October 2025 Newsletter

School Board Update

A Trustee’s Update: How State Politics Shape Local Schools — and Why Local Leadership Matters More Than Ever

By CUSD Trustee Fitz Lee

When people hear “school board,” they often imagine we have sweeping authority over how schools are run—hiring teachers, managing principals, and setting curriculum. In truth, our authority is far more limited. As elected Trustees, we have three principal responsibilities: we approve and oversee the district’s budget, we adopt policy to guide how the district operates, and we hire and, if necessary, dismiss one and only one employee—the Superintendent. Every other district employee—from principals to teachers to custodians—reports to the Superintendent, not to the Board. That design is intentional, but it also means our ability to correct or redirect the system depends entirely on who sits in that one chair.

And while we can write policy, our policies cannot conflict with state or federal law, which often leaves little room for local discretion. Sacramento and Washington issue mandates that can differ sharply in philosophy and execution. For example, federal law under Title IX focuses on equal opportunity and protection from sex-based discrimination, while California’s evolving guidance broadens that definition to include gender identity in ways that can undermine parental notification and local control. Similarly, while federal standards emphasize viewpoint neutrality in civic and historical education, state frameworks—including the Ethnic Studies mandate—often embed distinct ideological priorities. Our challenge is to navigate these crosscurrents faithfully: to obey the law while protecting educational integrity and preserving the values and common sense of the Coronado community.

When I refer to “the common sense of the Coronado community,” I mean a shared conviction that schools should focus on education, not ideology. Coronado residents prize excellence, accountability, and transparency. They value fiscal discipline, respect for parents, and the freedom for students to think critically without being told what to believe. While our city has grown more politically diverse, most families here still want safe campuses, quality instruction, and decisions guided by reason rather than politics. In short, Coronado’s “common sense” is grounded in stewardship—financial, educational, and moral.

That same commitment to balance and clarity has guided much of our recent policy work. On October 16th, the Board will take up a first read of three revised Board Policies that I took the initiative to propose and rewrite over the past several months:

• BP 6144 – Controversial Issues

• BP 6142.93 – Science Instruction

• BP 6142.94 – History–Social Science Instruction

Each of these policies addresses areas where ideological bias can quietly take root, and these revisions are designed to restore neutrality, transparency, and intellectual honesty in our classrooms. I would highly encourage everyone to review this agenda item when it becomes available next week so you can see the details of these proposed changes for yourself.
(The agenda will be posted at www.coronadousd.net/board-agenda under “Board Meetings and Agendas.”)

Under BP 6144, the revised language makes clear that controversial issues must be presented objectively and in a balanced manner. Teachers are expected to distinguish between verifiable fact and personal opinion and to create space for respectful discussion and critical thinking, rather than pushing students toward a single ideological conclusion.

The updates to BP 6142.93 (Science Instruction) reaffirm that science education should remain anchored in evidence, logic, and the scientific method—not in political or social advocacy. The policy now emphasizes the importance of students understanding both what science can tell us and where its limits lie, promoting curiosity and intellectual humility rather than dogma.

Finally, BP 6142.94 (History–Social Science Instruction) was rewritten to ensure that history is taught accurately, fairly, and with multiple perspectives represented. The revised policy calls for an approach grounded in primary sources and balanced interpretation, giving students the tools to evaluate information critically and form their own conclusions.

These changes matter because policy shapes practice. It is through Board Policy that the values of a community are translated into the daily work of classrooms. These rewrites reflect Coronado’s conviction that public education should focus on knowledge and character formation, not on political indoctrination or social experimentation.

At our most recent meetings, the Board has also been focused on sound fiscal management—a constant challenge in an unpredictable funding environment. Coronado Unified is transitioning to Basic Aid status, which will eventually give us greater control over local property-tax revenue. In the interim, we faced a temporary funding gap. To address it responsibly, the Board approved Resolution No. 25-08-02, authorizing up to $3.4 million in lease-purchase financing for long-overdue HVAC upgrades, classroom modernization, and safety improvements—while reducing General Fund pressure by roughly $700,000 over the next two years. These funds will be repaid from unrestricted revenues, and the loan can be prepaid early at our discretion. This was not borrowing for bureaucracy—it was strategic investment to ensure our schools remain functional, safe, and competitive.

Looking forward, I will continue to strongly advocate for balance and academic neutrality as the State deliberates over the future of Ethnic Studies. At this point, it is still uncertain whether the Legislature will fund the statewide mandate, which means the course will only become a graduation requirement if funding is approved. In the meantime, I am serving on a committee to reassess the current curriculum offered to our freshmen who elected to take “Ethnic Studies” this year. That review has made one thing abundantly clear: the current curriculum is so unbalanced in its perspective that it is no surprise it has become controversial—and has led to numerous complaints from parents about its contents. If state funding does not materialize, I will advocate that, given our fiscal constraints and community concerns, CUSD should not continue offering it moving forward. Our resources should prioritize the core academic and career pathways that most directly serve students’ futures, not programs whose political value outweighs their educational merit.

That’s not always an easy stance to hold—especially in a state where those of us who believe in parental rights, traditional values, and local control are increasingly in the minority. But that only heightens our responsibility. With three school board seats opening in 2026, our future direction will hinge on who fills them. We will need at least two strong, principled conservatives willing to run, and I intend to give my full support to help them do just that—through mentorship, outreach, and campaign support. Real and lasting change takes time and courage, but this is where it begins.

It took years for our schools to drift from their foundational principles. It will take years of steady, focused leadership to bring balance back. But with persistence, clarity, and faith in the values that built this community, I believe we can—and will—set the ship on a better course.