Week one didn’t go as expected.

Utah’s new State Superintendent of Public Instruction Molly Hart faced an unexpected challenge when President Donald Trump’s administration froze education funds that were set to be dispersed. 

“It was surprising he froze funds that had already been approved through Congress,” she said. “I was anticipating changes, but I was anticipating them moving forward. So, when those changes happened a week into my tenure, it threw a wrench in the kickoff.”

Hart, who previously served as executive director of Summit Academy Schools for two and one-half years, hadn’t planned to follow in the footsteps of former superintendent Sydnee Dickson, who served for nine years. At Summit and as vice chair of the Utah State Board of Education, she felt she had found her place—working directly with students and leading through change.

“When opportunity comes, you got to answer the door,” said the veteran educator from Sandy. “I didn't ever really see myself leaving a school setting where there were kids and I could be involved in an actual school day. I thought I hit the sweet spot, but opportunity knocks and to make a difference at this level, and to make things happen, how do you turn that down? It’s an exciting opportunity.”

It’s now been two months since Hart, a former teacher who served as principal at Mt. Jordan and Albion middle schools, was sworn in as state superintendent. She and Dickson collaborated to ensure a smooth transition in June into the K–12 summer break.

“I stay moving from 7 a.m. to 7 p.m. I haven't even unpacked all my boxes. It's back to school for USBE, just as it’s back to school for schools,” Hart said.

City Journals posed questions to Hart about key initiatives and pressing issues in education.

Q: What was it like when the government froze funds?

A: The president was clear about his priorities all the way along. We did eventually get those funds, so districts are able to pay their summer programs’ and afterschool programs’ people.

Q: A central tenet of Trump’s plan is to eliminate the federal department of education. Is it going to impact some of the programs, such as Title I schools and others?

A: There are three big federal education programs: the free and reduced lunch program, the Title I program and IDEA (Individuals with Disabilities Education Act) or special education. USDA already co-manages the lunch program along with department of education. The plan for the others, at one point, was to move them to other agencies, and the funding was to continue in some form. But other Title programs, like Title II (supporting effective instruction), Title III (language instruction for English learners and immigrant students) were the ones that were frozen. We're now looking at the budget process moving forward for when we get federal funds. There are a lot of different timelines that intersect, and the U.S. Senate pushed back against some of the president's proposals, so it's just an evolving story with a shifting landscape. We have to stay agile, consider the information we have at any given time and be ready to improvise.

Q: If the federal department of education fades away, is Utah OK to run our education system?

A: Many people don't think it will completely fade away. The department of education may still exist, but it could be much smaller in size and scope. It would take congressional action for the department to “disappear.” Saying that, it was nowhere on my bingo card that funds would be frozen. And, there was nowhere on my bingo card that those funds would be unfrozen. What's extraordinary about these times is the different paths and the uncertainty of the next action. The best thing I can do is help others prepare for contingencies. Utah is well positioned to manage and keep consistent educational opportunities for kids. The problem is always where the money comes from, when the money comes, and how the money comes, so whether it comes from the state or from local, or from federal, and how it comes, what kinds of strings are attached, what kinds of choices we get to make, and how it's administered. It's a new game — and all those spaces are changing at the same time. At the end of the day, our teachers and principals are going to open schools this fall, and they are going to give students the best education out there.

Q: Share your top priorities.

A: It's important to me that we get the various constituents together. There's been a fracturing of communication in education, and we've become very polarized needlessly. As state superintendent, I can bring disparate groups of people together and create synergy. It's important the USBE is responsive, efficient and meeting the needs of the various stakeholders and also, communicating accurate data and information to the legislature, to the field and throughout the agency. It's important we find ways to increase student achievement and knowledge and students come away knowing how to solve problems and knowing how to meet the needs of communities in the future. That is our goal and it's important to me that stakeholders come together and keep that in our sights. We're an agency of the government. We serve the people. We are servant leaders. We need to do that efficiently and without wasting resources, and we need to do it transparently. 

Q: Utah has 70,000 students. Many teachers and principals are concerned about low attendance. How can USBE help?

A: Attendance is one of those things that can't be solved with any one single approach. We've got to engage families and parents and understand why students aren’t coming to school and figure out where that disconnect is, and work on the experiences in school so that it’s a place students understand the need and what they get out of being there. It's got to come from not just the education community, but communities at large and at the individual level. It is individual students and their parents making a choice each day whether or not they're going to attend. We've got a toolbox to support districts as they identify barriers and work to remove them. As a former principal, I do know there's a lot a school can do, but I also understand the limitations of what a school can do and where a district or a state agency or the legislature or a community agency can have considerable impact on student rights and attendance rates. One thing we can do is look at schools at higher attendance rates and figure out what's different between those and schools where attendance is an issue. There's just a lot packed into attendance. It's not simply missing a resource like a textbook. We need to look at everything. Does it have to do with transportation? Does it have to do with illness? Does it have to do with online learning? Is it a family priority or is there a barrier? Could it also be a data issue? There are a lot of questions to be answered. 

Q: What are some challenges facing our students in schools?

A: The changing workforce and what the workforce is going to need and what students are going to need to be prepared for the workforce is a challenge. Education spends a lot of time working with workforce, higher ed and workforce services industry partners to understand their needs, what they'd like to see our graduates be equipped with. A couple years ago, students were studying computer programming or data science and there were 1 million jobs. Well, here comes AI, and maybe some of those pieces can be outsourced, and the data scientist needs to have a whole different set of skills. That rate of change is accelerating, so it’s always a moving target. There's a lot of movement of students geographically and making sure students information get from point A to point B safely, so there's continuity in services and students can pick up where they leave off, pick up in one place where they leave off in another. That's a challenge as well. 

Q: You have said as an educator, you love hearing from parents, getting feedback and having those conversations. How are you going to do it now?

A: I'm working on creating listening groups and listening tours. As the school year gets started, I'll be traveling around, coordinating and attending focus group meetings, along with state board members and legislators and community partners and districts, intentionally hearing those (parents’) voices and asking those questions. My plan is to ask the local legislators, the local board members and the state board member to be part of it and make sure as many people want to attend, can attend. There would be two meetings in the same community — one to listen to parents and hearing what they have to say, and then a second, listening to teachers and educators to get feedback there. (Once set, the schedule will be posted on the USBE website and communicated through local districts and through school community councils.)

Q: Utah spends less than $10,000 per student (ranked last in the country). Is more needed? If so, how are you going to get more and what is it needed for?

A: That is a huge question. We have to live within our means and if that's what we get, then that's what we get. We can't spend more. Of course, we could use more, but it's government money, which means it came from the people, so every time we ask for more, we’re asking people for it from their wallet. What’s most important is that we're using the money we do have in the best way possible. I can ask, ‘What are we getting for the money that we do spend? Are there things we're spending more on, that maybe were needs of the past, but are not current needs?’ We need to make sure money is going to the right places. We want to use the money we do have in the best way possible for the best outcome to set up our students for success, whatever success looks like for them and their families.

Q: Utah students are pushing graduation rates close to 90%; how does that compare to national standards?

A: It's amazing. When I go to national activities or conferences or gatherings, Utah has the envy of a lot of states. At a national conference, one of our staff members shared our teacher retention rate (91% average retained in a single year) and people in the room gasped. We are doing really great things in Utah and I'm proud of the work we do in our communities and at our state level, but you just don't settle. You just don't. We're going to keep on doing great things for our kids and as new situations and new realities emerge in our communities and in our workforce, then we adjust our practices accordingly. We keep looking forward for those opportunities and those teachable moments.

Q: Utah is ahead of the national average on test scores. Can Utah students do better?

A: O'm very proud of the work our families and students do. Of course, we can do better, and, of course, I want them to do better and I'm going to push them to do better. There's always room to grow. I like to be a little relentless with pushing everyone to be better; we don’t ever quit on kids. We keep moving forward and putting one foot in front of the other. I'm never going to say, ‘We've arrived’ and ‘It's good enough.’