support—promoting policies that undermine parental rights, prioritize ideology over student success, and entangle education in divisive national debates. But here’s the thing: I’m not walking away. I’ve Been in the Room—and I’m Staying I’ve served in union leadership at the local, state, and national levels. As President of the Mat-Su Classified Employees’ Association, I’ve watched the shift. I’ve heard the quiet frustrations turn into a rising voice of resistance. Conservative educators who once stayed silent are now speaking up—and finding they’re not alone. It’s tempting to walk away. But real change doesn’t happen when we leave the table. It happens when we stay in the room and refuse to be ignored. What Fighting From Within Looks Like Let me be clear—this isn’t easy. I’ve been shouted down. I’ve faced eye-rolls, sarcasm, and open hostility in committee meetings. But I’ve also stood my ground. I bring facts, stay calm, and push back with credibility. And it works—because people listen when you’ve earned your seat. But I don’t just speak. I act. I write grants. I build partnerships. I’ve helped bring tens of thousands of dollars in dues-funded support back into our local—where it belongs. That’s real support for my members. That’s what union work should be. Not advancing political agendas that divide us—but delivering for the people we represent. Walking Away Isn’t the Answer Leaving the union might feel like protest—but it’s not a solution. It hands total control to those who don’t share our values. It silences voices that need to be heard. And it erases the hard-won gains we’ve made. This isn’t their union. It’s ours. If we want the NEA to reflect the priorities of real educators, real families, and real communities, we can’t leave—we have to lead. Conservative Voices Are Rising Change is slow. It’s uncomfortable. But it’s happening. The NEA Republican Caucus is growing. Conservative educators are organizing, running for leadership, and showing up with purpose. We’re not backing down—we’re pushing forward. Because this is our union, too. ✊ Call to Action If you’re tired of being sidelined, don’t walk away. Stand up. Speak out. Stay in the fight. - Join the NEA Republican Caucus - Attend delegate assemblies - Run for office in your local or state association - Build coalitions and get things done in your community We are here. We are organized. And we are not going anywhere. Let’s take back our union—together. As a longtime educator, coach, school employee, and proud union member, I believe in the power of organized labor to protect workers’ due process rights, negotiate fair contracts, and improve public education. The National Education Association (NEA), founded in 1857, was created to elevate the teaching profession, ensure fair treatment for educators, and promote strong public schools for all. That mission—practical, unifying, and student-focused—once reflected the shared values of teachers, support staff, and families across this country.
But in recent years, something has changed. NEA’s national leadership seems to have shifted away from its core purpose—supporting educators and improving schools—and moved toward a more ideological and politically charged path. That concerns me, not just as a union leader, but as someone who has devoted his career to public service. The NEA should be focused on the fundamentals: fair wages, safe learning environments, sustainable benefits, and meaningful professional support for all school employees. These are the issues that matter most to frontline educators. Unfortunately, too often, national leadership appears more invested in symbolic politics and divisive rhetoric than in solving the real challenges facing our members. Worse yet, this leadership has created an echo chamber where dissenting views are ignored or silenced, leaving many members feeling unheard and disconnected. At national conventions, I’ve watched debates that prioritize ideology over practical policy. While powerful national statements grab headlines—like comparing immigration detention centers to concentration camps—frontline concerns about staffing shortages, rising insurance premiums, and the professional development needs of Education Support Professionals (ESPs) go unaddressed. That kind of language may stir emotions, but it does little to strengthen our schools, help our students, or support our educators. And it's taking a toll. We are steadily losing members—good, hardworking people—because they no longer feel the union reflects their values or priorities. That loss weakens all of us. I’m also troubled by how our dues are being used. Union members work incredibly hard—often in roles that go unseen and underappreciated. They deserve to know that their contributions are going directly toward member support, not partisan campaigns or national agendas that feel disconnected from daily school life. Just imagine if even 10% of our national dues were redirected locally—how many ESPs could pursue teacher certification, or how many mentorship hours we could fund in our own schools. We could build loan reimbursement programs for ESPs, create mentoring initiatives that connect classified employees with experienced educators, and provide real, hands-on support. That’s how we build a pipeline from classified to certified. That’s how we invest in our people and strengthen public education from within. Let me be clear: this is the work we’re committed to at the Mat-Su Classified Employees Association. Strong, local leadership is essential. Leaders who listen to all points of view—not just the loudest voices—build trust and unity. When union leaders engage openly with their members, respect diverse perspectives, and focus on real issues, they fight effectively for what truly matters: fair wages, job security, safe schools, and respect for all employees. That kind of leadership empowers members, strengthens our community, and helps us weather challenges together. Here in Mat-Su, our priorities are simple and focused: advocate for fair wages, protect job security, improve affordable healthcare, and uphold respect for all school employees. We meet our members where they are. We show up at school board meetings, walk through worksites, and negotiate in good faith. We believe that unity comes not from political agreement, but from shared purpose. The national union may be losing sight of who it serves—but we haven’t. And I know we’re not alone. To union members across the country: don’t give up on your locals. Engage. Speak up. Let’s steer this union back toward its roots. Let’s reclaim the middle ground—where we acknowledge America isn’t perfect, but still worth fighting for—and where we can have honest, respectful conversations about how to do better. Because unions should reflect the voices of their members—not the politics of the moment. Richard Morgan Longtime Educator and President, Mat-Su Classified Employees Association Matanuska-Susitna Borough School District 7/4/2025 Rebuilding Alaska's Public Education: A Call for Smarter Funding, Leaner Administration, and Systemic ReformRead NowPublic education in Alaska is in the midst of a slow-motion crisis, one that touches every district, family, and student in the state. While there are success stories worth celebrating, the overall system is under intense strain due to outdated funding mechanisms, unsustainable administrative bloat, and a university pipeline that continues to produce graduates ill-prepared for the real work of today's classrooms. In the Matanuska-Susitna Borough School District (MSBSD), we are pushing forward with innovation and determination, but we are not immune to the structural dysfunctions that plague Alaska's education landscape. To move forward, we must embrace a model that ties funding to actual needs, rethinks our administrative infrastructure, aligns educator preparation with real-world classrooms, and empowers unions to advocate for both staff and students in a unified, forward-thinking strategy.
The Broken Formula: Linking the BSA to the CPI At the heart of Alaska's education funding is the Base Student Allocation (BSA), a per-student funding figure that has remained largely stagnant since 2017. Despite inflationary pressures, health care cost increases, and growing community needs, the BSA has not kept pace with reality. Linking the BSA to the Consumer Price Index (CPI) would provide a stable, predictable funding model that reflects real-world economic conditions. Education is one of the only state-funded systems not adjusted annually for inflation. This disconnect has effectively created a yearly funding cut in real dollars, forcing districts to lay off staff, freeze wages, defer maintenance, and cut programs. While opponents argue that funding alone does not ensure outcomes, predictable funding is essential for long-term planning, workforce stability, and student support. CPI indexing is not a silver bullet, but it is a rational first step that brings education into line with every other major budget item subject to inflationary pressures. Administrative Overload: Trimming the Bureaucratic Fat One of the loudest and most accurate criticisms of Alaska’s education system is that too much of the money goes to administration, not the classroom. This is particularly egregious in large urban districts where central office costs have ballooned. In some districts, the ratio of administrators to students rivals or even exceeds the number of classroom support staff. MSBSD has, in many respects, avoided the worst of this bloat. The district has taken steps to streamline administrative functions and keep more funding at the school level. However, even in Mat-Su, we are seeing the pressure to expand administrative roles to meet ever-growing compliance and reporting requirements from the state and federal government. This is where union leadership becomes crucial. We must push back against the idea that "more administrators" equals "more effective oversight." Lean does not mean under-resourced. It means building systems that prioritize service delivery over bureaucratic preservation. It means investing in staff who are in direct contact with students — paraeducators, custodians, special ed aides, nutrition workers — rather than proliferating desk jobs that monitor them. Reforming University Education Programs: Grounding Teacher Prep in Practical Experience and American Values One of the major barriers to delivering high-quality education in Alaska is the misalignment between university teacher preparation programs and the real-world demands of the classroom. Many new teachers arrive with minimal classroom experience and insufficient training in managing student behavior, adapting lessons to diverse learners, and handling the stress and responsibility of a dynamic classroom environment. Education programs must return to a fact-driven, experience-based approach. Future teachers need hands-on training, not just theory. Programs should emphasize student teaching, real-world mentorships, and measurable skill development in literacy, math, classroom management, and professional responsibility. Alaska’s classrooms are often multi-grade, rural, and culturally diverse. New teachers must be prepared to meet these challenges from day one. In addition, Alaska’s teacher training should instill a love for this country and an appreciation of its founding principles, while also preparing educators to teach history honestly — recognizing the mistakes as well as the achievements. Respect for our nation, our Constitution, and our communities should be part of the foundation, not an afterthought. The University of Alaska system must be held accountable for producing teachers who are ready to lead, not just pass exams. Programs should be evaluated based on job placement success, feedback from school districts, and real classroom outcomes. Partnerships with local school districts, extended apprenticeships, and results-based certifications should become the norm. Teaching is not an academic abstraction — it is a practical, mission-driven career. Alaska must build an educator workforce that is grounded, capable, and committed to preparing the next generation of responsible, knowledgeable citizens. What MSBSD Is Doing Right Despite these challenges, MSBSD continues to lead in several areas. The district has:
Where We Must Improve MSBSD, like other districts, faces increasing pressure to do more with less. Staff cuts are happening now, not in theory. We are losing experienced employees in vital support roles. The district's facilities plan, while ambitious, still struggles to prioritize renovation and repurposing over expensive new construction. While some schools thrive, others are overwhelmed with overcrowding, behavioral challenges, and a lack of specialized support. Additionally, MSBSD must improve in implementing meaningful professional development for classified employees, ensuring that all staff have opportunities to grow, certify, and advance. Communication between leadership and site-level employees needs work, especially as decisions are made that directly affect working conditions and student outcomes. The Role of Unions: Not Just Protecting Jobs, But Rebuilding Systems Too often, unions are dismissed as self-interested or resistant to change. That stereotype ignores the reality on the ground. In MSBSD and across Alaska, unions are leading advocates for sustainable reform that benefits students and workers alike. Our goals are clear:
We recognize the importance of reform, but it must be done with, not to, the people who make schools run. Conclusion: Building a Better Path Forward Alaska can no longer afford patchwork fixes or top-down mandates. We need a coherent vision for public education that starts with honest conversations and ends with concrete action. That means:
By Rick Morgan, President, Mat-Su Classified Employees Association (CEA) |
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Rick MorganLongtime Educator and President, Mat-Su Classified Employees Association, Matanuska-Susitna Borough School District |