Regional superintendents tell LESC leadership turnover, unstable funding and SPED gaps threaten sustained progress

LAS CRUCES — A panel of regional superintendents told the Legislative Education Study Committee that stable leadership, recurring funding and clearer governance boundaries are essential to translate short‑term gains into sustainable district improvement.

Mike Chavez, superintendent of Hatch Valley Public Schools, warned that New Mexico’s superintendent turnover — he said average tenure is two to three years — undercuts reforms that typically require three to five years to take hold. “If we want lasting change, if we truly want stability in our schools, then the position of the superintendent must have protections,” Chavez said, urging the committee to study supports to reduce politically driven removals.

Panelists described funding patterns that complicate planning: several districts used ESSER and innovation zone grants to staff counselors, pay teacher stipends for training, and pilot work‑based programs, but those one‑time funds are ending. Cloudcroft and other small districts said grant‑funded stipends helped secure 99% teacher buy‑in for structured literacy (LETRS/AIM) training; when model‑school grant money phases out, districts must either absorb costs or scale back programming.

Superintendents also raised bilingual education funding gaps and special‑education shortfalls. Hatch Valley leaders noted that dual‑language instruction requires roughly six hours of programming but is funded at lower hourly caps, creating material and staffing shortfalls. On special education, panelists said rising needs outstrip statutory funding formulas and force districts to use SEG dollars to cover ancillary services.

Governance was a recurring theme: several superintendents said school boards sometimes cross from governance into operations, creating instability. Panelists described best‑practice board relationships as supportive and accountable — contacting superintendents for context before escalating constituent complaints — and urged better mediation or support when relationships break down.

The panel closed by reiterating common priorities for lawmakers: recurring funding for human capital (coaches, social workers), supports for bilingual and SPED programs, clearer expectations and training for school boards, and provisions in capital funding to address both new construction and ongoing facility maintenance.