Candidate Background—District 1 Candidates
Name: Charlie Bell
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future. For now, please see her campaign website (link is below).
Ms. Bell is endorsed by the parentchoice/parentvoice coalition: https://parentchoiceparentvoice.com/school-districts/jefferson-county/ [This website has been offline making updates. The Kentucky Tea Party supports this candidate. If the coalition website is not online again, you may find useful discussion of the candidate’s views from Tea Party websites or social media.]
campaign website: https://charliebell4schoolboard.com/
Name: Ahamara Brewster
I am a duPont Manual High School graduate. B.S. in Communications, Spaulding University. My family members have attended and graduated from JCPS.
I worked for JCPS Adult Education. I was a primary school teacher at an independent school, Kuumba Youth Liberation Academy. I have established my own institute, Ahamara L. Mathis Urban Institute LLC, Founder/CEO, primary school teacher.
Facebook page: www.facebook.com/Brewster4SB
Campaign website address: Almurbaninstitute.wixsite.com/Brewster4schoolboard
Name: Diane Porter
Diane Porter is a graduate of the Louisville Public School System and the University of Louisville (UofL). Her professional public education experience is vast, having served for nearly 40 years as a teacher, guidance counselor, assistant principal, principal, and central office administrator.
She is endorsed by the JCTA (teachers) PAC BetterSchoolsKentucky and is the current School Board member for District 1.
Campaign website: none provided
Name: Carol Travis-Clark
Graduate of Shawnee High School
3 children who attended JCPS
I bring strong Organizational Leadership skills and Organizational Development experience to my work. I serve as a board member on the Louisville Affordable Housing Trust Fund. I am also the CFO on the California Leadership Council for the California Neighborhood.
Facebook address: Carol Clark JCPS 1st District Board
Equity in academic outcomes
1. Background: For our community to prosper, JCPS must help develop in its graduates the skills and commitment to create a good life for their families and a just and peaceful community–one with dignity and opportunity for every human being, regardless of race, gender, economic status, ability, native language, etc.
JCPS consistently educates more than 80% of school-age children in Jefferson County. That is a high percentage for urban areas our size around the US and is a vote of confidence in the value of JCPS’ efforts. Students of color and all students from low-income households make up three fourths of JCPS’ students. Their average reading and math scores 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 are 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. JCPS has been and must continue looking for effective ways to help each student succeed to their potential.
Research demonstrates that early interventions–such as PreK-3rd grade literacy programs and intensive pre-school cognitive and socio-emotional learning–help eliminate learning gaps before they are entrenched. Smaller class sizes allow more personalized help for underperforming students. JCPS has such programs, but they are expensive and need community, state and federal support.
There are other initiatives being piloted in JCPS schools around math skills, literacy and other content areas. Culturally-adapted curriculum in all subject areas engages more students. Magnet programs and the high school Academies of Louisville approach also increase engagement and passion for learning in students—both of which are critical to their 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 and also save JCPS and other government/college budget dollars long term by avoiding the need for remedial help in future years.
Question 1: What programs and/or other approaches would you champion/accelerate to close the persistent inter-group achievement/learning gaps? How would you assess the effectiveness of those programs? How could JCPS better support individual students who struggle through authentic remedial help, not just prepping for and re-taking high-stakes testing?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
I would like to see two of my top approaches to accelerate and close achievement/learning gaps. One, removing standardized testing and using approaches that are opposite like CliftonStrengths assessments. We have to understand that students all have unique qualities about them. What if we studied what was right about our students instead of what’s wrong with them. What students need are test that are for them and about them. Not a test designed to get them to reach one answer. Standardized tests tell us what’s wrong with students by pointing out their inadequacies whereas CliftonStrengths provides students to tell their strengths and develop their own unique talents. CliftonStrengths is formative in nature and it gives unique feedback for whoever takes it. We need to do more divergent or creative thinking-based testing that gives feedback for our students and not a score. I would also like to see schools introduce binaural beats to help with concentration in class while students work, and encourage parents to also use in home. In order to achieve in anything, you must be in the right state of mind, and as the mind tends to do often is wander, we need to introduce strategies to focus.
Diane Porter—District 1
In order to accelerate learning we will work to:
– implement an academic plan that meets every student where
they are and moves them forward (different plans based on student needs)
– develop an accountability plan to evaluate and make necessary
changes
– imbed curricular frameworks that are engaging
– develop an academic system and plan that includes parents, community
support systems that align community resources
Carol Travis-Clark—District 1
Simplify administrative task of teachers which allows more time spent with students. (b) Incorporate confidence building/motivation and student engagement. (c) Evidence base Instruction, the assessment of students’ progress to instruction will allow teachers to observe student’s responses and pinpoint an intervention. (d) Go back to old time basics, reading writing (spelling, handwriting) and arithmetic. (e) Terminate testing which causes discrimination and low self-esteem. (f) Constant progress monitoring that focuses on improving learning for all students.
2. Background: Inter-group gap reduction is not simply a matter of increasing the learning growth rates of students in a demographic group. Gap reduction requires underserved groups of students to 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 in Federal and state funding (on inflation-adjusted basis) have worsened JCPS’ funding situation significantly. Local occupational and property tax revenues account for the majority of General Fund revenues.
The current board unanimously passed a historic7 cent/$100 property value increase in property taxes above the nonrecallable 4% increase. The Board expressed its intent that the District will budget and spend revenues from this tax increase of approximately $54 million in fiscal year 2021-22 according to the Future State plan:
–At least $15 million for 21st century facilities that engage students and faculty;
–At least $15 million for resources in our highest-need schools;
–At least $12 million for racial equity initiatives; and
–At least $12 million for additional student instructional time
The current board has also approved using a school funding allocation approach used elsewhere with success that builds up school budgets by giving slightly higher amounts for each student based on four key factors: free and reduced lunch status (FRL), special needs, English language learners and mobility/homelessness. This is another step toward more equitable allocations, particularly to high-poverty schools. It cannot, however, make up for continuing underfunding by the state and US governments.
Question 2: Do you support this tax rate increase and the current board’s policy of intent on how to spend it? How should it be allocated between teacher salaries, programs, and facilities? If you do not support it, how would you pay for the additional budgets for expanding research-based gap reduction initiatives that you are recommending? How would you pay for the $1billion “plus” in bonding necessary for the facilities construction/renovation found to be needed over the next decade?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
I’m in total agreement of the propose usage of JCPS funds for this process. I believe it’s the most equitable solution available at this time.
Diane Porter—District 1
The tax rate increase must have an opportunity to be successful. JCPS needs were clearly stated. We must now document our spending and communicate salary, program and facility budgets.
Communication is important for our district staff and community members who have supported this tax rate increase.
Carol Travis-Clark—District 1
No, I do not support the tax rate increase, with the state of the economy coming out of Covid Pandemic, businesses closing and loss of employment this presents a hardship for homeowners. “We the people” should have a say/a vote on tax rate increase, the taxpayers were omitted on this important issue. I feel like your robbing Peter (the homeowners) to pay Paul (JCPS). Kentucky Lottery and the Kentucky derby are excellent tax vehicle to used to fund JCPS/Schools. A portion of the tax monies from the afore mention would go to the foundation of JCPS, the Teachers and everything else needed would follow.
3. Background: Across the country, many high school history and social studies curricula present a limited version of U.S. history. They often do not fully analyze difficult decisions and issues and may minimize both significant oppression of, and contributions from, minority populations. They can therefore be inaccurate, incomplete, and misleading. This makes the content less engaging for–and in some cases offensive to–different racial and ethnic group students in JCPS. Students need to be challenged with uncomfortable facts to learn critical thinking—and compassion.
Research shows that students respond and engage better when teaching is done in consideration of their cultural experience/background.
The 2022 session of the Kentucky legislature passed a bill (SB1) that, among other requirements, put forth a required social studies reading list and direction that instruction on controversial topics be “…nondiscriminatory, and respectful to the differing perspectives of students”. It could produce a chilling effect on social studies teachers trying to help students learn critical thinking, sort out truth, and wrestle with what was good and what was bad.
Question 3: As a board member what would be your guidance on the social studies curriculum and textbook selection so that they would promote a broader discussion of diverse cultural heritage and contributions and a more balanced understanding and analysis of U.S. history?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
I agree that History is long and complex, it has the good, the bad, and the ugly. We must be very careful of what we introduce to students because history will provoke an emotional response. So, we want to start with the light and not the dark, from all the diverse backgrounds of humanity. I want students to HEAL through the history and not to feel subconsciously, the past will predict the outcomes of their lives. These book suggestions, I feel will spark the intelligence of our students, the compassion, the HEALING, and healthy mental state to balance their journey on earth.
- The Kemetic Tree of Life: Metaphysics and Cosmology for Higher Consciousness by Muata Ashby
- When The world Was Black: The Untold History of the World’s First Civilizations, Part One: Prehistoric Cultures by Supreme Understanding
- Breaking The Chains of Psychological Slavery by Na’im Akbar
- The Destruction of Black Civilization by Chancellor Williams
- My Life: Spoken Autobiography by Fidel Castro
- Changing History: Afro-Cuban Cabildos and Societies of Color in the 19th Century by Philip A. Howard
- The House of Spirits by Isabel Allende
- The Bastards of The Party documentary: Highly recommended for African-American Male Students
Diane Porter—District 1
History is important for all cultures in our district and community. Working with Curriculum and Diversity, Equity, and Poverty departments, this work will continue to be consistent to meet the learning needs of our students in all academic areas.
Carol Travis-Clark—District 1
For history to be diverse it must be inclusive to all history the good, bad, cruel, and inhumane accounts of U.S history and not one sided. I would rename U.S history to Diverse U.S history and provide teachers from different cultures to provide their cultural history during the school’s semester.
4. Background: Charter school enabling legislation passed in the 2017 Kentucky legislature. The 2022 legislature passed HB9, which included a funding stream for public school charters based on per-pupil funding from Kentucky and Federal sources equivalent to that for other students in the public charter school’s district. HB9 also requires JCPS ‘ board to review and accept at least one charter school application by July 2023.
The 2017 charter bill does not require charters to reduce inter-group learning gaps; it does not even require charters to outperform against equivalent student demographics in the regular schools of the District.
Question 4: Do you see a role for charter schools in increasing engagement and reducing inter-group learning gaps that is not currently met by JCPS pilot programs, its high school Academies of Louisville or magnet schools in the district? How would you measure charter success or failure compared to these current JCPS programs? Under what, if any, conditions would a charter school be acceptable to you? Do you support state per pupil vouchers or tuition tax credit programs for students in private or parochial schools? If so, why?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
There is not one system of learning, and there shouldn’t be. People such as myself who set off to create their own institutions, complement JCPS. Some of our problems with education is thinking there is one system to fit them all. Children learn differently rather it be classroom size, discipline, structure, culturally, and schools of thought with a specific intent, and parents should have options to their children’s success. I do support state vouchers and tuition tax credit programs for students in private or parochial schools. I would ask for Charter Schools to implement CliftonStrenghths to measure the success rate to compare, when JCPS adopts the assessment.
Diane Porter—District 1
My focus is meeting all needs of the JCPS students. This includes:
-curriculum overhaul that is culturally responsive
– diversified staff
-accountability in equity policies that improve student achievement.
My concern for public education is adequate funding for all aspects of public education. In order to be effective, funding must be consistent and meet the growing needs of educating our students with all staff resources in place. Public education should meet all educational needs of every student who attend Jefferson County Public Schools.
Carol Travis-Clark—District 1
I support charter schools because parents aren’t held hostage by JCPS, and it gives parents an option for their children when private schools aren’t an option financially. Charter schools can measure their success by: setting collaborate goals (student, teachers, parents, and administrators), student’s retention, teaching methods, teacher’s feedback and data driven instruction. I’m on the line about tuition tax credit, I’m thinking this can still cause an unbalance or unfair learning curve for families that cannot afford private/parochial schools, which puts us where we are now discriminatory learning.
Experiencing and benefitting 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 will be a given. Current housing patterns and zoning restrictions, however, make Metro Louisville by some estimates is one of the most segregated cities in the country.
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 students—regardless of their race– for a successful and fulfilling life in a more diverse society and work environment. This requires integrated classrooms, though, not just diversity in a school. Academic tracking, long a part of American education, will need to be reexamined if JCPS is to provide more integrated social and learning experiences and the resultant better understanding of different cultures.
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. Magnet Schools of America urges intentionally diverse student populations because their data show that students exposed to others’ different ways of learning and looking at problems helps all students be more effective and creative problem solvers.
Recently, the board passed a set of changes to the current student assignment plan . It includes providing neighborhood school alternatives (“dual resides”) for about 6,000 West End students—mostly African American– who have for years carried virtually all the burden of nonvoluntary busing for diversity. It also includes centralized magnet program lotteries and elimination of school-initiated exits for magnet students.
Question 5: What are your views of the new assignment plan? What, if any, changes/improvements would you pursue for it, the magnet programs, and tracking in order to improvs outcomes for underserved students? How might JCPS provide more choices and opportunities for students of different backgrounds to study, work, and play together in welcoming, quality schools everywhere in the county? How would your proposals assure fairness to—and understanding by–all district students and families around equitably increasing access to programs that engage students and accelerate learning?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
I believe in diversity however, culturally as a society, you are always going to have communities where the majority of the ethnic background group live together. I believe equity is always the goal but reality tends to lead to the opposite direction.
Diane Porter—District 1
JCPS Board approved a new assignment plan. This work is under the leadership of Mrs. Amanda Averette-Bush, Executive Administrator/Director of the department. There will be equitable resources for schools and programs. JCPS Student Assignment will meet student needs. The plan addresses academics and the student achievement gap.
The plan has a clear accountability process and measurements that will be monitored and evaluated annually by an independent body or group. Changes and improvements will be presented for discussion annually. Communication is a must, so our students, parents, families and community will be aware of the opportunities available for student learning.
Carol Travis-Clark—District 1
First, there shouldn’t be any underserved students in the year 2022. The change to student assignment is a trick from the devil! Students that reside in the western part of Louisville can now attend neighborhood schools that are in the western part of Louisville with poor success and poor school conditions, I don’t see this as a better outcome. The magnet program should stop weeding out students with essays and past grades performance. If a student show interest in a particular magnet school, they should be allowed to attend based on first come first served. My proposal to assure fairness is to hire a diverse group of teachers and not just one group, provide incentives to attract a diversify group of teachers.
6. Background: National and JCPS research data show that learning and test scores increasingly suffer for low-income students when a school’s low-income (identified by free/reduced lunch—FRL– status) student population exceeds about 40% of the school’s total demographic. More than 10% of our JCPS schools are over 90% FRL. Our entire district student population is about two thirds FRL.
Question 6: How would you approach reducing or eliminating very high-poverty schools or resourcing them for success of all of their students? What must happen, and where will the funds come from, to be truly student-centered on all the needs, barriers and gifts of these students?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
The key is the disbursement of the funds. JCPS can no longer be administration top heavy when it comes to disbursement. It needs to be redirected and prioritized towards the schools with the greatest needs to provide real life outcomes.
Diane Porter—District 1
I think the work of the Board is to insure that high-poverty schools have every resource they need for student success. The current Student Assignment Plan provides school choice close to home. When examining Louisville housing data, there are neighborhoods that are considered high-poverty. To change high-poverty neighborhoods there must be community effort to develop and implement a housing plan that will decrease the number of high-poverty neighborhoods. Student learning must happen for every student. All students can learn and will learn with JCPS support.
Carol Travis-Clark—District 1
This goes back to question 5, come up with better strategy than students attending neighborhood schools that is already failing and the infrastructure decaying. This will take collaboration of everyone involved to weigh in on what that took years to create, inequality, economic injustice, oppression, and lack of government support. Funds should come from taxes we have taxes for everything else that the government mandates and taxes first priority should be teachers and schools because students are the future of the United States.
Pro-active behavioral assessment, mental health professionals, and effective student-teacher relationships for a classroom climate for learning
7. Background: There are a variety of programs (e.g., PBIS, Restorative Practices, Compassionate Schools, Trauma Informed Care, etc.) 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?”.
Much has indeed happened to our students–the isolation of COVID, increased violence in our community, and the stress and trauma of families living in poverty. There are new efforts at increasing the numbers of social workers and mental health professionals in the schools. Because of their limited numbers, though, they often are still called on to respond only after problems occur. Some of this support and healing work must include families, not just students.
Question 7: How can the schools provide professional, collaborative behavioral assessments of students at every school to help teachers understand and engage with students positively, before they are stigmatized by disciplinary consequences? What programs or staffing would you champion that would proactively identify students’ needs and provide support and models to build appropriate self-control, behaviors and sense of accountability? 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?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
Opt out of standardized testing and incorporate third party vendors that focus on these key issues and concerns.
Diane Porter—District 1
JCPS continues to work to provide professional services for students. Schools will determine how to provide this information to teachers individually or in group professional development opportunities.
Student voice matters. We will listen and learn how we can support the needs of the students. Reaching out to parents/families to determine best opportunities for communication with them is important. Support services and communication must meet the need of the parent and student.
Carol Travis-Clark—District 1
Instead of causing teacher to go into debt to get certification, JCPS should concentrate on training teacher with behavioral assessment of students this type of training will be critical in the success of students with behavioral problems, this will put teachers at an advantage and reduce stress on both student and teacher. Schools should continue to hold parent conferences that concentrate on learning disabilities and behavioral issues and not wait till the last minute.
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, though, some JCPS teachers (as indicated by national TELL surveys) feel they do not have all the skills and resources 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. Some of these schools have had precious little education going on. At one alternative school, the student population is almost 60% African American and 40% special needs students.
Question 8: How can we simultaneously create a sense of belonging in safe and welcoming schools to reduce unwanted behaviors and to radically decrease use of out-of-school suspensions? How would you pay for the programs, training, etc.? How can we decrease the disproportionalities of alternative school placements, and, more generally, find ways to keep more students in all demographic groups in schools where they can develop their social skills and maintain their progress in learning?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
We have to create community partnerships with effective leadership who already have programs and work with these targeted populations.
Diane Porter—District 1
A sense of belonging comes by working with students, staff, and families. Communication with students, families, teachers, and school support staff will open the door to honest conversation. It is important to have conversation with students to determine how to develop learning opportunities for their success. It is also important to provide all support services that a student will need. Community organizations work with our schools to provide student and family support.
Carol Travis-Clark—District 1
Training teacher and individual in JCPS school system that have constant contact with our children, training is the key to unwanted behavior. Suspension has no value to students’ future; constant suspension rewards the student with free time that they began to enjoy and becomes condition to perform unwanted behavior to regain freedom from school. Alternative school is JCPS way of preparing students especially black student for prison by separating from school society and placed in an alternate place where others are placed for breaking the rules. This can stop with proper training, confidence building/motivation and hope.
9. Background: Armed, sworn officers (school safety officers–SSOs, school resource officers SROs) 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.
In response to previous state legislation, JCPS had previously proposed a “circuit rider” approach, where each officer drove around to several assigned schools but would not go inside the building unless specifically called in by the principal.
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–cannot comply, either because of costs or inability to find qualified candidates. The law requires that each district must inform the state’s Security Marshal why they can’t meet the deadline and work out a plan to accomplish it. Till then, the law directs districts to meet the goal on a “per school” basis.
Question 9: Given the national research findings, do you support armed/sworn officers in JCPS schools? How would you respond to the state legislation? How can student voice help direct this work?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
No, I don’t agree and I believe it stigmatizes the children and creates an environment with an US vs. THEM mindset. More holistic approaches should be created.
Diane Porter—District 1
I support safe schools. District 1 has indicated they do not want armed officers for their schools. JCPS has developed a School Safety Plan. Each school will have a School Safety Administrator who will work with staff to ensure safety in the building and provide student communication opportunities. Student voice is critical. We will listen and learn to insure individual and school safety. School Safety Administrator will work with students, staff, and families. Staff members will be aware of the work of School Safety Officers also.
Carol Travis-Clark—District 1
I believe that there should be some type of security in all schools, I don’t think guns are the answer believing that black males will fall victim to gun security in schools. Again, training is the answer, having security at the doors or weapon detector at the school doors to detect weapons on students, teachers, and visitors. Feedback from students that have been exposed to gun violence in schools would be an excellent start of gaining valuable information that would help direct this situation of school security.
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.
JCPS data (2013) have shown that impact—its graduating cadets enlist at 15 times the rate of noncadet seniors. There is targeting of that impact, as well. JCPS data also showed a disproportionate number of low-income and/or minority students are 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.
The JROTC classes generally displace Related Arts classes—arts, music, foreign languages, etc. Research has demonstrated these “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 typically are not selected by the district. 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 existing or potentially new JROTC units in place of Related Arts offerings such as foreign languages, arts and music programs? Would you require curriculum review or cessation of onsite shooting ranges?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
The whole goal is to get the guns out of the students’ hands. So JCPS should not be in the business of facilitating on-site gun ranges.
Diane Porter—District 1
I think communication will answer questions about what is available for JCPS students. Parents can learn about the programs at school, telephone conversations, and information sent home virtually or handouts to parents. I think students deserve access to foreign languages, arts and music programs,
technology and JROTC programs. Access is important to student learning. Academic accountability is required to review, evaluate and make changes to support learning.
Carol Travis-Clark—District 1
I don’t see why school can’t have both JROTC and art related programs. The military can or should wholly support the JROTC program and JCPS fund the different art programs, this way you wouldn’t have to evaluate JROTC against any art program. JROTC would have to provide shooting range off campus and provide transportation to and from.
Preparation for post-graduation success
11. Background: We need more academic success from all students, whether their dreams and dispositions make them college or career bound.
The US Department of Labor says that as of 2020, two thirds of all jobs will require some post-secondary education, be it college or career training. Readiness for either college or career requires sufficient academic success to succeed in entry-level post-secondary learning settings without remediation. We have historically set up a divide between college and career which is less meaningful—and potentially discriminatory—today.
Question 11: How would you design annual metrics, assessments and resource budgeting that would lead to more equitable resources for struggling students early in their school careers so that the students might reach their full academic potential while developing skills and competitiveness in their initial career choices?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
Go back and access JCPS’ prior databases that contains the raw data and reanalyze and reprioritize that data to address the issue.
Diane Porter—District 1
JCPS curriculum specialists, diversity, equity, poverty staff, and support staff will have the opportunity to present information to the board to approve funding to provide resources to student early in their school careers. We know that Ready for K programs work. We know that Learning Centers work. We know that providing assess and opportunities to learn about careers, have speakers to share their thoughts, and in some cases having students participate in career opportunities make a difference.
Carol Travis-Clark—District 1
I think it starts in early education, teachers know their students and what their strength and weakness are, plan academics according to the students’ developmental level, assess the student through-out the lesson this means monitoring of the student understanding should be done through the lesson, and provide one on one intervention or small group intervention.
Management of major facilities and staffing priorities
12. Background: Two thirds of JCPS students come from families with limited incomes. They do not live in the fastest-growing part of the county.
JCPS facilities practice has been summarized as to “…build where the population growth is”. This approach supported the construction and opening of a new elementary school in the East End a few years ago, while many West and South End schools are significantly below optimal capacity. Recent plans already underway call for a new middle school in the east end, while consolidating six West/South End elementary schools into three. Given the housing segregation in Metro Louisville, this will lead to less voluntary diversity in our schools. It also may be poor stewardship of useable buildings, JCPS bonding capacity, and tax dollars.
Magnets Schools of America guidelines urge that magnet schools be located in the urban core, with efforts to increase diversity in these schools in particular.
Question 12: What is your vision of an effective, equitable set of criteria for prioritizing capital spending between construction of new schools and major renovations/replacement to existing schools? What criteria would you use to locate new construction?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
Reprioritize the overall budget for those schools that need to be rebuilt and the ones that need refurbishing or repair. See which schools can be combined and determine locations that serve the greater numbers of students.
Diane Porter—District 1
In order to develop an effective, equitable set of criteria for renovations and new school construction there must be data provided on JCPS facility history to show all building work since opening the door to the new building. There must be data showing what renovations and the repair work that has been done for each building. Construction is based on the need of each district school based on student population and student education/recreation/remedial services to be provided.
Carol Travis-Clark—District 1
I will use this analogy, you have five children that need shoes you get paid every week so that it wouldn’t be a hardship on the family to buy five pair of shoes at one time, you buy one pair every week till every child has new shoes. So, in saying that JCPS should repair or build new school as needed one at a time and not be discriminatory about the area of their selections which seem to be past practices.
13. Background: Teachers are at the front lines of educating Jefferson County’s future workers and leaders. The 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. Teachers just received a significant raise, along with incentive bonuses for those excited to work in our highest 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 over 50% people of color.
Question 13: 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; 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?
District 1 Candidate Answers:
Charlie Bell—District 1
Due to a healthcare issue in her family, Ms. Bell was unable to complete her responses before the deadline. They may be finished and uploaded in the future.
Ahamara Brewster—District 1
Double the number of student assistants to help teachers do the day-to-day general requirements at half the cost. Teachers can now focus on the daily core concepts required by students. New teachers can be better designated once their work load is alleviated.
Diane Porter—District 1
JCPS recruitment and hiring is intense work. Board members are not involved in the direct hiring process. JCPS can salute and duplicate programs that are currently effective like the Teacher Residency Program. JCPS has added Teach Kentucky to add staff members. JCPS is monitoring our high school students in our current teacher education classes. We check on our students during their college career, offer employment during their breaks, and ask them to sign a conditional contract that will become effective when they graduate from college.
Carol Travis-Clark—District 1
First step is to hire a diverse array of teacher to match the student ratio, second step should be teachers, teachers, and teacher. Teachers are the foundation of JCPS without Teachers there would be no JCPS, JCPS need to make sure teachers are adequately paid, provide a stress-free environment, provide a must have security system and support them in every effort possible. Lastly there should not be any school in JCPS that is considered highest poverty that they would have to bribe teachers to teach students by providing higher paid or incentive.
Fellowship of Reconciliation | Louisville Chapter 