At Chattanooga 2.0, we believe it’s important to set common definitions around equity and host ongoing productive community conversations about how we ensure every learner has what they need to thrive. To this end, we asked potential soon-to-be school board members to share their opinions and level of commitment to addressing issues related to educational equity in order to both inform voters and to continue this important community conversation.
Chattanooga 2.0 defines educational equity as intentional supports, resources, and policies designed to meet the individual needs of each learner and eliminate disparities in outcomes, ultimately ensuring that all students have the opportunity to unlock their full potential.
Equity is different from equality. Equity recognizes that each individual will need unique supports to cross the same finish line. While equality implies that everyone should be given the exact same supports in the same amounts.
The 2022 candidates for Hamilton County Schools board of education were asked to respond to five questions on the topic of educational equity. We believe that engaging public leaders in this conversation and equipping the community with the information they need to make informed decisions is essential. As we move forward in this important work, we invite you and/or your organization to join us.
2022 Hamilton County School Board Candidates on Educational Equity
(Listed in ballot order)
DISTRICT 3
Not yet received from incumbent
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Yes, absolutely. In fact, I cannot think of anything more important. The overarching mission of making our schools truly equitable for all students would resolve a myriad of problems our school system currently faces. That commitment in action looks like:
- Increasing pay and positions for teacher’s assistants. They play a VITAL role in student success!
- Increasing pay and positions for school counselors, social workers, and mental health professionals. Wrap around services are the lifeline that make the most difference for our most at risk children.
- Increasing pay and providing a competitive benefits package for our K-12 teachers! Kids simply cannot be educated well without seasoned and dedicated teachers. We are losing them to other careers because of a lack of respect in their pay as well as administration and officials ignoring their input when making decisions in their field of expertise.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: One strategy I find particularly inspiring is Restorative Practices. I would like to see this expanded to all schools in Hamilton County through deliberate funding for the implementation of it. CALEB’s pilot program at Orchard Knob Elementary was a resounding success! Getting to the root of problem behavior, rather than simply punishing a student more and more severely, and resolving the reasons behind why a child is acting out creates excellent citizens and productive workers who are able to fulfill their potential.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: I read an article where Rhonda Thurman said we should not be focusing on these disparities. She said, `We’re just vulcanizing(1) all of our students, and we’re really calling them out for their differences when we should just be embracing everyone for their differences.”(2) This is a crafty way to say ‘NOTHING TO SEE HERE!’ as a way of AVOIDING these facts. If Hamilton County Schools were already embracing everyone equally, we would not have to discuss these things, but facts and statistics say Black students face discipline at a rate of nearly four times that of White students for the same offense. Let’s stop arguing about whether systemic racism exists when we can see it in black and white here (pun intended). We show that we truly value diversity and have a commitment to eliminating these racist disparities by holding people accountable for treating students differently and tracking this across the board for all schools. Rules should be the same for everyone and enforced without delay. The School Board must be willing to face and address the reality of what is happening here. We must be willing to have HARD conversations rather than continuing to ignore them.
(SOURCES: (1) VULCANIZING: harden (rubber or a similar material) by treating it with sulfur at a high temperature. The development of a method for fixing vulcanized rubber firmly onto mild steel” WHAT DOES SHE EVEN MEAN HERE?! (2) Hamilton County School equity plan shows racial, socioeconomic divides
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: The greatest issue here is the difference between FAIRNESS and EQUITY. As I said in the CALEB Forum, Fairness is giving every school / student the same amount of money. Equity is distributing money such that we give all schools/ students the same level of service / benefit / opportunity in all of Hamilton County. I have observed a focus on Fairness, when Equity is the moral goal here.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: According to the Nashville Area Association for the Education of Young Children (NAAEYC), parents in TN are currently paying an average of $7,468 per year / per child for preschool and less that 10% of TN families currently qualify for financial assistance.3 We KNOW pre-k programs make a huge difference in the long term success of students and yet, so many families simply cannot afford it. This is unacceptable. Tax-funded Pre-K for all children in Hamilton County regardless of income is the clear decision here. The data proves this unequivocally. Facts matter: fund it.
DISTRICT 5
Not yet received from candidate
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: YES, I do believe educational equity as defined by Chattanooga 2.0 should be a priority of Hamilton County Schools. In doing this, it would not only provide for a more equitable educational experience for all; it would begin to allow our students to build a path toward upward mobility as adults. Thus, making our local community a better place to live morally and economically.
Commitment in action would be all entities involved coming together for greater common good; setting aside personal and political differences to do what is right for children. This means that the school system’s leadership and staff can’t be the only ones committed to this body of work and being held accountable; as they are currently. There has to be a direct level of understanding of what Equity looks like for HCS, commitment and accountability from the HCS Board and its funding body to do their parts to ensure this happens. Once there is commitment at these levels, the HCS Equity Plan can be finalized and the work in action can begin.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: The Tennessee Equity Playbook, Student Based Budgeting, Board policy that includes accountability of the board to do the work alongside the system ( Ex. Dolton West School District 148 Board Policy), Framework like the NSBA’s Reimagining School Board Leadership: Actions for Equity and its Increasing Equity and Achievement by Empowering Students, just to name a few.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: The school board as a whole has to be fully willing to put more direct and concrete actions to the policies and procedures of Hamilton County Schools that will catapult the Equity work in the schools we serve. Collectively, we have to be bold, courageous and at times do the unpopular things that our roles as the elected governing body cause for us to do. We have to be willing to rise to these current challenges our school systems are facing to transform public education, with a focus on equitable access to world-class education for every student.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: The board has to boldly address the continued racial and socioeconomic disparities in our school system, realizing that we are not the only system with these flaws, but we can be one of the systems that changes that narrative. We will collectively have to be dedicated to acknowledging, understanding and recognizing the root causes of barriers to equitable educational outcomes for each child, no matter how uncomfortable that may be for us as a community. Lastly, we as board members have to equip ourselves and our HCS leaders with the tools, training, and information so that we as a school board and administration can work together synchronously to remove barriers to underserved students.
Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: Continue to increase and expand partnerships with our early learning providers and institutions of learning to ensure that all children 0-5 years of age have access to the tools and resources they need to be successful. This can be done with increasing opportunities for Early Head Start, Head Start and PRE K classroom partnerships, conducting Kindergarten Readiness Professional development opportunities with the local Early Learning providers to help them align their curriculum to State and HCs Kindergarten, Buddy programs with HCS teachers and our local early learning teachers, this list can go on and on.
DISTRICT 6
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: No. Classical education is inherently designed to provide the same opportunity to each student. What I have witnessed over the last 30 years is an increase in the number of categories of students who have been ‘deprived’. Each additional category takes time and energy away from the school’s primary mandate, which is to educate. Each additional category provides an excuse for failure, an excuse to shirk personal responsibility.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: Having gone through the Navy’s boot camp, it was obvious that while some thrived and some complied, there was a small number who struggled. It was up to the rest of the company to ensure they graduated at the same time.
Taking kids who struggle out of mainstream class does not allow the opportunity for classmates to help them. Putting stragglers all together does not provide them any goals or comparisons. Plus, it stigmatizes them with their peers and on their academic record.
Smaller class sizes would allow the teacher to identify and give attention to those who need it.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: It is the height of hubris to believe schools can eliminate disparities. Schools can educate in the field of math, science, and literacy. It cannot mandate a paycheck for any graduate. The school’s role is to provide a good education, nothing more or less. It is the parent’s job to teach their children morals, ethics, and character.
Discipline does not recognize race or income. Rules are for the good of the individual and society. To withhold discipline, or consequences, eventually cripples the student and creates bullies and students who cannot deal with life on life’s terms.
I support the idea of high-quality learning options, but, my question is; Why can’t every part of our school system be high quality?
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: Stating you want low income and minority students to attend college begs the question –do they want to? Governor Haslam’s Drive to 55 was a failure. Many students were pushed into attending college that had no desire to be there. Simply look at the attrition rate between freshman and junior year.
Additionally, look at the enormous student debt that has grown over this. Just this month the Biden regime has forgiven student debts for 1.5 million borrowers for a total of $31 billion. While colleges are necessary in some fields, my experience shows once in a position very little of the degree is actually used. I typically see people working in fields other than their degree.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
What the question describes is daycare. It seems you are promoting taxpayer funded daycare for select people, while everyone else has to pay. Following this idea, perhaps the school system should provide adult daycare, or hospice care, or even pet care.
The school system is not designed to provide daycare. There are many church and county daycare facilities that have been able to address this.
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Yes – and many of the attributes described in this definition are also present in the Educational Equity Policy unanimously adopted by Hamilton County Schools last year. To support the outcomes outlined in this policy–and put their commitment into action–the School Board, along with the Superintendent and his staff, spent a tremendous amount of time and effort to create an action plan to address inequities across our community. I attended several sessions, both virtually and in-person, and it’s clear to me that there is a genuine commitment to addressing educational equity gaps in our school system. I have also read the plan and I support its goals. If elected I would advocate to continuously update the plan, track our progress, and share the results widely with the community.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: I recently had the opportunity to engage with a group of parents, teachers and students working to implement restorative practices in our schools. This approach strives to equip teachers and the students with the skills to resolve in-school disciplinary issues, with the ultimate goal of lowering the racial disparities in suspension rates among students in Hamilton County. The benefits of this approach have been clearly demonstrated all over the world and have already been implemented in a handful of schools here in Hamilton County. I would like to see the School Board expand support for this approach by providing the resources, training, and support for every school to participate.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: The Hamilton County School Board should play a lead role in creating, maintaining, and continuously updating the district’s plan to address racial and socioeconomic disparities in our schools. In reality, the process of addressing educational equity issues will never be ‘complete’ and there is no magic solution to eliminate the problems. Knowing this, it’s important to continuously engage in community education, feedback, and dialogue. We also need to provide a forum for educators to provide feedback about implementation and the problems they see on the ground and in the classroom on a daily basis. From a moral standpoint, it’s the right thing to do, and from an academic standpoint, it is the smart thing to do.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: The first thing we can do is ensure that each and every school has enough full-time college
counselors to ensure students get comprehensive attention and support. There are significant hurdles to even selecting a post-high school educational path even before you get to the dizzying maze of application materials, financial aid forms, medical records, and the six-figure student loan agreements with a lifetime of impact for students (and their families). This challenge impacts all families in our community, with minority students and students from low-income backgrounds decidedly burdened by the process. All of this adds up to a significant gap between students with access to extra support and those without. The Hamilton County School Board has expressed plans to increase the number of college counselors–something I fully support. My goal would be to ensure our schools get to the ideal ratio of one counselor to every 250 students (1:250) in the next three to five years.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: Over the years, significant strides have been made by local providers and community stakeholders to expand access to early learning opportunities. These efforts have highlighted the tremendous size and scope of this challenge, but they’ve also illuminated a path forward. What is abundantly clear is the need to collaborate in good faith—because no one entity can tackle this challenge on its own with any hope of long-term success.
- Moving forward, Hamilton County must become a more active partner, along with the cities inside its borders, in the drive to create and sustain opportunities for students to access early learning programs. The first step is renewing the effort to bring together Hamilton County Schools, the municipalities, the early education partners and providers, parents, the philanthropic community, and the local experts who have been working on this issue for decades. The goal is to take concrete steps toward meeting the unmet needs across the community. Without a doubt, we will have to address the need for dedicated resources for early learning, but we must also leverage policies that ensure access and create community capacity. Things like opening up income eligibility requirements for families and contracting with community-based child care organizations will be absolutely necessary to ensure this effort will be successful.
- The benefits of early learning are undeniable. I’ve seen it in my own children, and there are countless examples all over the world. Early childhood education helps realize incredible gains for students, both in terms of educational outcomes and in terms of economic outcomes. This benefit is particularly pronounced in low-income and economically distressed areas, where just a modest effort to expand the number of available early childhood educational opportunities can have a lifetime of impact for students and their families—as well as the entire community.
DISTRICT 8
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: I have concerns with the use of the term “equity in education.” We must ask how it is defining, how it will be applied and at what costs. There has been a stubborn academic gap between affluent and low-income students for decades. Despite best efforts of education reformers and so-called progressive administrators, here and nationwide, for fifty years has not brought us much closer to solving this problem.
I believe the problems concerning any sort of equity and equality in education are multi-faceted. There are many moving parts and variables to teaching how to read and how to learn. The foundation of learning for all students relies upon the ability to read at grade level in the third grade. There will be no easy fix, no silver bullet program or ideological solution which will solve the equity situation we face. The goal of education is to teach children how to be learners, but this cannot take place unless there is an environment of personal responsibility, structure, safety, and discipline. There can be no equity or equality of opportunity unless a safe and health learning environment exists within our schools.
I believe our current English language curriculum from EL Education has not produced the academic improvement the community should have expected to see, especially in our most disadvantaged schools. The emphasis on teaching to the test (the TCAP) fuels the educational resource empire which points directly to “comprehensive evaluation”, the standardized testing and its flaws. I would venture to say the majority of educational resource companies have completely embraced the ideological paradigm shift which started around 2002, and I believe has worsened in the last 5-6 years.
I believe the school board, along with our curriculum specialists and the administration must take a serious look at a knowledge-based literacy approach to reading instruction. If a certain curriculum is not working, it should undergo rigorous examination and replacement, if necessary.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: My second career was an as educator. I was involved in education for almost 22 years at some level. I returned to college full-time, completed my undergraduate degree in history, and a graduate certification program at Kansas University (MS Ed. – Curriculum and Instruction). I taught 6-12 grade social studies and science in three states and four districts, plus numerous stents of substitute teaching as my wife’s military career moved us around the country. This experience provided me with a broad sense of what has been the educational trends in different areas of the country.
I taught in a school district in Oklahoma where roughly 18% of the students were registered members of a native Indian tribe. I have seen a great amount of diversity along with the educational difficulties which came with each localized situation.
I finished my teaching career at a diverse high school rated a “D” school based upon state the standardized academic testing. The school was 75% free or reduced lunch. Illegal students made up approximately 16% of the student body.
I have experienced the difficulties of trying to cookie-cut an educational approach to fit the needs of diverse and challenged students. I have seen programs that work for individual schools and districts. I have also seen programs which teachers were required to use because it was the latest popular educational strategy, but did not work as envisioned.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: HCS will continue to struggle and fail in the delivery of “high-quality learning options” if it continues to place the importance of progressive ideology ahead of academics. I believe in the public school system. But our school systems cannot and should not be tasked with solving society’s “racial and socioeconomic disparities.” The goal of education must be to provide a safe and nurturing learning environment. This environment should provide students with a myriad of opportunities to explore and find their place educational and socially. Our schools must also teach personal and societal responsibilities necessary for our students to be knowledgeable, discerning, and productive members of society.
Public schools have been tasked over many years to fix all the ills of society and the failures of numerous governmental programs outside of their control. Sadly, it is no different today than it was 50 years ago. I contend there are few disparities in resource allocation in Hamilton County schools (HCS). At least two of the worst performing elementary schools academically in the district receive more funding per student than other schools, even with similar demographics, but with dismal academic results.
The school board must be prepared to do make the complex decisions it takes to make our schools secure and safe. We cannot continue to allow progressive ideological influences to become more important than academics. If the district continues to focus more on ideology instead of academics, like it has over the past 6-10 years, we will continue to see only incremental gains in academic success for our students.
The district needs to build upon the good foundation initially created by the Future Ready Institutes (FRI) program. This program is analogous to the technical schools which have been so successful in Japan. FRIs are the 21st century version of vocational training schools on technological steroids. If we want to have the greatest impact possible in creating equality and equity this will be the program to achieve those goals.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color (SOC) attend college and earn college degrees at the same rates as their peers?
A: I do not believe college is the place for all students. Having a goal for all SOC, or any colored student, to attend college is unproductive and unrealistic. The nation has already achieved these types of goals. The number of women of all colors attending college and graduating has been higher than men for years.
Nationwide prestigious schools have opened their doors and lowered standards for SOC, with dismal results. Research has shown that many of our “talented 10th” have been encouraged to attend the most prestigious and rigorous schools in the nation, setting many of them up for failure.
Our goal should be to produce graduates which are able to make their own personal decisions about education while they are in school, and especially after high school. We can accomplish this goal by making sure each individual student is able to achieve academic success, whatever that looks like for each student. I believe ALL children in our school are students of color.
Separating people into specifics groups based solely on race has been wrong throughout our national history. Realizing that individuals from socioeconomic groups have their own unique problems is helpful, but we should not be basing educational goals on the color of a person’s skin.
The district needs more charter schools and more school choice programs, including a voucher program for parents seeking to place their children in high performing schools.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: Studies have repeatedly, and consistently, shown the first statement (sentence) is not a true.
Research has indicated early childhood introduction to reading and learning has significant benefits. Research has yet to prove that large-scale early education programs are possible or beneficial.
I will specially refer to the January 2022 update of a 2015 Vanderbilt research analysis of the Tennessee state sponsored PreK program. The study tracked 2990 students from PreK through the sixth grade. Half of students were randomly selected to attend the PreK program, the other half were not selected in the lottery process. Source: https://nymag.com/intelligencer/2022/02/does-pre-k-actually-hurt-kids.html and https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/
“By the end of kindergarten, the pre-K kids lost their academic and behavioral edge. Once the cohort completed the second grade, the pre-K contingent was scoring lower on academic and behavioral evaluations.”
[In January 2022], “researchers updated their study with results through sixth grade. The negative trend persisted. The students who did not attend pre-K continued scoring higher on math and reading than those who did. And pre-K attendees were also significantly more likely to miss class and commit disciplinary offenses in school.”
“The kinds of pre-K that our poor children are going into are not good for them long term.” Dale Farran, Vanderbilt University’s Peabody College
Studies have also shown the positive effects of the Head Start program also disappear after kindergarten.
Any PreK literacy program must deal with reality. One of the most touted PreK programs was the Abecedarian Project.
“The program didn’t merely provide 3- and 4-year-olds with remedial instruction. Rather, Abecedarian gave its [50] children full-day, year-round care and tutelage from birth through age 5.” Class sized never exceeded a 6-1 ratio.
“The program provided students with on-site pediatricians, nurses, and physical therapists and helped their families access supportive social services. In today’s dollars, the annual cost per pupil was nearly $20,000.”
“Were it politically and logistically possible to make this sort of program universal tomorrow, the study’s findings suggest it would be worth the high cost. But no large-scale pre-K program looks much like this.”
HCS has neither the financial resource or the physical resources to create and large-scale PreK program.
I would prefer to see a child-care allocation credit for parents to obtain childcare services. This would immediately remove the concerns of childcare and enable parents to explore employment opportunities. This alone would, in and of itself, provide families with a boost into a higher socioeconomic level. But any program just as greatly expanding the national Head Start program comes with drawbacks, especially in the highly politically and socially charge atmosphere of today’s society. Parents have concerns about the growth of government control and influence over our most precious treasure, our children.
This is not an issue which HCS system is not equipped to manage. The district does not have the financial wherewithal to address this issue on a countywide level. This problem must be addressed at the federal and state level.
“Under the most favorable scenario for state pre-K that can be constructed from these data, increasing pre-K enrollment by 10 percent would raise a state’s adjusted NAEP scores by a little less than one point five years later and have no influence on the unadjusted NAEP scores.”
Throwing more money into a system which has not produced the results hoped for over the last 50 years is futile and a waste of taxpayer money.
July 12, 2018 Source: https://www.brookings.edu/research/does-state-pre-k-improve-childrens-achievement/
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Yes, all students should have the opportunity to receive an excellent education within Hamilton County Schools. Every child is unique and deserves to have their individual needs recognized. Teachers and counselors need to have the resources and support they need to meet students where they are in order for students to be stimulated emotionally and intellectually. We need to look at what individual schools need to reach this goal because each teacher and school might need different resources to make this happen.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: As a community, we want to support the whole child and their families. Social emotional learning strategies would promote greater equity. These strategies encompass the needs of the child as a whole. If children do not have the ability to foster social and emotional skills then it is difficult to learn in any environment . This method is not new within school curricula, it just hasn’t had a name placed on it until recently. We want to foster a love of learning in our schools and this is how.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: We can’t let these disparities happen. This ties back to Hamilton County Schools’ equity plan. We have to work together with our communities to make sure we are meeting the student’s needs wherever they may be. When I have spoken with teachers and administrators I have learned that they want school board members to visit their schools to better understand these needs and, as a School Board Member, I plan to do this often.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: Again, this ties back to individual student’s needs to address the opportunity gap. Students from low-income backgrounds will inherently need additional supports to attend college and earn college degrees. We have wonderful nonprofit and community groups that can help support these needs. As the next School Board Member for District 8, I will work with these groups and foster an environment that is open for these community groups to be able to provide additional wrap around support for our students.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: There are several Hamilton County Schools that provide Pre-K programs, but it is clear that these programs cannot be supported by Hamilton County Schools alone. Students and families need support with transportation to our Pre-K programs for those students who are enrolled. Again, we need to foster relationships with community partners to help further sponsor these programs.
DISTRICT 9
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: I believe the vision and mission of Chattanooga 2.0 runs parallel with the expectations of HCS. Both realize excellent teachers and excellent school leaders are the key to students having the opportunity to unlock their full potential. Where Chattanooga 2.0 can really have an impact is through the intentional supports and resources to meet the individual needs of the individual learners. Even though the new state funding is supposed to provide more support than previous years, the community push by 2.0 will help HCS to allow students to thrive.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: The new Social Emotional Learning Program (SEL) pushed out by Hamilton County Schools includes a revamped disciplinary code of conduct and actions by HCS to promote greater equity among inner city, rural, and suburban communities and schools. HCS plans to have school leaders immersed themselves with the COAB and spend time at the start of the school year with their staff to make sure high expectations of positive behavior for students is understood and shared with students, starting off the year.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: The school board is responsible for making sure the superintendent provides all school leaders with specific guidelines and training so that disparities in areas such as allocations, discipline, extra-curricular offerings, and quality curriculum opportunities are fair to all schools.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: The school board and HCS offer a few different supports for all students including students of color and social-economically disadvantaged to have opportunities for attending college and earn degrees. Supports such as PSAT, ACT prep classes and online opportunities, ASVAB, and multiple attempts at the ACT. The key is having a counselor and a mentoring adult involved with students of color and low-income backgrounds to motivate them and guide them in the process of attempting these provided supports.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: At this time, Pre-K is funded by state/federal dollars. A school, regardless of size, offering a Pre-K program, is only funded for up to 40 students maximum under current dollars provided. I would like to see more dollars provided by the Tennessee Lottery to go toward additional Pre-K funding than post-secondary funding. Money provided for post-secondary financial aid such as the “HOPE” scholarship and “Tennessee Promise” is a great plan, but if a student does not go back for a second year, that money is put back in “the pot” for more post secondary opportunities in the future. Rather than putting that money back into the so called pot, increase funding for Pre-K so more students may attend. The HCS would have to determine physically which schools have the space and staff for added Pre-K students, but this would help our early literacy growth and eventually our graduation rate. It would be nice to see all students ready to enter Kindergarten to have the opportunity at a free Pre-K program to prepare them for school.
DISTRICT 10
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Yes, I do believe educational equity should be a priority for the Hamilton County School Board and Hamilton County Schools. It is my understanding that equity has been a focus for Hamilton County schools for many years. A few of the processes effective in 2006 included lower student teacher ratio, literacy consultants, secured literacy coaches, provided professional development in math strategies and literacy instruction, and provided reading interventionists for at-risk students.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: Most recently I have become aware of the Tennessee Funding for Student Success formula known as the Tennessee Investment in Student Achievement (TISA) which should promote greater educational equity in Hamilton County Schools. This is the first revision in Tennessee school funding in 30 years. This funding would ensure students who are living in poverty get additional funding to accommodate the needed services to prepare them for academic success, addresses the multiplier effect of having large proportions of students with greater needs, and equally benefits rural and urban districts. The funding would ensure students can receive excellent in-classroom supports that may see higher costs for services like transportation or local services that do not receive the same benefits from economies of scale.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: The Board has approved a Code of Acceptable Behavior to combat racial and socioeconomic disparities and this should be enforced. In addition the HCDE has a Chief Equity Officer.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: With a small percent of teachers being racially diverse and approximately 50% of students in Hamilton County Schools being identified as non-White, yes, HCS should have more diversity in teachers. It is my understanding that HCDE Human Resource recruits racially diverse teachers in an effort to be correct this ratio.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: Every child (regardless of income and color) deserves the best education possible. The academic basics such as reading, writing, math, science, etc. must be achieved. After talking with educators, I agree that Individual Track Education should begin in Kindergarten. By the end of 8th Grade, access students skills and interests and have them choose a college track or trade school. Upon entering high school, a curriculum based on a college track or trade school track for high school students would be implemented. Adults must be advocates for our school children. Allowing our children to graduate without mastering the academic basic and the life skills to succeed would be continuing a colossal failure. Teachers and administrators must encourage students to seek higher education and work with them to show them the way with scholarships, career opportunities, etc.
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DISTRICT 11
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Equity as defined by Chattanooga 2.0 is already a reality in the HCS budget. The schools with the lowest literacy rate receive more money per student than those with higher literacy rates. For example, Woodmore receives $13,647 per child with a literacy rate of 12.5%. Thrasher receives $9,480 per child with a literacy rate of 81.7%
Furthermore, Governor Lee’s new funding formula, TISA, follows the student and provides weights or additional funding for students with unique learning needs or who may need additional support. I support his new funding formula.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: While meeting with each of the principals in my district, I have asked each what they most needed. A school in my district wanted a relationship with a local church or organization to provide support. I was able to make that connection. I think connecting local churches and local private organizations with our schools to provide support and volunteers accomplishes many things: support for administrators, teachers, students and families. Just as important is the sense of community that this relationship it builds.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: There are existing policies in place to eliminate racial and socioeconomic disparities in resource allocation, discipline, and access to high quality learning options. Where any of these disparities exist, the school board needs to find out why existing policies are not being followed and then do what is necessary to correct the situation. The new funding formula, TISA, addresses the financial disparities in each student’s situation. Also, the School Board approved an Acceptable Code of conduct that applies equally to all students which requires the same punishment for the same offense. If that is not happening action needs to take place to correct the disparity
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: Students need to be ready academically to make choices when they graduate. No matter their skin color or socioeconomic status, all students must be in a position to make the decision that is best for them. I do not buy into the premise that every student wants to, or should, go to college. If college is what a family/student wants, exposure and guidance as to what it takes to attend the right college for the student should be provided by the schools. Further, guidance on opportunities for financial aid/scholarships is crucially important. But again, students need to be academically ready to make the best choices which brings me back to the importance of focusing on the fundamentals of education, so our students are on grade level each year. This starts in kindergarten and before.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: A few of the elementary schools in my district offer preschool to the residents in their community. However, in one school, they had to close a preschool class because they needed the teacher in another area and didn’t have the resources for a preschool teacher as well. This is an example of where a better marshaling of the finite resources and facilities available should be focused on providing preschool options.
The Imagination Library organization provides a successful, yet free model. This is an example of a program that can help in tackling the literacy gap while saving the county taxpayers money. It is non-political and provides age-appropriate books for families. Further, to better utilize finite resources in the school system, local churches and other non-profit organizations can provide volunteers and programs to encourage reading at an early age. As a result, economically disadvantaged families are served, and the community is strengthened. My experience at Little Miss Mag Day Early Learning Center showed me the importance and effectiveness of a strong pre-school program.
- Do you believe educational equity, as defined by Chattanooga 2.0, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Every educational and professional decision I made that brought me to Hamilton County, I made because I am passionate about equity in public education. A public education system that helps every student reach their full potential is the cornerstone of the promise of the American Dream. As a community, we have fallen short on that promise for far too many of our neighbors. Each school community is unique in its strengths, personality, leadership, population served, and needs. Making a commitment to equity means ensuring that each student and each school community gets what they need to meet their learning goals and understanding that some need more than others to close that achievement gap.
- What specific strategies or policies have you learned about or experienced that you believe would promote greater educational equity in Hamilton County Schools?
A: Through the process of touring the schools of District 11 and speaking with their leadership, I’ve learned that the best investment we can make as a district is in our people. I would support building a budget that includes more support staff such as interventionists, coaches, counselors, and aides to assist classroom teachers in meeting the needs of students who are struggling behaviorally or academically. Having more adults in the building to help students who need it the most is the best investment we can make towards equity and closing achievement gaps. Empowering school administrators to tell us the unique needs of their schools is a more efficient and effective way to build our district’s budget and meet the needs of each school community and student. Some schools may need extra interventionists, where another may need a counselor, and still another needs a full time music teacher. True investment in equity recognizes that there is no one size fits all model and addresses the needs of each individual school community.
- What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high-quality learning options in Hamilton County Schools?
A: No one in our community or on the Board of Education should ignore the disparities that exist in our system. These issues will continue to exist unless they are addressed with intention and evidence-based strategies. It is our job as school board members to prioritize and invest in policies and strategies that will eliminate racial and socioeconomic disparities. As a school board member, I support reforming our discipline policy to prioritize solutions-based approach to discipline and behavior issues and focus on conflict resolution and keeping students safe and in the classroom. I support a budget that provides transportation so that all students, no matter their family resources, can participate in school choice enrollment options. There is a history of underinvestment in certain communities with regards to resource allocation, but we have pitted communities against one another to fight over too small a pie. We must invest more and prioritize equity in our public education system in order for Hamilton County to reach its full potential.
- What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low-income backgrounds and students of color attend college and earn college degrees at the same rates as their peers?
A: I would support hiring College and Career Advisors to work in schools with student populations that have lower rates of college attendance. These advisors assist students in finding scholarships to make college attendance a reality for those who may assume they cannot afford it. Addressing this disparity also presents an opportunity to partner with community organizations offering mentoring programs that are proven to show positive outcomes for students who participate. We must also recognize that not everyone wants to attend college and invest in programs offering lucrative career paths through trades and certifications that do not require a college degree.
- Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County Schools take to ensure equitable early care and education opportunities for families?
A: Recent research on the benefits of early childhood education indicates that the quality and approach to teaching in those early educational environments is the determining factor on the longevity of benefits to the student. If we take the significant steps to increase investment in early childhood education, those investments must be made in high quality, play-based learning environments that are proven to show lasting benefits to students. HCS currently manages Pre-K classrooms in some of our schools and other community sites using funds from Title I, State and Lottery sources, and partnerships with Head Start. Based on this new evidence on the longevity of Pre-K benefits, we should prioritize creating early learning programs that benefit students long term and offering those high quality, play-based environments to families who are unable to privately pay for Pre-K.
1. Do you believe educational equity, as defined, should be a priority for Hamilton County Schools? If yes, what does that commitment look like in action?
A: Educational equity as defined should be the ultimate goal of all educators and stakeholders. When our students (who come from all manner of racial, ethnic, socioeconomic, religious, cultural, political, and self-identity backgrounds) are placed in an environment that can allow them to grow and thrive, the result will be well-rounded global citizens who are equipped to tackle the issues that affect humanity both currently and in the future. Encouraging students to take advantage of all the opportunities before them, no matter their own individual struggles and challenges, is a worthy goal we should all attempt to achieve.
The phrase (eliminate disparities in outcomes) presents a struggle. Unfortunately, a school board cannot eliminate disparities in outcomes inside the classroom because they cannot eliminate disparities outside of the classroom. Schools can “offer” every access and every resource imaginable, but a school board cannot guarantee success for each student.
The success of each student achieving educational equity would mean that they also have equity in their access to safe home environments, healthcare, mental health counseling, mentorships, fair wage pay for their parents, food security, encouraging family members/teachers/friends/etc and a host of other issues that are outside of the school board’s control/scope.
Having said the above, the overarching intention of providing each student with the most equitable opportunity to pursue their personal, academic, and career goals is admirable and worthy of our best efforts.
We (parents/grandparents/aunts and uncles/teachers/administrators/school staff) should work together to use our eyes to see the reality of where the students are in each of their situations and create or develop resources that are customized to their needs and goals, working toward a future where they are ready for college if they choose to attend, ready to work in a worthwhile trade and, most of all, ready for living a life of productivity and contribution to their community.
2. What specific strategies or policies have you learned about or experienced, that you believe would promote greater educational equity in Hamilton County Schools?
A: There are numerous ways in which schools can promote greater educational equity, in Hamilton County and beyond.
For example:
Utilize the knowledge that students possess. Each student has certain sociocultural, historical, and tacit knowledge that is present in their homes. Emphasize the connection between students’ homes and cultures with what they are learning in the classroom.
Make sure that texts/resources are multicultural and diverse (e.g., representative of differently abled individuals, a variety of identities, faith traditions, etc.) so that students of all backgrounds can see themselves in the content.
Be intentional about hiring diverse faculty, staff, and administration.
Equip students with “soft” skills that will help them in life. Personal finance and budgeting; mindset training; goal setting; journaling; etc. Encourage students to learn how to not only handle the trials and hardships that life will throw their way, but to rise above them in a positive way. If a student cannot win the battle in their mind (e.g., overcoming anxiety, developing grit, positive self-talk, envisioning their optimal self, etc.), they cannot excel in the classroom.
Hire more guidance counselors and be intentional about funding/supporting mentoring programs. Schools are critically understaffed in the arena of mental health care for our students – and faculty.
Encourage students to be involved in after-school programs such as boys and girls clubs or the YMCA; sports; art; music; etc.
Promote learning as a journey, not a destination. Learning is not a linear process, but rather a lifelong endeavor. People grow at different paces and in different ways. There is no one-size fits all approach that will make all students arrive at the same outcome in the same time frame.
Continue to partner with the county/city to make schools a central community access point for resources such as food, clothing, legal assistance, ID recovery, hygiene products, health care needs (e.g., eye glasses, dental care, mental health counseling), etc. We can work to make sure students’ most basic needs are met – but schools can’t do it alone and it is not their first priority. Community partnership for “non-academic” needs is absolutely essential to pursuing equitable outcomes for all students.
3. What role should the school board, specifically, play in eliminating racial and socioeconomic disparities in resource allocation, discipline, and access to high quality learning options in Hamilton County schools?
A: Discipline – we need a task force, a work group, to keep up with the discipline that is needed. There is no policy or play that the school board can fix. We can be cognizant of it but we can’t fix it.
We need high-quality learning options like Future Ready. Encourage AP course opportunities … most school have them, but most students not in them don’t want to do the work. The student has to take some responsibility in this. Mentor and train administration, staff and teachers to find better ways to encourage students to desire higher achievement.
4. What steps do you support the Hamilton County School Board and Hamilton County Schools taking to ensure students from low income backgrounds and students of color attend college and graduate at the same rate as their peers?
A: Many steps have been mentioned above. However, college will not align with every student’s life goals. Emphasizing pursuit of work in the trades is an important aspect of our jobs as educational professionals and influencers. We should encourage and actually “educate” and advise students to find the area(s) in which they may best achieve their own career and life goals. Jobs and careers which contribute to our economy and which do not necessarily require a college education.
Some examples include: auto mechanic; brick mason; carpenter; electrician; factory associate; heating and air technician; plumber; postal worker; restaurant cook; sales person; truck driver; and many more. Great success and career achievement is enjoyed and achieved by many people across the country without college degrees. Taking on staggering amounts of debt to attend school is also often not in the best interests of many students. Joining the workforce and learning a trade can be a much better approach. Educators and parents’ jobs include helping students find the best routes to their own area of contribution to the local and national economy.
Access to community mentors for the development of social networks and support systems as well as people who can help teach real-world job and “life” skills are essential. It is often the case that who you know can make a considerable difference. Let’s don’t forget that hard work in any environment can often make the difference, as supervisors and leaders in any company or organization are watching.
While it is true that all populations do not equally possess the same networking opportunities, initiatives within the schools can open doors that may otherwise never be opened. Brainstorming to find creative means of access to all students within the population is a worthy goal. Finding ways to get students involved in planning their college/work/life futures; meeting with college representatives visiting college campuses; interning at local businesses; trying new positions in different industries … these are some of the ways students can find direction either toward college or toward a trade.
5. Early childhood education prior to kindergarten has a significant impact on a child’s school readiness and literacy proficiency. What role should Hamilton County schools take to ensure equitable early care and education opportunities for families?
A: Early childhood education is essential. Emphasis on parental and family involvement in the process is also essential. Reading to children is of prime importance. Encouraging parents to take first responsibility for preparing their kids for school must be emphasized, encouraged and enabled. Children are exposed to TV, mobile phones, parents, siblings, relatives, friends, neighbors, pastors, music, and more. Not all of those resources are positive nor helpful. Offer tools to parents and interested parties who desire to utilize those resources in the process of jump-starting the children’s love for reading.