FOR 2024 Questionnaire

for Jefferson County Public Schools (JCPS)

School Board Candidates in District 1

Candidates for District 1:

Mark Gatton, Candidate for District 1

Mr. Gatton ultimately chose not to respond to our survey.  See this recently updated questionnaire by WDRB for some of his perspectives.

https://www.wdrb.com/news/education/november-election-here-are-the-candidates-running-for-a-seat-on-the-jcps-board-of/article_8d93ce82-2d06-11ef-bfe5-0f37d075300c.html

Gail Logan Strange,  Candidate for District 1.

She served as the Director of Corporate and Community Relations for Brown & Williamson Tobacco Corporation where she directed, developed strategies and executed the company’s community relations’ efforts both locally and nationally.

Strange joined the Presbyterian Church (U.S.A.) (PC(U.S.A.) and served in various roles in the communications department. Later, she took on a newly created role, working with the PC(U.S.A.)’s 10,000 congregations, helping them to develop strategic communications plans as well as media relations and media relations training.

Prior to PC (U.S.A.) she served as Executive Director of the Louisville Youth Philanthropy Council (LYPC) teaching high school students how to run and operate their own non-profit organization

She has served on several local and national Boards including, the Louisville Urban League where she served as Board Chair, the National Association of Equal Opportunity in Higher Education, The Kentucky Derby Festival, The Center for Women and Families, Leadership Louisville and Metro United Way and the Louisville Regional Airport Authority. She is the immediate past board chair of the World Day of Prayer U.S.A. Currently she is a member of the board of directors of the St. John Center, and the Jefferson County Board of Education.

Campaign web address is gailforjcps.com

Endorsements Include:

• Better Schools Kentucky, PAC of the Jefferson County Teachers Association.  Contact: Antonia Lindauer 502.454-3400
• Greater Louisville Association of REALTORS®, GLAR PAC. Contact: Jakeeva J. Lee 502.894-9860
• The New Power PAC, of Kentuckians For The Commonwealth. Contact: Bonifacio Aleman (Flaco) he/him Louisville, KY 40203  Cell: (502) 203-6276
  
  

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Issue Area 1–Equity in academic outcomes and the needed funding

1.       Background:   Among the 96,000 JCPS students, 65% are students of color, nearly 20% are multilingual learners/immigrants, 63% qualify for Free/Reduce Lunch and 13% are Exceptional Child Education (ECE—special needs students). JCPS consistently educates about 80% of school-age children in Jefferson County.  That is a high percentage for urban areas of our size around the US and is a vote of confidence from our community in the value of JCPS’ efforts.  

 As with their peer urban districts around the country, average reading and math scores for JCPS students with more challenges continue to lag significantly behind more privileged students on standardized state and national achievement tests. In some groups, the combined math and reading proficiency scores have been half or less of those from more advantaged groups.

These standardized tests have their own serious flaws, but there is no doubt learning gaps exist. The Courier Journal recently reported, though, that “Students at Jefferson County Public Schools showed improvement in state rankings [for SY2022-2023],” with almost 70% of district schools increasing their reading and math scores.” JCPS has been and must continue looking for effective ways to help each student succeed to their potential.

Research demonstrates that early interventions help eliminate learning gaps before they are entrenched. JCPS has such programs, but they are expensive and need community, state and federal support. Along with supportive social services, free meals, and socio-emotional learning, there are now research-based initiatives across all JCPS schools, particularly around math and literacy.  Smaller student/teacher ratios also allow more personalized help for underperforming students. Culturally-adapted curriculum in all subject areas engages more students. Magnet schools and the high school Academies of Louisville approach also increase engagement and passion for learning in students—both of which are critical to students’ academic growth.  Providing family resource supports and nutrition also helps many students to be able to come to school emotionally and physically more ready to concentrate on learning.

JCPS’ Future State plan looks for a major overall academic improvement as well as a reduction in outcome gaps by moving to a student-centered, “deep learning” approach. It focuses on teaching –and frequent performance assessment of– skills and dispositions for project-based learning and complex problem-solving tasks in a way tailored to an individual student’s culture and learning modes. 

These and other research-proven interventions and supports can help students become life-long learners, save JCPS and other government/college budget dollars long term by avoiding the need for remedial help in future years—whether that involves getting into college or self-teaching unfamiliar materials to advance beyond an initial job or trade.

 Question 1: As a matter of fundamental equity, what specific programs and/or other approaches would you champion/accelerate to close the persistent inter-group achievement/learning gaps? What other resources does JCPS need for adequately serving the growing immigrant populations? How could JCPS better support struggling students with authentic remedial help, not just prepping for and re-taking high-stakes testing? How and when would you assess the effectiveness of those programs system wide and for individual students?

Response of Gail Strange:

As the incumbent I have been instrumental in developing very specific goals related to student performance and achievement. These goals are developed to address the achievement gap. These goals include Elementary, Middle and High School Academic readiness, 3^rd Grade Literacy and 8^th Grade Numeracy. These goals have very clear and measurable outcomes that will allow the board to monitor and access the success of these initiatives.

To better support the immigrant population the district should make sure information is available in print and digitally in various languages based on student population. There also needs to be multilingual staff available at all schools. Additionally, assistance in teaching family members and students the English language is extremely important.

To better provide remedial help at a certain period of time during the day could be intentionally planned and scheduled for those students needing help.

There is a built-in monthly schedule to measure the effectiveness of the goals set by the board. This allows for accountability on all fronts.

2.         Background:  Inter-group gap reduction is not simply a matter of increasing the learning growth rates of students in a disadvantaged demographic group. Gap reduction requires that underserved groups of students improve faster than more privileged demographic groups.

If we want all groups’ performance to keep rising, we cannot “rob Peter to pay Paul” and succeed as a district.  Reductions (on an inflation-adjusted basis) in Federal and KY SEEK funding have worsened JCPS’ funding situation significantly. Loss of focused COVID-era school funding will further reduce inflation-adjusted income sources. 

Local occupational and property tax revenues are already the largest source of General Fund revenues. Several years ago, the JCPS board unanimously passed a historic 7 cent/$100 property value increase in property tax rates.  Since then, though, the board has just taken the nonrecallable 4% annual revenue increase.  The rate actually dropped.  

The current Board expressed its intent that the District will, going forward, budget and spend revenues from that earlier tax rate increase for:

• 21st century facilities that engage students and faculty;
• additional focused resources in our highest-need schools;
• racial equity initiatives; and
• additional student instructional time, including after-school tutoring and summer programs.

The board has also approved using a school-by-school funding allocation approach used elsewhere in large urban districts with success. It builds up school budgets by giving slightly higher amounts for each student based on four key student body demographics: free and reduced lunch status (FRL), special needs (ECE), English language learners (ML—multi-lingual learners) and mobility/homelessness. This is another step toward more equitable allocations, particularly for high-poverty schools.  It cannot, however, make up for continuing underfunding by the state and US governments.

Question 2:   Do you support continuing the current board’s policy around allocating money to each school? How should schools allocate it between teacher salaries, programs, and facilities?  Are the current demographics-based multipliers appropriate and effective? If you do not support these per pupil multipliers, how would you pay for the additional budgets for providing research-based gap reduction initiatives that you recommend?

How would you assess if and when the district needs an increase in the tax rate above the allowable, nonrecallable 4% increase in order to meet student needs and equity?

Response of Gail Strange:

I do support continuing the current board’s policy around allocating money to each school. Because of the disparity that has existed between schools for so long it is absolutely necessary for JCPS to allocate additional/greater funding for staff salaries, per student costs, programs and facilities for schools in underserved areas to create the equity that is needed for every to succeed.

Currently it appears that the multipliers are appropriate and effective. However, as we move forward with the implementation of the performance goals set by the board, funds may need to be reallocated if benchmarks and positive outcomes are not accomplished.

I would assess the districts needs to increase the tax rate by determining what absolutely could not be accomplished because of the lack of available funds. This would especially relate back to the performance goals set by the board.

3.         Background:  Teachers are at the front lines of educating Jefferson County’s future workers and leaders. While JCTA teachers will receive a total 5% raise over the next two years–along with additional incentive bonuses for those excited to work in our highest poverty schools– teachers’ pay-scale increases have not matched inflation.  At the same time, nationally and locally there is a teacher shortage.  JCPS has had trouble filling new positions and retaining teachers, particularly those in Exceptional Childhood Education (special needs/disabilities), English as a Second Language/multi-lingual learners, and, more generally, in high-poverty schools. 

Research confirms that students of color are much more likely to go to college if they have had a teacher who looks like them.  Currently, less than 20% of JCPS teachers are people of color. The student body is 65% people of color.

Question 3: What will you do as a school board member to ensure that:1) teacher/pupil ratios are adequate to ensure that every student receives the individual attention they need from teachers; and (2) teacher pay scales and working conditions allow us to attract and retain the best possible, diverse classroom teaching team?  What can be done to quickly develop and add more staff who look like our student body demographics?

Response of Gail Strange:

As a board member I will continue to advocate and vote for teacher pay increases that match the inflation rate. I am also proud of the fact that I voted for extended paid family leave for teachers and other JCPS staff. I will also work with the district and JCTA to determine innovative ways to get more individuals certified to become teachers. We can also work with community organizations to recruit volunteers to help with classroom work while the teacher is working with other students. Additionally, board members need to vote to ensure that teachers have the available classroom resources needed for the success of the students. And while this is happening in the underserved schools it needs to be touted more and used as a recruiting tool.

JCPS could form partnerships with HBCUs and other ethnic focused schools across the country to recruit teachers of color. They could also provide more defined opportunities for student teachers that would help with recruitment efforts.

Retention will require a competitive salary and benefits and manageable classroom sizes. To quickly develop and add more staff who look like our student body demographics will take very aggressive recruitment plan and effort beyond Kentucky.

4.        Background:  Constitutional Amendment #2 is on the same ballot this November as your JCPS board race.  It would allow the use of state revenues to pay for private schooling. 

The legislature’s proposed amendment does not specify how and to what private programs the money would flow, but it could involve partial or full-tuition vouchers, tuition tax credits, private charter schools, parochial school and home-schooling tuition, etc. Some of these programs were passed by the legislature in recent years, but were found unconstitutional under Kentucky’s constitution. 

According to the Office of the KY State Budget Director, since fiscal year 2008, General Fund revenues have increases by 63.3%. Unfortunately, SEEK (education) appropriations only increased 26%, far short of inflation.  That is in large part why districts across the state, including JCPS, struggle or fall short to pay competitive salaries. With that track record, it seems unlikely that the legislature would both raise public K-12 funding to competitive levels with neighboring states and either raise taxes or take appropriations away from other programs such at healthcare, public safety or infrastructure to pay for tuition vouchers.

The annual lost revenue for JCPS was estimated by the KY Center on Economic Policy to be between $20-120MM per year, depending on the level of voucher funding. They also estimate that there would be layoffs of hundreds of teachers and other staff. These estimates cover only payments to current private school and home-schooled students, without counting any JCPS students that might leave JCPS.

The amendment provides no financial or academic accountability requirements for private schools, no controls on discrimination, no program caps on income limits for private school enrollments or related voucher expenditures.

Question 4: Do you support the Constitutional Amendment #2 on the ballot this November that would allow public funds to go to private schools, including parochial and charter schools? Yes or No?

Do you see a role for charter schools that is not currently met by various JCPS’ special schools, its high school Academies of Louisville or magnet schools in the district?  How would you measure charter success or failure compared to current JCPS programs? Under what, if any, conditions would a charter school be acceptable to you? 

Response of Gail Strange:

No, I do not support Amendment #2.

I do not see a role for charter schools.  I believe that JCPS offers a wide enough variety of schools to meet the needs of its students. The district offers a wide range of schools that specialize in various educational specialties to address the achievement and academic performance gap for students of color. Currently there aren’t any conditions that would make charter school acceptable to me.

A few of the reasons I’m opposed to charter schools are:

• Charter schools are not held to the same state regulations for student outcomes and performance as public schools.
• They are not required to accept all students. They may dismiss a student from their school and that student would return to a JCPS however, the lost funding/tax revenue would not return to the JCPS system.
• Charter schools create their own entrance/acceptance regulations and are not required to take every student that applies.

My preference would be to provide the necessary funding, human and other resources including things such as smaller class sizes and more individualized learning opportunities to ensure the success of every JCPS student and school.

Issue Area 2–Experiencing and benefiting from diversity

5.        Background:  U.S. Census projections indicate that today’s JCPS graduates will live and work for most of their careers in an America where the majority of the population is nonwhite. Diversity in the workplace—around race and ethnicity, but also gender identity, national origin and other demographics– will be a given. JCPS’ student mix is already “majority minority” (or, “Global Majority”). This diversity can actually be an advantage for all JCPS students in that it prepares them for a successful and fulfilling life in a more diverse society and work environment. 

Diversity requires integrated classrooms, though, not just diversity at the school level. Magnet, traditional and Academy of Louisville programs were instituted to provide opportunities to attract and engage students by blending career/interests and academic areas. However, they also were intended, in part, to help voluntarily increase diversity in the school system. The Magnet Schools of America organization in particular urges intentionally diverse student populations in magnet classrooms, because its data show that a diverse mix of students, exposed to other students’ different ways of learning and looking at problems, helps all students be more effective and creative problem solvers.

The school board and the past and current superintendents have created a Department of Diversity, Equity, and Poverty (DEP).  Its goal is support for educational excellence regardless of ethnicity, race, color, national origin, age, different abilities, religion, marital or parental status, political affiliations or beliefs, sex, sexual orientation, gender identity, or gender expression. Equitable academic programs and services that respond to the needs of a diverse student population, help students see themselves and their history, and prepare all students for a changing workplace within a global economy are essential.

However, the Kentucky legislature has in the recent past tried to label fuller exposure to all sides of the history of different races and ethnicities in the US as part of critical race theory (CRT). CRT is not taught in JCPS. DEP has implemented teacher training and electives around history and awareness. The legislature considered several bills in the 2024 session to restrict diversity, equity, and inclusion programs, primarily at the post-secondary level, but did not pass any.  They will doubtless be reintroduced in 2025 and may challenge funding and programs around DEI at all educational levels, including K-12.

Question 5: Do you support the purpose and programs of the Diversity, Equity and Poverty department and programs in JCPS?  What do think needs to be done to provide more equitable, not just equal, opportunity for students from underserved communities?  How can we both increase every student’s pride of self and their appreciation of other’s differences?

Response of Gail Strange:

I support the programs and efforts of the Diversity, Equity and Poverty department of JCPS. I support providing more funding for schools in underserved areas to help create equity within our schools. However, providing funding to create equity in facilities and other physical aspects of the school is not enough. JCPS needs to be more aggressive about recruiting and retaining teachers and administrators of color.

More wrap around services such as, after or before school tutorial programs, more support for teachers and engaging the community to take an active role in the education of students in underserved communities is also needed.

When students realize the significance of their contribution to their school and their community, they will then develop a sense of pride in themselves, their community and their school. This sense of pride is nurtured by the staff, the family and the community.

The excellence exhibited by the Central High School students as they advocated to retain transportation, and the presentations made by students of the various Black Student Unions demonstrate students’ brilliance when they have a sense of pride and ownership. These types of interactions foster opportunities for better communication between all students and staff.

6.         Background:  The board and superintendent ended decades of the busing of West End students to east and south end school for diversity. The district recently created the School Choice program, which provides enhanced opportunity and resources at “dual resides” schools in and close to the West End. It has improved academic opportunities, but decreased district-wide racial and socioeconomic diversity in classrooms.

National and JCPS research data show that learning and test scores for low-income students increasingly suffer when a school’s low-income (identified by free/reduced lunch—FRL– status) student population exceeds about 40% of the school’s total demographic.    Our entire district student population is about two thirds FRL. As of 2023, more than 70% of our JCPS schools are over 90% FRL.

Question 6: How important is classroom diversity for our students? How would you approach either reducing very high-poverty schools or adequately resourcing them for the success of all of their students?  What must happen to be truly student-centered on all the needs, barriers and gifts of these students?

Response of Gail Strange:

Classroom diversity is extremely important. Students of the West End have borne the burden of diversifying our classrooms for far too long.  Clearly, high poverty schools need additional financial and human resources to ensure their success. As the incumbent District 1 representative I did and will continue to support budgets that provide the additional funding needed by high-poverty schools to adequately fund them to create equity within these schools.

District 1 offers some of the most desirable schools within the JCPS. However, many of the residents in parts of the district are not able to attend those schools because of the selection process.

I believe it would be beneficial to duplicate the programs offered in these highly successful schools and make them accessible to the residents. It would also be helpful to tout the attributes of those schools to make them more attractive to students across the district to create classroom diversity.

Issue Area 3–Pro-active behavioral assessment, mental health professionals, and effective student-teacher relationships for a classroom/school climate for learning

7.        Background:  There are a variety of programs (e.g., PBIS, Restorative Practices, Compassionate Schools, Trauma Informed Care, etc.) and mental health professionals at JCPS schools where—ideally– teams of teachers and counselors assess students and implement plans to avoid situations that give rise to behavioral problems for individual students.  Teachers are continually being trained to teach and model specific positive behaviors, to understand different cultures, to de-escalate, and to ask not “what is wrong with this child?”  but “What has happened to this child?”. Some of this support and healing work must include families, not just students.

Much has happened to our students–the isolation of COVID, increased violence in our community, and the generational stress and trauma of families living in poverty. Absenteeism is soaring at JCPS and elsewhere across the country and is emblematic of the impact of these stresses on student sense of belonging and inclusion and corresponding behaviors. There have been significant efforts at increasing the numbers of social workers and mental health professionals in JCPS schools.   Because of their limited numbers, though, they may often be called on to respond only after problems occur.

Question 7: How can the schools provide professional, collaborative behavioral assessments of students at every school to help students, parents, and teachers (and, yes, bus drivers) engage positively, before students are stigmatized by disciplinary consequences? What programs or staffing would you champion that would proactively identify students’ needs and provide support? What models are needed to build appropriate self-control behaviors and sense of accountability by students, teachers, and parents?  How do we engage with and support parents around their students’ challenges inside and outside of school, as well as their learning and school choices?  How can student voice help direct this work?

Response of Gail Strange:

School staff must be vigilant about observing abnormal student behaviors, actions and conversations. While currently there may not be a professional in every school to help with these matters, partnerships with mental health professionals and organizations are imperative. There must be resources available that allow JCPS staff to connect students and their families with the necessary access to these resources.

The district could also offer parenting classes to help parents better understand and deal with student behaviors at home and in concert with the teacher work on a clear plan of action for the student’s behavior and development.

Counseling is also needed for students to help them realize when a certain situation is triggering for them. Sensory rooms in schools would provide an outlet and a calming effect for students to avoid disciplinary measures. Ensuring teachers are trained and are culturally proficient and sensitive to the needs of students of color would also be an important step in addressing this issue. Recruiting and retaining teachers and school administrators of color is critically important,

In developing these initiatives, student focus groups and committee made up with student representation would allow the voice of the students to be heard and represented throughout the process.

8.        Background: JCPS’ first (2013) and subsequent “Equity Scorecard” reports have quantified the racial inequities in disciplinary outcomes, particularly in racially-disproportionate arrests and use of out-of-school suspensions. National research data show that out-of-school suspension is a key predictor of future low achievement, dropping out, delinquency, and incarceration. Just one suspension doubles the chance of dropping out. These inequities do not occur uniformly in every school across JCPS.  

National research also shows that out-of-school suspensions are ineffective at changing student behaviors.  Suspended students are more likely to repeat behaviors– and consequences– again. Suspensions accelerate declines in academic performance both because of the lost learning time and the disengagement from loss of a sense of belonging.

Suspensions are also expensive for JCPS—e.g., a loss of attendance-based funding and the cost of providing “alternative schools”.  While all that research is clear, some JCPS teachers (as indicated by national TELL surveys) feel they do not have all the skills and resources necessary to maintain their classrooms without using out-of-school suspension for “crises”. 

Multiple or serious suspensions can lead to assignment to one of JCPS’ alternative schools.  At one alternative school, the 2023-24 student population was almost 78% African American and 33% special needs students.

Question 8: How can we simultaneously create a sense of belonging in safe and welcoming schools to reduce unwanted behaviors and radically decrease use of out-of-school suspensions? How can we decrease the disproportionalities of alternative school placements and, more generally, find ways to keep more student–in all demographic groups–in regular schools where they can develop their social skills and maintain their progress in learning? How would you pay for the programs, training, etc.?

Response of Gail Strange:

I think having more culturally sensitive teachers and school staff would help with this problem. It appears that less sensitive teachers and other school staff readily refer students of color to alternative schools instead of taking the necessary time and effort to proactively work with the students and their families to avoid referring students to alternative schools. Disruptive behavior adversely impacts everyone involved, including teachers.

More staff of color and particularly male teachers with training in trauma care in the classroom would also be beneficial.

A sense of belonging should be built around student organizations and activities including affinity groups. Additionally, students should be accessed to ensure that students without learning disabilities are not placed in alternative schools as an easy out. Partnerships with mentor organizations would also be helpful. Students can be paired with individuals they respect and feel comfortable expressing their feelings with. Those individuals may be able to intervene and support the student as they are going through a difficult time.

Training could be added as a part of the state-mandated training for teachers and funded by the state. Other funding could be obtained through grants. 

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9.        Background: Armed, sworn officers in schools have been shown to actually increase arrests and suspensions and decrease student sense of belonging, particularly for students of color.  Nationwide, they have not been found to effectively stop mass shootings in schools.

The 2022 Kentucky legislature passed legislation (HB63) that requires one armed police officer (SRO) fulltime onsite per school. The original compliance deadline was August 2022, but more than half of all KY schools—including JCPS—could not comply, either because of costs or inability to find qualified candidates.  JCPS proposed a school police force and a “circuit rider” approach, where each officer drove around to several assigned schools, but generally would not go inside the building unless specifically called in by the principal. JCPS has continued building an in-house police department along this model.

Question 9: Do you support further expansion of armed/sworn officers in JCPS schools? How do you think the JCPS board should respond to the state legislation allowing armed “guardians”  (SB2, in 2024 regular session) to be hired by districts to serve inside schools? How should student voice help direct this work?

Response of Gail Strange:

Student and staff safety is paramount. The weapon detections currently installed in the schools are doing an effective job in reducing the weapons being found in the schools.

Having armed officers in schools can add an additional layer of safety. However, the threat to student safety is more on the outside of the schools. The newly developed JCPS police department should be working in concert with LMPD to ensure the safety of students on the way to and from schools and at the bus stops.

I don’t think that police officers need to be stationed inside the schools. There should be a stringent hiring process for police that work for the JCPS. In fact, one question I asked the head of the JCPS police department and Dr. Pollio at a recent board meeting was about the hiring process and requirements for the officers. I wanted assurance that none of the officers hired had been dismissed from previous forces because of disciplinary reasons or biases against individuals of color.

Students’ voices must always be heard, especially in sensitive matters such as safety. Students will develop positive relationships with officers so that if there’s an altercations, students will feel comfortable sharing information with officers.

            Issue Area 4 –Student privacy and the marketing of the military in JCPS

10.      Background:  Military leaders in the Pentagon enthusiastically confirm that JROTC is a valued recruiting tool for the Armed Services.  Because of the Pentagon’s financial resources, its marketing access and impact on students is far beyond that of colleges and trades programs.  The Pentagon has announced a goal of doubling the number of JROTC units countrywide by 2030.  The Kentucky legislature just funded a state office—with additional Pentagon funding– for coordination of JROTC programs and resources across Kentucky. 

JCPS data (2013) have confirmed that marketing impact—its graduating cadets enlisted in the Armed Services at 15 times the rate of non-cadet seniors. There is targeting of that impact, as well.  JCPS data also showed a disproportionate number of low-income and/or minority students enrolled into JROTC.  

JROTC and cadet programs had claimed that they increase average cadet test scores and reduce disciplinary issues. However, analysis of JCPS data (Gainous report–2013) found no significant impact on average achievement outcomes, despite the fact that cadets who underachieve academically can be dropped from, or encouraged strongly to leave, the program.  

JROTC classes generally replace a student’s available time for “Related Arts” classes—arts, music, foreign languages, etc. Research has demonstrated these creative “related arts” help students achieve academically. 

In many of the JROTC programs, there have been onsite shooting ranges for training at the high schools. 

JROTC texts and curricula cannot be reviewed and selected by the district. No JCPS Racial Equity Analysis Protocol (REAP) is done on the curricula provided by the Pentagon. Nationally, they have been shown to present US history from a very skewed vantage point.

 Question 10: What would you do as a board member to make sure that JCPS students and parents have objective, balanced information to make evidence-based decisions about the presence of and participation in JROTC/cadet programs in JCPS? How would you evaluate the value of JROTC units in place of Related Arts offerings such as foreign languages, arts and music programs? Would you require local curriculum review or cessation of onsite shooting ranges? Would you support shutting down JROTC programs that do not meet the military contract’s minimum JROTC enrollment levels?

Response of Gail Strange:

For many students of color, the military is a viable alternative to college. Many of them see the military as a way out of poverty and an option for a better life.

I am a great proponent of everyone attending college post high school and would hope that we allow opportunities for aggressive college recruitment. I believe before JROTC recruiters are allowed to speak with students, parents or guardians need to be present. The curriculum of these programs must meet JCPS and state standards and must be approved by JCPS and include all critical milestones and measurements required for all academic programs to be met by all students in the JROTC program. Art, music, and foreign language should be a part of the academic requirements for the JROTC program to ensure well rounded education for student participants.

I would like to the JROTC offer more opportunities for students to enter college so that the participants enter the military with a higher status and path to become officers.

There is no need for on-site shooting ranges as these students are not active military. If programs don’t meet the enrollment requirements programs schools should be consolidated.

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