On Monday it reached 100 days since Ben Shuldiner was appointed superintendent of Seattle Public Schools (SPS). A former New York high school principal and history teacher who came to education from the nonprofit sector, he pledged from the start to make Seattle “the single best urban school district in the country,” though that goal will take years to judge. In his first months he impressed some educators and parents with his accessibility, directness and energy, but skeptics question whether an outsider reformer can navigate the city’s complex racial issues and history.
One of the most notable early accomplishments was fulfilling his promise to visit all 106 district schools within 100 days. On Monday, the final day of that tour, students at Decatur Elementary greeted him with a yellow sign: “106 schools. One big hello!” He began his first day at seven schools and then visited two to four schools a day, asking principals, “How can the district help you help kids?” The visits were not only fact-finding but also a public signal that he intends to be closer to classrooms rather than sitting in the central office.
School board member Vivian Song, who represents the southeast neighborhood and is part of the seven-member elected body that hires and oversees the superintendent, approves the budget and sets educational policy, accompanied him on many trips. She noted his enthusiasm and insistence on strong standards. “He consistently pushes teachers and principals to hold high expectations for students,” she said, describing a style that blends encouragement with challenge. At Decatur, which runs a Highly Capable Program with separate accelerated classes for students who score highly on IQ tests, he showed particular interest in math instruction. The program is funded by targeted state grants, but in recent years the district has had to supplement it from the general fund, and it has been criticized for a lack of participant diversity. Principal Lori Miller called his visit “thrilling” and admitted that in her 30 years at the school it was the first time a superintendent had visited.
Shuldiner has repeatedly said that “Seattle’s strength is its people,” and he praised the variety of programs he saw. At the same time he was frank about serious problems: from aging buildings in “urgent need of help,” to systems that “don’t serve children,” and inefficient use of resources. The paradox of a budget shortfall in one of the wealthiest U.S. cities is explained by Washington state’s funding system: schools rely heavily on local property taxes, but because of the “tax cap,” a legislative limit on tax growth, revenues haven’t kept pace with inflation. Many buildings were built in the 1950s–70s, and repairs were deferred for decades. He heard that schools often feel they must operate “despite the district, not with its support,” and he wants to change that perception. “It strengthened my resolve to restructure the district so it better supports classrooms and schools,” he said.
One early move was a device policy: elementary and middle school students are banned from using phones during the day, and high school students may use them only during breaks. This measure, enacted in 2024 as part of a national trend spurred by reports about social media’s harm to children’s mental health, is intended to reduce distractions and conflicts. Seattle took a moderate approach — allowing phones during breaks but not in class. Reaction was mixed: some parents considered it insufficient, others praised the quick establishment of rules. Shuldiner also expressed concern about “technology use that’s not tied to learning,” when laptops and tablets are used for “free or unstructured time,” but a detailed plan to reduce screen time has not yet been presented.
On the financial side he set a tough task: close a budget deficit of about $100 million over two to three years. The proposed $75 million savings plan includes $9.6 million from changing school staffing models and $9.8 million from restructuring the central office. Another $3.5 million is expected from savings in the transportation department, and additional funds are promised from trimming what he called an “overgrown” central administration. Shuldiner has so far avoided specifics on layoffs but did not rule out cutting positions, emphasizing that saved funds would go to schools.
Those staffing changes raised concerns among educators and families worried about larger class sizes or reduced services. In response Shuldiner made individualized concessions, restoring positions if principals could show cuts would harm students. He publicly pledged to keep certificated staff at least at current levels for the coming year, which could reduce the need to hire outside substitutes. The district currently spends about $20 million a year on substitute teachers, and Shuldiner sees that as both a financial burden and a symptom of deeper staffing issues.
Another serious problem is falling enrollment, which directly affects state funding. Over the past eight years enrollment in SPS has declined, and in October it stood at 48,957 students. Main reasons are demographic decline, rising housing costs that push out families with children, and dissatisfaction with school quality. Families are leaving for suburban districts such as Bellevue, where schools receive more local tax funding, for private schools with tuition of $15,000 to $35,000 a year, or for homeschooling. Shuldiner wants to reverse that trend and raise enrollment to 52,500 by 2030, meaning attracting more than 3,500 students. “We know families vote with their feet,” he acknowledged. “We’re not serving kids the way they and their families want, and we need to do better,” he added, calling enrollment growth a test of trust.
To rebuild trust the district launched an outreach campaign called “Seattle Public Schools Deserves a Second Look,” is investing in building repairs such as at Mercer Middle School, has developed new academic programs in STEM, arts and bilingual education, and streamlined enrollment through an online platform. A School Communities program is also being introduced to provide extra resources to schools in neighborhoods with the highest student loss. In Shuldiner’s view, to bring families back the district must show a “series” of concrete changes.
Based on: 100 days for Seattle’s new superintendent. How is he doing?