Early voting is underway for Atlanta Public Schools’ Board of Education seats. Elections used to be held every four years with all nine seats up for election. A school board initiative to stagger terms to eliminate the possibility of an entirely new board being elected every four years was approved by the state legislature in 2020.
Check out where early voting sites are located in Fulton and DeKalb counties by clicking here. And visit this site for maps showing where the school board districts are located. Election Day is Nov. 7.
DISTRICT 1
Katie Howard, incumbent (no challenger)
Why are you seeking re-election to the Atlanta Board of Education?
I am running for another term because I want to continue the work I’ve been doing as a Board member to improve student outcomes. I’m excited about the foundational pieces we now have in place with our Goals and Guardrails, which provides focus on our most urgent needs so that we can best align our resources to support them. I’m ready to dive into this next level of this work, particularly regarding the budget, and updating and narrowing our Goals and Guardrails with two-way engagement with the community.
I’m also looking forward to using my deeper understanding of BOE D1, as well as all of APS, to make sure the district is connecting with the realities of our students and communities and schools are equipped and supported to best serve them and increase student outcomes.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
Since I’ve only been on the BOE almost two years, my experience has been one Superintendent, and I firmly believed a change was necessary in order to move the district in the direction we must go to increase student achievement and outcomes. I’ve been extremely impressed by Interim Superintendent Dr. Battle and am confident she’ll do some resetting and lay the foundation for the next leader who must be willing to make changes tied to our students struggling the most and be bold in that strategy and be able to execute on plans. This requires the BOE to set and support the areas of focus that are needed, which we know includes making sure all students are reading on grade level by Third Grade and graduates are truly prepared for life after high school. All of this requires the BOE holding the Superintendent accountable for making necessary changes and supporting their work.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
I believe we are very fortunate to have such a healthy property tax base, and we must align our budget with our priorities, which are set by our Goals (and Guardrails) and adjust and trim where funds are not aligning with priorities and approaches improving student outcomes. I think we’re currently spread too thin with our resources and need to narrow our Goals to our highest priority needs. This requires a Superintendent to lay out a clear strategy focused on those Goals and show how it connects with the budget. By doing this we’d free up funds in other areas where they have not been as effective and would essentially lead to funds more closely being spent in the schools, on students, and increasing their outcomes.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
In order for students to be able to learn and grow to their full potential they have to feel supported and comfortable at school and be in school. Mental health and well-being are large components to a student’s success in school and life. Knowing this, APS has to continue its focus on offering mental health services- such as Hazel Health- and provide spaces in school and with partners in the community, to talk about the importance of mental health particularly when there is still so much stigma around therapy and other mental health services. The well-being of students includes acknowledging the trauma our students face just to get to school from not having stable housing, food insecurity, the influence of gangs, violence, and the hard realities faced by too many of our students. Working with partners IN our schools, who meet our student where they are, use evidence-based strategies, are authentic messengers, and know our communities and students, will make a difference. The life-skills and support they provide are necessary for all our students to thrive, and we need to invest in those we have data and proof are working, which includes increases in attendance, and make a change with those who are not having the most impact.
For students just starting Kindergarten, we need to take head on the issue of students not being in school Day One and beyond, which will require us to think outside the box to reach and connect with families on the importance of Kindergarten and how we can help make sure their child is in school.
Additionally, we need to also invest in the school experiences that we know broadens a student’s exposure and keeps them engaged and at school. These include all the fine arts, sports- and a variety- marching band, robotics, and more. We have some great partnerships that are definitely helping in this area, but we need a full needs assessment to determine what is most impactful, and then identify the gaps and how we fill them, so all students have a great educational experience.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
I believe the greatest challenge facing APS is the fact that reaching students today is different, and as discussed above, our students are facing a lot of hardships and challenges just to get and stay in school. The good news is that APS is equipped to be able to address these issues and provide a safe and engaging school environment where students want to be, learn, and grow. Part of this challenge also involves changing how we’ve always done things in order to really meet our students’ needs, which requires changes in adult behaviors, which is never easy, but is always possible with the right Superintendent leadership and a BOE committed to focusing on improving student outcomes. I will definitely continue to do my part as a BOE member to set and focus the work of the district on our Goals- and the need to narrow them- and work with my fellow BOE members and the community to select the next Superintendent who is right for APS at this time and is committed to improving student outcomes for students.
DISTRICT 3
Michelle Olympiadis (incumbent)
Why are you seeking re-election to the Atlanta Board of Education?
I am currently serving my second term and am seeking a third. My background in parent leadership stems from PTA to Governance Teams and Cluster Advisory. I believe having active community members and parents on the board do provide the proper governance to support and work with the administration.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
As a parent with over 16 years in Atlanta Public Schools, we have had four administrations — Dr. Beverly Hall (1999-2010), Erroll Davis (2011-2014), Dr. Meria Carstarphen (2014-2020), and Dr. Lisa Herring (2020-2023). We currenlty have Dr. Danielle Battle, a retired longtime Atlanta Public Schools educator, supporting us as we begin our search for a new superintendent. It is important that we find someone who understands urban education and, more importantly, the importance of literacy and the complexity of Atlanta as a city, communities and schools.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
Of course teacher pay and pay for many of our employees needs to be higher. It is also very important that the administration address a potential reorganization of the central office. It is also importat to note that the board and the administration support small schools in communities. As for our properties, the board approved eight surplus properties to be leased to encourage more access to community spaces and housing.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
In elementary schools we increased the day by 30 minutes for literacy intervention over the past three years. We are using our COVID supplemental funds to support this initiative. In our middle and high schools, we have increased access to before and after school supports as well as adding additional supports during the school day. Through COVID we learned that increased access to the Atlanta Virtual Academy has supported many students in augmenting opportunities to improve their academic sucess.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
In my opinion, our greatest challenge is how to best use our budget. We are one of the highest, if not the highest, per pupil in the state and should be performing academically much better than we are currently and over the past several years.
Ken Zeff
Why are you running for Atlanta Board of Education?
I believe in Atlanta Public Schools and I know we can do better for students. A high performing APS for all students is essential for the city of Atlanta to achieve its greatness. Most importantly, I am a parent of three Atlanta Public Schools students.
Professionally, I have served as chief strategy officer and then superintendent of Fulton County Schools, a district twice the size of APS. Now I am the executive director of Learn4Life, a nonprofit partnership of the metro Atlanta school systems dedicated to finding and scaling what works to serve kids. I spend every day working with districts across the region to boost student achievement. This combination of experience and commitment will guide my decision-making as your District 3 representative.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
This Fall the Board will be looking to hire its 4th superintendent in five years. It’s a revolving door that creates instability in our schools. It is costly for taxpayers and it takes away our focus from student achievement.
I think when search firms generate a five-page list of qualities in the next superintendent, we lose the opportunity to focus this leader on a few key priorities. There are two qualities I will be looking for in the next district leader: 1) literacy leadership and 2) commitment to decentralize resources. For literacy leadership, I will look to see if they demonstrated transformational literacy gains in a similar setting as APS. To push out resources from the central office, a superior candidate will have shown the ability to lead a diverse system by supporting each school’s success, instead of managing each school community through compliance. We can hire a great superintendent in APS when the Board is aligned on a common strategy around literacy and empowering each of our school communities.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
The taxpayer has been extraordinarily generous to APS. Our stakeholders should expect a high- performing system since we have the highest per student funding in the state ($23,500 per student). In the most recent budget, the Board of Education took millions in additional tax revenue and allocated far too much to the central office rather than sending it to teachers and schools. We have to focus our priorities on direct investment in classrooms, and by extension direct investment in our kids.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
COVID and the related school closures took a toll on all kids, including my own. There is no one size fits all solution because kids and teachers had vastly different experiences during that time and even now as we recover. We must entrust our GO Teams and local school leadership with the resources and support to build a response that is best suited for their community. That could be additional counselors, Saturday school, extended day, etc. Directives from the central office about social emotional learning programs are not well-matched to the uniqueness of each of our school communities. The Board can best support student (and teacher) mental health by allowing schools the flexibility to hire more counselors, offer innovative course offerings, or any one of a number of strategies that are embraced by that school community.
During this period of recovery, we have an opportunity to get serious about literacy. Literacy rates are at crisis levels in Atlanta Public Schools. Only 9% of low-income kids are reading at grade in 3rd grade. This has disastrous long-term effects on the kids we are letting down. If we focus our resources on supporting teachers with a comprehensive literacy strategy, we can make every child a reader. I have supported this transformation in other districts and I believe it can also happen in APS.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
Leadership is the single biggest challenge at Atlanta Public Schools. If we can build a culture of high expectations, support for teachers, and honest engagement with parents at the very top of the system, then good things will happen for our kids. Until then, we will likely repeat the cycle of leadership transitions. As a former superintendent and a partner to districts across the region, I have developed a deep understanding of what it takes to hire and manage the next successful leader of Atlanta Public Schools.
DISTRICT 5
Erika Y. Mitchell (incumbent)
Why are you seeking re-election for Atlanta Board of Education?
I am running for re-election for District 5 to continue developing policies that serve the students of APS, Provide educational opportunities, more student support services, wraparound services, quality and stable leadership for schools, and ensure every student receives a quality and equitable education.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next Superintendent?
The “revolving door” is the perspective of some. The nine APS Board members are responsible for hiring and firing the district Superintendent. As one of nine Board Members, I must bring the voices and values of the students, parents, and community when hiring or firing a superintendent.
The function of the Superintendent plays a crucial part in determining the standard of instruction and the district’s overall effectiveness. However, a “revolving door” of superintendents who frequently change positions can undermine educational stability and impede development. A careful process of selection and support must be used to handle this issue, ensuring that the best candidates are selected for the position and have the necessary skills to succeed.
A combination of intelligent selection and ongoing assistance is required to address the problem of a “revolving door” for the superintendent job.
There are some specific actions to take to solve this problem:
1. Involve different stakeholders in the selection procedure, including educators, parents, and community members. Their opinions can be used to pinpoint essential traits for a superintendent.
2. Establish definite job goals and performance standards for the Superintendent. Candidates should be informed of and periodically reminded of these expectations.
3. Comprehensive Search: – Conduct a comprehensive nationwide search for qualified applicants. Internal and external candidates should be considered because both can bring fresh perspectives and knowledge of the district, which can be an asset.
4. “Qualities to Look For “: “Educational Leadership” A superintendent should have a strong history in educational leadership, including prior experience as a principal or district-level administrator. Someone who understands the needs of the students and specific community as a whole and shows respect and value for each district employee. A strong vision for the district and the leadership skills to guide and facilitate an administrative staff to carry this vision out in the teachers and community.
– Visionary Leadership: Seek candidates with a strong sense of the district’s future, the capacity to establish ambitious goals, and a history of accomplishing them.
– Communication Skills: Superintendents must communicate clearly with various stakeholders, such as the school board, teachers, parents, and the general public.
– Problem-Solving Abilities: Evaluate a candidate’s capacity to handle challenging decisions, frequently under time constraints.
– “Data-Driven Decision-Making”: A superintendent should base choices on data and research and be prepared to change course depending on what has been shown to be effective.
– Inclusivity and Equity: Give preference to applicants dedicated to advancing inclusion, equity, and diversity in education.
– Financial Acumen: An essential skill for managing a school district is having a solid grasp of its finances.
– Community Engagement: Look for people adept at creating beneficial connections with the community and forging collaborations.
– Political savvy: Working with school boards and municipal governments frequently requires the ability to negotiate the political environment.
5. Comprehensive Assessment: – Assess candidates using simulations and panels who have undergone structured interviews. This can be used to find candidates best suited for the job.
Reference Checks: Verify a candidate’s credentials and background by conducting in-depth reference checks.
7. Contract and Evaluation: – Ensure that the Superintendent’s contract outlines performance standards and periodically assess the Superintendent’s progress in light of these standards. If expectations aren’t reached, be ready to change as needed.
8. Professional Development: – Give the Superintendent opportunities for continued professional development to help them stay updated with scholastic trends and leadership best practices.
9. Community Involvement: Encourage the Superintendent to regularly interact with a range of stakeholders to promote community involvement.
10. Succession Planning: Create a succession plan to guarantee a seamless transition if the Superintendent resigns.
By implementing these strategies, you can try to stop the “revolving door” phenomenon in the superintendent job and draw in and keep a leader who can have a significant and long-lasting impact on the school district.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
I believe that raising teacher salaries can improve the interest in the industry overall and improve the workforce quality. It can also help to keep teachers in the classrooms. Many teachers have reported dissatisfaction with their jobs because they have multiple side jobs to pay their bills. Investments in competitive and equitable teacher salaries can improve teacher recruitment and retention.
“Technology Infrastructure” funding priorities for a school district should focus on ensuring that students and teachers have access to modern technology and a reliable internet connection. Here are specific areas that I would support for investment;
- STEM (Science, Technology, Engineering, and Mathematics) Initiatives: Investing in technology resources for STEM programs can help prepare students for careers in high-demand fields.
- Innovation Labs and Maker Spaces: Creating dedicated spaces with advanced technology, such as 3D printers and robotics kits, can foster creativity and hands-on learning experiences.
- Digital Citizenship Education: Investing in programs that teach students how to use technology responsibly, ethically, and safely is essential in today’s digital age.
- Tech Support and Maintenance Staff: Having a dedicated team to provide and troubleshoot issues with technology ensures that resources remain accessible and functional.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
In 2020, I wrote the language for the trauma-informed policy. This policy implements practices and procedures that ensure students affected by childhood trauma are provided with the necessary interventions and aid to address trauma, reduce re-traumatization, and improve student academic and emotional growth. Support services may include, but are not limited to, counseling, social work services, health services, psychological services, referral to trauma-informed community agencies, and other social and emotional supports and services that provide wraparound assistance to students in need and focus on the needs of the whole child.
Addressing student mental health and improving the educational outcomes of low-income students is a paramount responsibility for Atlanta BOE. By implementing a multifaceted strategy that combines mental health support, targeted assistance for disadvantaged students, efforts to reduce absenteeism, and academic improvement measures, along with rigorous data analysis, equity initiatives, community collaboration, and informed policy adjustments, the Atlanta BOE can create a more inclusive and supportive educational environment. This holistic approach ensures that all students, regardless of their background, can thrive academically and emotionally, ultimately contributing to a more equitable and successful educational system.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
The greatest challenge facing Atlanta Public Schools is inequality. This is manifested in many ways, including:
There is no easy solution to the problem of inequality in Atlanta Public Schools. However, there are a number of things that can be done to address the issue, including:
- Literacy: 65% of APS students in grades 3-8 are not proficient in reading. This is an educational crisis. I am currently working with Board Member Tamara Jones in writing Atlanta Public School’s first Literacy policy to improve and address the early literacy crisis and equity gaps for students, including those who have historically been disenfranchised, including African American students, multilingual students, and children from low socioeconomic status backgrounds. In addition, this policy focuses more broadly on ALL students, including those who need to meet grade level proficiency/expectations regardless of background. The policy directs Atlanta Public Schools to establish goals and frameworks to address the district’s literacy challenges through “Science of Reading” which means the body of research that identifies evidence-based approaches to explicitly and systematically teaching students to read, including foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. Also, by providing high-quality, comprehensive professional learning on “Structured Literacy” is aligned with the Science of Reading for all elementary, middle, and secondary educators responsible for teaching struggling readers.
- Academic achievement gaps: Students from low-income families are less likely to perform well academically than their white and affluent peers. This is due to a number of factors, including poverty, lack of access to high-quality early childhood education, and systemic racism in the education system.
- Disciplinary disparities: Students of color are more likely to be suspended or expelled from school than white students, even for the same offenses. This can lead to students falling behind academically and dropping out altogether.
- Increase funding for schools in low-income communities: This would ensure all students have access to the resources they need to succeed.
- Implement programs to support students from low-income families: These programs could include early childhood education, tutoring, and counseling.
- Reduce disciplinary disparities: This could be done by implementing restorative justice programs and implicit bias training for school staff.
In 2020, I wrote the language for the restorative practices policy, which directs the school district to shift from punitive and punishment-oriented student consequences to those that provide opportunities for all people affected by a student’s action to engage in dialogue and measures seeking to restore the classroom, school community, and interpersonal relationships. By implementing restorative practices, schools ensure that students are not suspended for subjective offenses and can spend more time in their classrooms, leading to increased student achievement and graduation rates. Restorative practices provide proactive systems, emphasize reintegration, and promote positive classroom environments.
In addition to these specific measures, it is also important to address the root causes of inequality in Atlanta Public Schools, such as poverty and systemic racism. This will require long-term commitment and investment. In 2019, I served on the Equity Taskforces and helped to write the language for the APS Equity policy.
Here are some additional things that can be done to address inequality in public schools:
- Support high-quality teachers: This could be done by providing competitive salaries, professional development opportunities, and mentorship programs.
- Create a positive and supportive school climate: This includes promoting respect for diversity and inclusion and addressing bullying and other forms of harassment.
- Engage parents and families: Schools should work with parents and families to support student learning at home.
The greatest challenge facing public schools is inequality. This is manifested in funding, academic achievement gaps, and disciplinary disparities.
To address inequality in public schools, policymakers and communities should:
- Increase funding for schools in low-income communities, but funding all schools equitably.
- Implement programs to support students from low-income families.
- Reduce disciplinary disparities.
- Support high-quality teachers.
- Create a positive and supportive school climate.
- Engage parents and families.
Addressing inequality in Atlanta Public Schools is a complex challenge, but creating a more equitable education system for all students is essential.
Raynard Johnson
Did not respond.
DISTRICT 7 AT-LARGE
Tamara Jones, incumbent
Why are you running for Atlanta Board of Education?
I was elected to this position two years ago and have been hard at work fulfilling the promises made. Board Member Mitchell and I have collaborated on a Literacy Policy that will go for first read before the board on Nov. 6 to address the illiteracy crisis that has weighed on our district for many years. I have the experience and training that is required to meet the needs of this moment. I know what this job involves and what it doesn’t, and what tools are available to a school board member. APS is hiring a new superintendent, and we need to polish up our basics: every child’s right to read; enough qualified staff in our schools; safe and welcoming learning environments, transportation, and nutritious food that kids actually want to eat. We need to fund school operations first before other projects so that the individual learning needs of each child can be met daily.
This is my 17th year as an APS mom, so I am not just a board member – I am also a fellow parent with kids in our system.
I do not serve on the school board as a “gateway” to launch a political career. This is my pinnacle and not my stepping stone. I am fully committed to being present and available, doing this work for our children. At this juncture, APS needs experience and focus over personal ambition, and the work currently underway needs to continue. That is why I am asking to be re-elected for a full four-year term to continue the work to build a transparent and collaborative culture that nurtures a city of well-supported readers.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
The average tenure for an urban school superintendent nationally is three years. Some of our neighboring metro school districts have had more turnover than we have. Still, high turnover is never desirable. Boards can create conditions for longevity by working effectively together as a board. Creating clear operating procedures and norms, communication channels, and structure are critical to carry out the work of supporting a superintendent while holding each other accountable.
Effective board members want to do the work, collaborate with each other and the administration, and keep the focus on student outcomes and not resume building. But even the most effective boards face difficult decisions when a change in leadership approach is needed. In those situations adults and their relationships must take a back seat to the needs of children.
For a superintendent, transparency, clear communication, and willingness to collaborate are essential. The organization needs a culture shift from “command and control” to “trust and inspire”. Our district is structurally set up to take advantage of shared governance with a leader who is not afraid to allow GO Teams, Cluster Advisory Teams, and the District Executive Committee to serve as genuine advisory bodies. Families, students, staff and communities want to be an authentic part of decision making.
Steps need to be taken to flatten the layers at the central office and examine which investments and interventions are yielding results and which need to be retired. While there are a lot of high goals for the district, not all can be top priorities (if everything is a priority, nothing is), so a keen ability to focus on the levers that will yield the most results is critical. We are beginning to see some changes in this interim phase, and I am excited for the progress to continue with our next leader.
To best onboard a new superintendent and set them up for success, it is important to have board members with experience and historical knowledge of APS and how we arrived at this point.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
The budget must be shifted to align with our goals and guardrails, and focus more narrowly on key initiatives with high impact such as literacy. We must continue to increase compensation for our teachers and staff and divert money from central office into schools so that teachers are not only paid well but are well supported and resourced in their classrooms. We can and must become more efficient in how we use the generous amount of money we collect in taxes.
Skyrocketing taxes over recent years have caused financial pain for households all over the city, whether they own or rent. Some families are finding it necessary to leave the city. This is mostly due to increased assessed values of residential properties. A great many commercial properties, on the other hand, are undervalued for tax purposes and those are not paying their fair share. I support exploring a more meaningful homestead exemption that would give tax relief to households who desperately need it.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
The district has recognized the need for increased mental and behavioral health services for students. Students themselves have advocated for greater access to these resources. One new initiative has been free online mental and physical health consultations with Hazel Health. Currently there is a board policy in place requiring Restorative Practices for disciplinary infractions and conflict resolution. We can make that more effective by encouraging more schools and clusters to formally adopt a Positive Behavior Intervention and Supports (PBIS) model. Another positive development this year is bringing the Office of Student Discipline under the wing of Student Support and Whole Child Intervention.
To address high rates of chronic absenteeism we can change our outdated Attendance Policy from a focus on “policing truancy” to one of investigating barriers to attendance for each child and connecting resources to remove those barriers through a tiered intervention of supports.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
Our biggest challenge is continuing to fail to teach two thirds of our 3rd-8th grade children to read proficiently. The Literacy Policy Board Member Mitchell and I have championed is one step in the process of changing that by putting policy in place to support a literacy plan. We also must devote budgetary resources toward the plan. All children have the right to read, and literacy is one of the most important keys to unlocking the door to a life of self-determination. We have gotten started, and we must continue the work.
Alfred “Shivy” Brooks
Why are you running for Atlanta Board of Education?
With my candidacy for the APS School Board, I bring a unique and historic opportunity for change and representation to our education system. For 150 years, active teachers were excluded from serving on the board, but this year, voters have the chance to elect a dedicated father who has been an active member of our Atlanta public school community for over a decade, both as a committed parent and a passionate community member.
My deep-rooted involvement in our community is a testament to my genuine care and connection to our students and schools. As a teacher with a degree in Public Policy from the esteemed Andrew Young School of Public Policy at Georgia State University, I’m equipped with the knowledge and expertise to make informed policy decisions that will benefit our students and schools. This education has given me the ability to bridge the gap between policy and practice.
I am running because spending 60% of a $1.67 billion budget on our central office, while only spending 40% of said budget towards our schools is unacceptable. I am running because our children and teachers deserve to be supported first and invested in most. I am running because the perspective of a teacher that has served, before, during, and after the pandemic is desperately needed at this time. I am running because teachers are the best equipped to respond to the needs of our schools.
My practical background as an active teacher allows me to discern the gaps between well-intended policies and practicality on the ground. I understand the real challenges faced in the classroom and the impact that policies have on our students.
I have cultivated valuable relationships at various levels of local and state government, which positions me to advocate effectively for our schools, secure essential resources, and collaborate with key stakeholders to drive positive change. My work as a legislative aide for the Working Families Party, my role in the Department of Behavioral Health and Developmental Disabilities, and my experience lobbying for teachers to be able to serve on the board are all testaments to my bridge-building abilities and my dedication to making lasting change.
My track record for community connection, care, and service underscores the kind of public servant I will be as a member of the Atlanta Public School Board. I am deeply committed to addressing disparities in our education system and ensuring that all students have equitable access to quality education, regardless of their background.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
To address the issue of a “revolving door” for the superintendent position on the Atlanta Board of Education, several key strategies can be implemented.
Firstly, it is imperative to establish clear and realistic expectations for the superintendent’s role and responsibilities. These expectations should be well-communicated and thoroughly understood by the superintendent to reduce misunderstandings. The board should define specific goals and performance metrics for the superintendent, creating a long-term vision for the district.
Inclusivity and transparency are vital during the selection process for a new superintendent. Involving a diverse group of stakeholders, such as parents, teachers, community members, and school administrators, helps identify candidates who align with the district’s needs and values. Transparency should be maintained throughout the hiring and evaluation processes to build trust and community support.
Comprehensive evaluation and support are equally crucial. Background checks and reference interviews should be thorough to assess a candidate’s qualifications and leadership style. The superintendent’s contract should include specific performance expectations, evaluation processes, and a defined term. Furthermore, investing in the professional development of the superintendent, along with ongoing training opportunities, can support their success and long-term commitment to the role.
When selecting the next superintendent, prioritize candidates with strong leadership and management skills, a commitment to diversity and equity, effective communication, and a track record of improving student achievement. The chosen candidate should also possess experience in addressing the unique challenges facing the district and align with the district’s goals, values, and community expectations to provide stable and effective leadership.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
Addressing concerns about the increasing APS budget is a critical policy issue for the Atlanta Board of Education. While some taxpayers express reservations, it’s essential to maintain a balanced approach between fiscal responsibility and providing a quality education.
One key policy focus is Teacher Pay. Implementing a policy to ensure that teachers start with a minimum salary of $65,000 is paramount. This not only attracts and retains high-quality educators but also acknowledges their pivotal role in our students’ success. Adequate teacher pay is a cornerstone in building a strong educational foundation.
Another vital policy initiative should center on Access to Physical Books. In the digital age, it’s crucial not to overlook the importance of physical books in addressing literacy. Ensuring that students have access to a well-rounded library of physical books supports literacy and offers a valuable resource, especially for those with limited digital access.
A balanced approach to technology is necessary. While digital resources are crucial, a policy that emphasizes a combination of technology and physical books ensures a comprehensive learning experience. This combination promotes literacy and equips students with the skills they need in an increasingly digital world.
The Atlanta Board of Education should prioritize these policy areas to balance the budget effectively while addressing the needs of both students and educators. This approach demonstrates a commitment to fiscal responsibility while ensuring a high-quality education system, with a strong emphasis on teacher pay and physical books to improve literacy.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
To address the adverse effects of the COVID-19 pandemic on student learning and behavior, the Atlanta Board of Education must adopt a comprehensive approach that includes tackling the root causes, such as poverty.
Prioritizing student mental health through dedicated funding is essential. This means creating a stigma-free environment where students can openly discuss their challenges and providing access to professional support within schools. Mental health programs must receive the necessary financial backing to ensure students receive the help they require.
Furthermore, the Board must focus on targeted support for low-income students. This involves allocating resources for extra tutoring and personalized interventions to enhance math and reading skills, considering the unique challenges that poverty presents.
Increasing student engagement is crucial, fostering a conducive learning atmosphere both in the classroom and through extracurricular activities, which may require additional funding for these activities. Encouraging participation promotes motivation and a sense of belonging.
Data-driven assessments should be used to identify struggling students and adapt teaching methods accordingly. Alongside traditional academic skills, there should be a focus on teaching soft skills such as conflict resolution and emotional intelligence, potentially necessitating funding for training and resources.
Bridging the digital divide, ensuring equal access to technology and the internet, is also a financial imperative, especially for low-income students. Involving families and the community in the educational process requires an investment in building strong support networks. By addressing the multifaceted challenges that stem from poverty and the pandemic and providing the required funding, the Atlanta Board of Education can better support student learning and overall well-being.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
The most pressing challenge facing Atlanta Public Schools is literacy. Literacy is the cornerstone of education, and without it, students struggle in all aspects of learning. To address this challenge effectively, I propose a comprehensive approach.
First, promoting literacy is essential. This involves implementing dedicated literacy programs and interventions, with a focus on students who are struggling with reading. By allocating resources for additional reading specialists and providing targeted support, we can make significant strides in boosting literacy rates.
Second, ensuring access to books is crucial. Physical books play a vital role in fostering literacy, and I would work to ensure that every student has access to a well-rounded library of books. This includes investing in school libraries and providing students with take-home reading materials.
Furthermore, limiting screen time is critical for literacy development. I would advocate for policies that strike a balance between the use of technology in education and offline reading, promoting a more comprehensive approach to literacy.
Involving parents and the community is another integral part of the solution. Engaging parents in reading initiatives, providing literacy resources to families, and involving the community in efforts to improve literacy can create a supportive environment.
Lastly, equipping teachers with the skills and strategies to enhance literacy is vital. I would advocate for teacher training programs that focus on literacy instruction, ensuring educators can effectively support their students in their literacy journeys.
By addressing literacy through these interconnected approaches, Atlanta Public Schools can effectively tackle this significant challenge and provide students with the strong foundation they need for success in education and life.
William Sardin
williamsardinforatlantaschools.poliengine.com
Why are you running for the Atlanta Board of Education?
There are several reasons. First, I am a single parent who has three teenagers currently attending high school in APS. I also have the unique experience of being involved with more than one school system. My children attended school and I was a parent volunteer both here and in California. I have been able to observe firsthand what works well and what doesn’t in a school district.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
There are several things that I believe are important. First, they must have qualities and qualifications that are relevant and a track record of success in running a large school system. Secondly, they should have strong leadership qualities, and a history of working in an urban and ethnically diverse environment. Third, they should take successful programs from other school systems nationwide and bring them to our school system and modify them to be equally successful in our schools.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
I think the main concern with the Atlanta residents is whether they are getting value for the tax dollars. If they feel that the school system is educating and caring for our students, most residents are satisfied. I believe that monies should be diverted to facilities improvement for schools that have been underserved. Teacher pay is also an important issue that must be addressed.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
Since this is such a widespread issue, those children should be given an intense program possibly after or before school that will help ensure that they get back to the correct level. These issues concerning student mental health must be addressed by hiring more counselors and support staff. Early intervention is a key factor in addressing the core issues.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
The greatest challenge facing our school system is getting students that are failing academically back on track. These problems are not insurmountable and can be corrected with strong competent leadership and a collaborative environment.
DISTRICT 9 AT-LARGE
Jessica Johnson (incumbent)
Why are you running for Atlanta Board of Education?
I was appointed to the Board in January of this year to fill the unexpired term of now Senator Jason Esteves. I applied and am running for the same reason: to continue my work of bringing equity to the system so that every student, regardless of zip code, can be successful while in APS and after graduating. Prior to my appointment, I chaired the Fulton County Worksource’s Youth Council and I served on the APS Equity Advisory Board.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
APS has had a number of leaders since the cheating scandal of a decade ago. I joined the Board in January, just as the issue of our now previous superintendent’s contract was being discussed. Even though the national average for a superintendent is less than three years, our children deserve better than the average. I think we are at a point, and my focus is on, finding a leader who will focus on learning outcomes while engaging parents and the community in the pursuit of equity across the system. That means we need a leader who will be a part of the community, be active in the schools, listen to teachers, paraprofessionals, and administrators. We need a comprehensive plan to address our reading and math proficiency scores and a plan to make sure that our less abled students receive the highest quality education as well. I am asking for a lot because our students and families deserve it.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
I understand the frustration and sentiment. Our rankings, specifically in reading and math proficiency scores, are far lower than they should be. I believe that if we can improve the quality of education our students receive taxpayers would be less frustrated about the budget. We all know that stronger schools are the foundation of strong communities.n
With respect to specific investments, we voted for a teacher pay raise and I think we can do more. I want to do the same for the paraprofessionals—cafeteria workers, bus drivers, etc. I also want to see us invest in hiring reading and math specialists so that we can immediately improve in those areas. Third, we absolutely need to improve our facilities and integrate more technologies so that our students receive a ‘best-in-class” learning experience. Finally, as the administration has worked to make our budget a digital guide with key search functionality for public knowledge, we hope to increase transparency around spending and solicit feedback from key stakeholders.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
My campaign’s mantra is that a student’s zip code should not determine their chance of success in and beyond APS. That means we must acknowledge and address the resource gap within and between our clusters. The only way we can do this is through pursuing equity across clusters. Across the District, we need to provide access to mental health counselors. Some clusters may require more bodies and less technology while others may require more technology and fewer bodies. The only way to know that is to focus on funding a baseline of supports- increase social workers, increased parent liaisons, added literacy and math coaches across all schools and then to rely on cluster leadership to let us know what they want and need for their cluster.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
In the immediate sense, the greatest challenge is to improve our reading and math proficiency scores. We became too reliant on technology to teach our students how to read, write, and do math. To that end, I will prioritize a budget that provides allocations for professional development to support teachers learning research-based phonics reading strategies, more instructional coaches in schools, and increased enrichment resources for our students and families. I am also in full support of the Board’s developing literacy policy.
Nkoyo Effiong Lewis
Why are you running for Atlanta Board Education?
With less than 35% of students proficient in reading and math, district-wide, APS needs bold, proven leadership grounded in our current reality. We cannot wait. As a teacher, special education attorney, and parent, I understand the urgency of now. For nearly twenty years, I have been advocating for equity and excellence in our schools. As a classroom teacher, I prepared my students for success in the fifth grade and beyond regardless of their skill-level when they entered my room. As an instructional coach, I equipped teachers to use data to make informed instructional decisions and increase student outcomes. As an attorney, I represented parents and students in school discipline and special education matters to ensure they received what they were legally entitled to receive. As a parent, I know how challenging it is to advocate for your child to have a dignified education experience especially if they learn or behave differently.
If voters want a leader who understands the complexity and urgency of the matter, has a vision and proven track record for getting results, and shares a similar stake in the outcomes, I am the candidate for Seat 9.
What do you think you can do on the Atlanta BOE to resolve what some have called a “revolving door” for the superintendent position? What do you want to see in the next superintendent?
We must build a culture of consistency. That requires a school board that understands the diverse needs of our district and one that can put the futures of students ahead of anyone else’s. After all, our students do not get a vote. The board has to get this next hire right, and it does not end with just hiring a new superintendent. If we are looking to slow the turnover rate, the BOE must competently execute its partnership with the superintendent and work collaboratively to set bold goals and lead audaciously in their pursuit.
APS needs a superintendent who understands the Atlanta context and is ready to lead us into the next version of ourselves. The rate of change is accelerating, and our students will confront a future that many of us cannot even imagine. Thus, the next superintendent needs to be prospective, focusing on improving timeless skills like literacy, math, and critical/creative thinking. They will need to be innovative, strategic, and committed to working with the community in our shared governance model. Most importantly, they will need to believe and embody what our strategic plan expects of its graduates to be: self-reflective, & globally connected, self-directed & goal oriented, resourceful & driven, and a critical thinker & a problem solver.
How do you respond to some Atlanta taxpayers’ claims that the APS $1.66 billion budget (up from last year’s $1.44 billion budget) is too high? Are there areas you believe more investments must be made and if so, what areas (such as buildings, technology, teacher pay)?
There is no arguing that Atlanta’s residents are paying for the majority of the APS budget through their property taxes. Furthermore, the rise in property taxes is felt differently across the city. While we want to attract businesses to Atlanta to spur economic growth, it should not be to the detriment of Atlanta’s residents. Whether the burden is too high or too low, the real issue is that the community is not getting a return on its investment. That is the urgent issue we need to address.
Studies have shown the COVID-19 pandemic has negatively impacted student learning and behavior. How can you and the Atlanta BOE address issues such as student mental health and ensuring improvements for low-income students who have reported higher rates of absenteeism and lower math and reading scores?
The pandemic has caused major learning disruptions that we have to acknowledge. Yet, if we are honest, literacy challenges predate the pandemic. Now more than ever, creative approaches are imperative. A literacy policy should mandate monitoring outcomes and research-based interventions. We must invest in best math practices too. Crucially, we need to include teacher and principal voices in developing solutions, as they understand their students best.
Additionally, we cannot ignore the mental health crisis facing both students and staff. To create the safe, supportive learning environment our children need to grow, we must prioritize resources for counseling, trauma-informed practices, and teacher wellness. With strong academics coupled with robust mental health support, we can nurture the whole child to prepare them for the future.
By addressing literacy and math gaps while making mental health a cornerstone of our recovery strategy, we can build back stronger than ever before. However, we need a culture that values innovation and educator expertise to realize this vision.
What do you believe is the greatest challenge facing Atlanta Public Schools and how will you address it?
Literacy is rightly a top priority that requires immediate and effective action. Before we can fully address that, however, we need to rebuild a culture of trust, collaboration and innovation from the top down. Teachers, principals and support staff on the frontlines must feel empowered to try new approaches to serve their students. We can overcome any challenge when expertise is respected and creative thinking is valued. With strong leadership focused on engagement and transparency, we can tap into the wisdom and passion of our whole community to guide student success. This cultural shift is needed alongside academic interventions if we are to address literacy and equip all students to thrive truly.
This story was updated Oct. 26 with answers from Tamara Jones.
