By Craig J. Cantoni
Written by Craig J. Cantoni
Estimated Reading Time: 7 minutes
A new book details the struggle to establish one of the best high schools in the nation in the face of anti-intellectualism, racial politics, and resentment.
TUCSON – There are hundreds of books and thousands of both scholarly and polemical articles theorizing about the sorry state of American K-12 public education. One book cuts through the clutter and conflicting theories, showing the hurdles that get in the way of excellence and what it takes to overcome them.
A National Treasure: A Political History of University High School, by John Hosmer & Paul Karlowicz, 2026, Stillwater River Publications, West Warwick RI, 410 pages.
Unfortunately, the book is only available to alumni of University High School. (An alumnus loaned his copy to me.) As such, this review will serve as a substitute for the book and is thus longer than normal.
State and National Rankings
Tucson’s University High School (UHS) is the top public high school in Arizona and ranks in the top 15 or so nationally, judging by test scores, the percent of students taking advanced placement courses, and the percent of graduates going on to college, often to some of the top universities in the country and often with scholarships in hand.
Clarification: Arizona is a leader in charter schools, and a case can be made that some charter schools—which are also public schools—rank high, too. BASIS Charter Schools is one of them. It was founded in Tucson 22 years after UHS was founded and has multiple campuses in multiple states. There are conflicting opinions on whether BASIS or UHS is better.
The Vision and Early Years
UHS didn’t begin as a as a full-fledged, stand-alone school. It began in 1976 as what was known as a “project school” in the Tucson Unified School District (TUSD) and was located on the campus of Tucson High School. Later, it moved to the campus of Rincon High School, which is another TUSD high school.
The book details the vision of the founders and the trials and tribulations that they and the early faculty experienced in getting the school launched. They had remarkable perseverance and dedication to students.
The vision was for UHS to be nationally recognized for academics and to be a school where gifted students would be challenged and could excel.
To realize the vision, the founders knew that it was necessary to have a faculty with advanced degrees in the subject matter they taught, that conveying knowledge was more important than following the latest pedagogical fad, and that the school had to have enough independence to be protected from the bureaucracy, politics and in-fighting of the TUSD school board and system.
A limiting factor that continues somewhat today is that middle schools, which are the source of incoming students for UHS, were not up to par in preparing students for rigorous academics. This in turn made it difficult for UHS to meet diversity commitments.
Downsides of Sharing a Campus
Sharing a campus with a regular high school had few upsides and many downsides. An upside was that students could participate in band and other extracurricular activities at the host school. A downside was that UHS was treated as a stepchild and allotted the worst classrooms and facilities on campus.
A worse downside was that students, faculty and administrators at the host school—and at TUSD in general—resented the success of UHS and attributed it to elitism and privilege, in a manifestation of one of the deadly sins of human nature: envy. Equally damaging, the TUSD school board and administrators didn’t want to give up their power and hierarchical thinking.
It didn’t help that there was, and continues to be, an undercurrent of anti-intellectualism throughout TUSD and Tucson, as there is throughout much of America. Excelling at sports seems more important than excelling at academics, resulting in jocks getting more recognition than the studious, or “eggheads” in the demeaning vernacular. Sadly, this cultural norm is reinforced at the Tucson-based University of Arizona, where the football coach is paid more than the university president, and where star athletes are feted in the local media but cancer researchers are not.
Race and Ethnicity
Of course, this being America, race and ethnicity came into play in repeated attempts to stymie the success of UHS. Because much of the book discusses the huge amount of time, energy, and money that was expended on these issues instead of on classroom teaching, this review will follow suit. As will be seen, if diversity is indeed a strength and a worthy goal, it comes with a cost, a cost that is not incurred in homogeneous countries with stellar test scores, such as Japan, S. Korea and Norway.
One of the saboteurs of UHS and its mission was TUSD school board member Raúl Grijalva. He headed the Grijalva political machine and was a leading member of the local Democrat Party, which has held a political monopoly for decades in the city of Tucson and Pima County. He would later be elected to the US House of Representatives. After he died, his daughter Adelita Grijalva was appointed to succeed him in Congress. Prior to that, she was on the Pima County Board of Supervisors and on the school board of TUSD, where she had the same bias against UHS as her father.
The two Grijalvas and others complained that UHS had become a school primarily for white students. To that point, the student body was only 7% or so Mexican American, in a city where, today, roughly 43% of residents are Mexican American, with an additional small percentage of African Americans and Native Americans.
Was this due to conscious or subconscious racial discrimination at UHS, or white privilege, or a legacy of settler colonialism and oppression, or any of the other nostrums du jour made popular by today’s grievance industry?
I think not. That’s an opinion formed from attending a university that had a large Mexican-American student body, and from living in the barrio of San Antonio and in Phoenix and Tucson for a combined total of over 40 years.
That gives me considerable awareness of the challenges facing Mexican Americans and other Latinos. This awareness is heightened by the fact that their challenges are similar to those of my Italian forebears and other impoverished immigrants from Europe—immigrants who also had to struggle through an assimilation gauntlet and were seen by many in the WASP establishment as inferior.
There is no evidence that UHS leaders wanted to exclude Mexican-American students. To the contrary, there is plenty of evidence that they wanted to include them. However, UHS faced the headwinds of being in a city with a high poverty rate and being part of the Tucson Unified School District (TUSD), a district with abysmal test scores.
It sounds counterintuitive, but it didn’t help that the city was under court-ordered desegregation for over 40 years. Addendum B of the book has the transcript of an interview with TUSD Superintendent Gabriel Trujillo, who detailed how the desegregation order tied the district’s hands in making needed changes.
Race was also injected into the curriculum by interlopers with a racial agenda. For example, the school was criticized for its AP course on American history beginning with the English landing in Boston (actually, Plymouth) in 1620 and not with the migration of humans across the land bridge in the Bering Sea 30,000 years ago.
On further reflection, it could be instructive to begin the history course at the land bridge. Students could be asked an essay question:
What does world history suggest would have happened if present-day Alaska and the rest of North America had already been populated, and if the new arrivals from Siberia had better weaponry, organization, communication methods and transportation? Support your answer with examples through the ages on different continents and by different peoples.
An Aside about Race
Editorial comment: The prevailing racial nonsense of today claims that white people are monolithic and homogenous in values, history, wealth and privilege; and are equally guilty of racism and oppression. A ridiculous corollary is that the diverse ethnocultural groups labeled as white where never disadvantaged minorities or victims of persecution and racism. Equally ridiculous, the conventional nonsense holds that non-white ethnocultural groups have never been guilty of oppression, slavery, imperialism, settler colonialism or racism.
Sarcasm alert: The last point means that Mexican Americans have nothing to feel guilty about, because neither the Spanish Empire nor the nation-state of Mexico ever committed such evils.
Educators who reinforce such nonsense should be fired for malpractice.
Accusations of Classism
Along with being accused of discrimination, UHS was accused of recruiting primarily from wealthy neighborhoods on the eastside of Tucson. Truth be told, those neighborhoods are not very wealthy, at least not relative to truly wealthy enclaves on the East and West coasts, enclaves with top-notch private and public prep schools that compete with UHS for national prominence.
It’s astonishing that UHS can compete with schools like that. This should be celebrated in Tucson and should be a major selling point for the Tucson Chamber of Commerce.
The Impact of School Choice
Through outreach, affirmative action, and tweaks to its admission criteria and tests, UHS did increase diversity, but at the margins. Ironically, the biggest impetus for change would come from the Republican-controlled state legislature in Phoenix.
Legislation was passed to further school choice across the state. One measure made it easier to establish charter schools; another allowed parents to claim educational tax credits on their tax returns; and still another mandated open-enrollment, meaning that students could enroll in public schools outside of their home district.
The impact on TUSD was dramatic and revealed how dissatisfied parents were with most of its schools. So many students left the district for better schools in other districts that enrollment declined at TUSD’s traditional high schools by 50% between 1999 and 2019.
On a personal note, I knew an African American who worked and lived in the center city of Tucson. To escape TUSD, he and his wife enrolled their son in the far southeastern suburb of Vail, in the unincorporated county, in a district known for having good public schools. It meant that he and his wife had to take turns driving 45 minutes each way to take him to and from the school.
As enrollment was declining at TUSD’s traditional high schools, it was booming at UHS, where enrollment increased to 1,200 students from less than 700, driven in large part by students from other districts now being able to attend UHS, including so-called minority students.
TUSD, which was in a dire financial condition, suddenly became a fan of UHS. That’s because the district got $6,000 in state funding for every student enrolled at the school.
Diversity also boomed at UHS. The book claims that by 2020, the racial/ethnic make-up of the school closely matched the racial/ethnic makeup of Pima County: 47% Hispanic, 48% Anglo, and 5% African American.
According to the Census Bureau, the Hispanic population of Pima County is 37.3%. This means that the percent of Hispanics at UHS is 10 percentage points higher than the percent of Hispanics in Pima County.
Hurrahs and Kudos
For all of its success, UHS was never able to have its own campus, and it failed at trying to become a charter school. But those setbacks pale in comparison to the tremendous accomplishments of the founders and faculty, due to their perseverance, fortitude, hard work, and commitment to students. By their example, they’ve shown that it’s possible for the US to excel in public education.
Hurrahs and kudos to them.
-Craig Cantoni
Mr. Cantoni is an author, activist, and retired business executive.
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