Candidate Background—District 3 Candidates
Name: Gay Adelmann
I had the privilege of spending all 12 years of my public education in a middle class school district that was smack dab in a rapidly growing suburb of the Dallas Fort Worth metroplex, called Arlington, Texas. I taught computer skills to grades K-8 in a private school in Lily, KY for two years before we ultimately moved back to Kentucky in 2012. My youngest son attended Shawnee High School’s aviation magnet from 2012-2016, where I worked as Academic Coordinator for two years and started the schools PTSA.
Dear JCPS, Co-founder & President (2015 – Present), Save Our Schools KY, Co-founder & President (2016 – Present) , Kentucky Alliance Against Racist and Political Repression, Board Member (2020-Present)
Coalition for the People’s Agenda – Education Committee, Chair (2020-Present),
Governor’s Commonwealth Institute for Parental Leadership (GCIPL) Fellow (2017)
15th District PTA Vice President (2014-2017), Shawnee PTSA President (2013-2015)
Campaign website: www.AdelmannForKY.com
I received my higher education from Transylvania University, Union College, and Bellarmine University. I 
am originally from Somerset, KY where my family has been involved in both education and politics.
I am a retired public elementary school administrator with over twenty-seven years of experience working with schoolchildren and their families in Kentucky schools. I was KY Principal of the Year Runner Up in 2012.
I have written and monitored school curriculum; trained teachers and staff in all educational roles to support students; written grants for instructional programs and playgrounds; evaluated instructional materials and resources; organized trainings for employee growth; and developed purposeful programming that informs both families and their communities.
Campaign twitter address: @SamuelC80906451
Name: James Craig
I attended Minors Lane and Auburndale Elementary Schools. I went to DeSales High School, the Catholic University of America, and Vanderbilt University Law School. My children attend Middletown Elementary School, where I served two terms on the School Based Decision Making Council, and Eastern High School.
I am presently serving as the JCPS board member from district 3. I have been endorsed again by Better Schools Kentucky, the JCTA (teachers) PAC, the Greater Louisville Association of Realtors, and, to my knowledge, every organization that has made an endorsement in this race except for the Heritage Foundation and the Louisville Tea Party.
Campaign website: Votejamescraig.com
Name: Stephen Ullum
Mr. Ullum did not respond to the questionnaire.
He 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 address: https://steveforjcps.com/
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 of 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 3 Candidate Answers:
Gay Adelmann—District 3
I have long advocated for addressing our district’s opportunity gaps by addressing root cause issues. Since my son was a student at the Academy at Shawnee, I witnessed first hand the detrimental impacts of families in West Louisville in particular, not having access to the same educational opportunities in their own neighborhoods that myself and most of those outside this community experience. I have been a champion for revisiting the structurally racist student assignment plan and am glad to see our board pass the historical new plan unanimously this year. However, I have concerns it does not go far enough, and in fact, could lead to some unintended (or perhaps intended) consequences, including further resegregation of our schools. I will continue to champion an equitable student assignment plan with diversity targets and investment into schools that lack the supports and resources, ability to fundraise, etc. This is easily measured through the district’s public database. We must continue to make sure our lawmakers in Frankfort understand these concerns and fully fund our schools, not divert funds to charters, vouchers and unfunded mandates that directly take resources away from our classrooms and students.
Samuel Cowan—District 3
My advanced degree from Bellarmine University is in Educational Leadership and Social Justice. While at BU, I was able to concentrate on the benefits of birth through age 5 educational commitments that have shown clear paths in reducing and eliminating achievement gaps for children in poverty circumstances. As a former Principal of an elementary school, I have also learned first-hand how achievement gaps continue to grow exponentially if children enter kindergarten behind their peers. This gap is forever widening as children progress through their subsequent school years. Therefore, as a JCPS board member, I would concentrate intensively on pre-school education initiatives. Early intervention holds the key to future successes for all children. I would assess these initiatives by the number of students enrolled in pre-school education, the observed quality of program enhancements, and attained yearly Brigance results.
As for the second part of this question, I would continue supporting programs that increase personalized learning for students. Schools need continued marked funds to provide small group interventions for students…as well as continued targeted professional development for staff to enhance their practices in this field.
James Craig—District 3
The answer to this question is three-fold. First, JCPS Board passed its Racial Equity Policy in 2018. Second, the Board appointed a Superintendent in 2018 who was finally and fully committed to the District’s Academies of Louisville program. That policy and program deserves full investment and time to be fully implemented across the District with fidelity.
Unfortunately, since 2018, we’ve experienced the COVID-19 pandemic, we lost a year in the classroom, and our daily attendance has skyrocketed since then (from daily averages of 5,000 students absent before the pandemic to 10,000 after). We need to keep our students in the classroom and give the District time to implement these policies to see their results.
Third, we’ve changed the way we are sourcing high needs schools. I was one of the first board members to propose this in 2019. Schools now receive money based on the needs of the students in each school, instead of a uniform budget allocation based on the number of students in schools. And, as part of the new student assignment plan, schools in West Louisville receive even more resources than they were under our new budgeting model.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 historic 7 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 3 Candidate Answers:
Gay Adelmann—District 3
Not only do I support this tax increase, I have served as chair of the Coalition for the People’s Agenda Education Committee where we took on this initiative to educate and inform the community about the importance of raising the district’s bonding capacity so they could qualify to build more schools, and in particular in West Louisville, so that students who lived in our most historically marginalized and neglected communities could have an option closer to home, and in fact, cut down on demands on our district’s transportation needs and costs. However, due to historical precedent, we found the Black residents of West Louisville were not receptive to another tax increase without explicit commitments from the district about how the funds would be spent. That is why our coalition embarked on a campaign to “Earn the People’s Vote.” We lobbied district leaders, conducted a pledge, and were successful in not only having some of our demands met, but were able to get key Black and Black allied leaders to come out in support. We also produced marketing literature, yard signs and met with lawmakers and leaders.
Samuel Cowan—District 3
I do support the recent past tax rate increase. It was needed and greatly due for the students and families of Jefferson County.
As a future possible board member, I would closely monitor how the past board allocated these recent funds and ensure their plan was followed. I would also ensure that the students and families in District 3 are not left out of any equation. I would ask may pivotal questions regarding funds usage.
For future possible tax increases, I would review financial needs very closely and analyze tax rates of similar urban districts in the US. I would also examine waste initiatives such as the out-of-state travel of many administrators for unneeded professional development. As a former Principal of JCPS, I am privy to many inside arbitrators of waste that could be eliminated.
James Craig—District 3
As you know, I championed this increase early in my tenure in 2019 and worked diligently to ensure its passage. I remain frustrated that the board’s vote to do so wasn’t unanimous. I am confident it was the right decision, and I defended it proudly to the public throughout 2020.
There were two efforts to stop it. The Tea Party submitted a fraudulent petition to try to force the tax to a referendum. Gay Adelmann also submitted a petition with signatures to try to do the same. Both petitions were thrown out eventually by the Kentucky Supreme Court. That unanimous Supreme Court decision was obtained by fierce legal advocacy from the attorney for whom I used to work and who continues to mentor me to this day, David Tachau.
The tax vote in May 2020 and the subsequent Kentucky Supreme Court decision are the proudest professional accomplishments of my life.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
The Coalition for the People’s Agenda worked tirelessly during Kentucky’s 2022 Legislative Session to sound the alarm about the anti-CRT legislation that was sweeping the country, as well as the dark money, “Semi-fascist” groups that were behind it. We feel that our efforts were successful in softening the legislation that you referenced, but that it is the nose under the camel’s tent. As we have seen in other states and with other measures, their intention is to get something introduced, making it easier to finish the job in future sessions. As a Board Member, I will, of course, be in compliance with the new laws, but I will also continue to speak truth to power about the hate groups and their intent behind this new law is to put a chill on what is taught. I will call out their rhetoric and fight for policies that protect our teachers when they stand up for the teaching of accurate history and science, not indoctrination by a growing, dangerous white nationalist movement. This is a key component of my campaign for JCPS School Board and huge concern for so many other critical races up and down the ballot.
Samuel Cowan—District 3
As a former Principal, I have found that teachers, working together in Professional Learning Communities, make very informed and targeted decisions regarding academic and instructional needs of their students. This is no different for Social Studies’ teachers. I would advise teachers to follow the curriculum set forth by state requirements. Then, these same teachers with guidance from district content experts can make informed decisions for the students in their classrooms. Teachers are professionals and need to be treated as experts in their field of study.
James Craig—District 3
I’ve supported the District’s racial equity policy since joining the Board in 2019 and will continue to do so. Our students need texts and curricula that accurately reflect American history and recognize them as integral parts of its future. We are doing just that.
Fully implementing that goal is difficult right now given the national teacher shortage crisis that is affecting JCPS. We cannot teach historically accurate curricula without teachers, especially teachers who believe in that mission. But we have strong partners in the Jefferson County Teachers Association who, despite its loud detractors, is working with the District to implement the policy and to recruit teachers to do so.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
The push to privatize our public schools has been led by billionaires like the Koch brothers and their powerful “think tanks” and lobbying arms. Regardless of what charter schools COULD do, research shows us that when outside interests are granted access to our district resources, they do not perform better, and in fact, they often cause harm to the existing schools, students and communities they invade. JCPS is already a “district of choice.” Efforts and funding that could be used to improve access to learning opportunities should be invested in strengthening our existing public school system. Rather than “measure their success” I will continue to fight to keep predatory schools and voucher programs out of our district, including using any and every platform to pursue legal challenges to these Unconstitutional laws and practices. I believe we need a lawsuit similar to Rose vs. Council and I have been and will continue to use my voice and my platform to challenge this unconstitutional legislation that has passed in recent years public tax dollars should NEVER be used to pay for students to attend schools that discriminate or have the ability to push out those who don’t make their numbers look good.
Samuel Cowan—District 3
This can be a difficult and very-involved question. I will be interested in how this plays out with the one charter school in the future. Time will tell. However, I believe that our country has to have a very strong public education system for our children. If we do not, we will suffer many unintended consequences. Therefore, I believe in making our public schools stronger and funneling fewer funds away from them. I distinctly believe that public schools have to be our first priority.
James Craig—District 3
No.
I will follow the law in reviewing any charter school application. But to date, we don’t have good evidence that charter schools will help the District achieve its goals.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
As chair of the Coalition for the People’s Agenda Education committee, student assignment has been our overarching focus. We held weekly zoom meetings to solicit feedback from impacted community members, and shared those concerns with board members. Some were implemented, but others were met with disdain or contempt. While we had no objections to the implementation of the proposal that passed, our concerns were that it did not go far enough, fast enough. I will use my position as a school board member to further inform other board members and the community about the real world situations that exist and why these solutions are needed, and perhaps we can continue moving in that direction.
Samuel Cowan—District 3
I am in favor of the new Student Assignment Plan. One adaption that I wish to monitor closely is the elimination of teacher input for student exits from magnet programs. I wish to monitor this keenly and seek teacher and administrator input as this is implemented in its first year. Furthermore, as the possible District 3 board member, I will also monitor closely how the new plan affects schools that are seemingly referenced as privileged. As a former Principal, I know many of these schools’ administrators struggle to ensure enough resources for their struggling students too because of limited district funding.
James Craig—District 3
Yes, I support the plan and I was the first Board member to say public that they would vote for it.
I am fully aware that there are already members of the community, including candidates in my race, who are proposing changes to it. That is irresponsible. Passage of the plan was, in addition to our revenue increase, the biggest shift in policy for the District in 50 years. It needs, and deserves, time to be implemented, with fidelity.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
I believe a truly equitable student assignment plan could level the playing field for a vast majority of our schools and students who attend them. Schools that do not meet diversity targets and are resulting in a disproportionate saturation level of poverty and minority populations, as well as students with discipline or attendance challenges, exacerbated by disingenuous measures of test scores and graduation rates, result in a self-selection of “winners” and “losers” which sets our entire district up to fail. It is in everyone’s best interest for our district to infuse urgent and intensive supports into our schools that historically stay at the bottom rung, taking away the arguments that state lawmakers obsess about and keeping us out of their crosshairs. My four-year and ten-year plans focus on how I recommend we do that.
Samuel Cowan—District 3
This is an extremely deep question that entire dissertations can be written about accordingly. First, these schools receive additional funding based on Title I funds to provide extra staffing and resources. Each of these schools must also have a Family/Student Resource Center, programs that support student-centered learning, an enhanced professional development system, strong community and union support, and tight mental-health collaborations. Connections with universities and professional sponsors must be made in order to also support these schools with gifted education, leadership initiatives, and familial assistance. Moreover, I believe the current staffing initiatives sponsored by JCPS (incentivizing employment at these schools) is important as well.
James Craig—District 3
I am pessimistic as to whether we can eliminate high-poverty schools in our lifetimes. With 70% (approaching 75%) of our students living in poverty, many of our schools will remain high poverty regardless of how the Board acts. (As an aside, the fact that 20% of Louisville’s school-aged children attend private and religious schools in Louisville contributes to this problem significantly. We know those schools are not 70% FRL.)
There are two main ways we are addressing this. First, by instructing the Superintendent to resource those schools at a higher rate than others. Second, by trying to lower the student-teacher ratio in each of our choice zone schools, a policy that I’d like to see implemented district wide in every Title I school, including the three Title I schools in my school board district (Chancey, Zachary Taylor, and Westport Middle).
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
The legislature recently gave greater authority to school board members across the state to set curriculum. I view this as an opportunity to review programs that would complement PBIS, sex education, healthy relationships and appropriate responses, cultivating sense of belonging, while also addressing bullying and accountability for inappropriate behaviors. The new student assignment plan also provides opportunities to create more supportive school cultures, resources for struggling community members and ways to identify these needs. I support increased staff and support in the schools, smaller class sizes, interventions and the myriad other solutions educators have been clamoring for years. As mentioned in an earlier question, I will continue to advocate for more agency for impacted community members so their voices and needs can be addressed more authentically and have lasting impact.
Samuel Cowan—District 3
As a newly elected board member, I would push for the adoption of the Leader In Me Program in many of our schools. As a former Principal of numerous schools with this program, I have seen first-hand how this program changes the landscape of a school community. I truly do not think that current administration understands the power of this program for students and their families. The Leader In Me Program is a proactive approach to developing leadership in all ages of students and gives them their much needed voice to steer their choices.
I would continue the use of Restorative Practices and PBL in all schools. Providing for and monitoring mental health professionals in our schools to work with our students is imperative as well.
James Craig—District 3
I remain convinced that the programs JCPS has adopted are the right programs. The problem has been their implementation. While we say that we are a restorative practices district, the truth is that we haven’t had the manpower or resources to fully train all of our schools in it. This, combined with what you’ve mentioned (COVID-19, its accompanying isolation, civil unrest, etc.), has led to a toxic combination.
We have to have more community support. We need legislators working to address these issues on a state-wide scale, and Metro Council members working on more than just potholes in their district.
You mention student voice. When students have been front and center on this issue, we’ve had our biggest successes. One of the best and most recent examples is the group of students from Waggener who organized a marathon relay in June 2022 to draw attention to racial equity issues.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
I believe that long-standing district policies around busing, transfer applications and inequitable access to schools closer to home for some of our students, have only compounded the disparities in some students receiving a higher rate of suspensions, absences and referrals. I have long been an advocate for a more equitable student assignment plan, greater access to schools and programs close to home, a “dual resides for everyone,” and to “ban the box” on transfers for students who don’t have a resides close to home. We are moving in that direction, but until those suggestions are fully implemented, and the harms caused have a chance to be “unwound,” along with addressing lopsided and biased discipline, lack of metrics and assessments for trauma and mental health, as well as identifying and addressing learning disabilities and behavior challenges, implementing early childhood education and assessments, and providing struggling schools and teachers the supports they’ve been asking for, we won’t be able to determine if incremental programs and superficial solutions add any value. I would seek input from educators on this issue so we don’t burden them with more busy work, training or administration, but instead focus on root cause solutions.
Samuel Cowan—District 3
There is no simple answer for these question(s). I understand the research and I have seen these results and circumstances in person. Students need strong connections with their schools and the staff inside them. JCPS is creating and performing many positive and proactive initiatives to support the decrease of suspensions…..however, there is simply no magic set of interventions that completely change these outcomes. Work must also be accomplished in our communities as well. Partnerships with multiple community agencies must be forged to assist students and their teachers. Every student suspension must be evaluated singly. Students plans for reentry must be included to preserve success. I have taught before in a strong alternative school and I have seen the results of proactive, supported programs. Every alternative school must include a clear mission to reengage each child…and return the child to his or her original school setting.
James Craig—District 3
Unless we solve the problems that our students are facing at home and in the community, we will continue on the same path we are on. And that path, of course, is not sustainable. Our students are starving at home and they’re afraid for their lives on the way to school.
Resourcing our schools more adequately is one solution. Proper and adequate training (as opposed to busy work) for our teachers and staff is another. But we must stop relying on our public schools to solve every one of our children’s problems. This is a community-wide problem.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
As a parent of white children, I was oblivious to the threat that armed police officers can represent to students of color, especially in a town like Louisville where racial trauma and injustices caused by our police are so prevalent. Once I understood these perspectives and experiences from another lens, I became an outspoken opponent of armed police in our schools. I’ve spoken at board meetings, organized with activist groups, testified in Frankfort, to no avail. Lawmakers have demonstrated that their misguided perceptions of problems in our community outweigh actual lived experiences and testimonies of impacted community members. I appreciate efforts our board has made to slow the implementation of the dangerous divestment by lawmakers to force us to abandon actual solutions to the problems in our schools, while ramping up dangerous and racist rhetoric. Keeping officers who have ties to LMPD and the coverups and “hunting” mentality out of our schools is a number one priority. Should armed officers be unavoidable, they should play no role in disciplining students, but only to keep our school community safe from outside threats.
Samuel Cowan—District 3
Yes, I do support armed officers in our schools.
James Craig—District 3
I’ve made my position on this topic well-known. After I joined Drs. Shull and Kolb in the August 2019 vote, the Board and Superintendent worked together with the community to implement what you describe above as the “circuit rider” approach. The most important part of the vote to approve that plan, in my opinion, was that it was unanimous. We cannot improve safety in JCPS without broad support across the community. The plan we had in place before August 2019 was not effective and decried by large portions of our community; the plan we had after August 2019 (no SROs) was decried by another. The current plan, with its unanimous vote, enjoyed broad community support before Kevin Bratcher pushed HB63 through the House and Senate.
Even today, we cannot have SROs in every building because of the lack of officers. The Superintendent is working with the State Security Marshall to ensure we remain within the boundaries of the law (as we must do to ensure our continued independence from the state). We understand that implementing the circuit rider approach will continue to work so long as there is a shortage of available officers.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
My (now) Marine pilot son had amazing experiences as a member and leader in his Navy Jr. ROTC program. For students who may not have as many options, a military pathway can be very rewarding and can be a valid career path as much as any other college and career path we expose our students to, but I also don’t believe the military career pathway should be given an unfair advantage over other opportunities. For example, the ASVAB test has been used inappropriately by some schools and adults to make their numbers look good, as opposed to what is best for students. I would recommend that our district revisit its policies and set forth clear guidelines, especially in our schools that have a higher minority or poverty makeup, so that vulnerable students are not being indoctrinated or recruited by those with agendas or quotas.
Samuel Cowan—District 3
I support JROTC in JCPS. I would have to review and also analyze with my peers how students are affected by the loss of related Arts classes. I would not support onsite shooting ranges in our schools.
James Craig—District 3
Ensuring that school counselors and teachers are fully trained on the statistics in this question seems important. I must say that I believe the JROTC program delivers very positive benefits for some JCPS students, and that a military career can be rewarding and honorable path. But every career decision should be fully informed, and every student must be prepared by graduation to make a fully informed career or college decision, whether it is the military or another option.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
The pandemic not only exposed the disparities that exist in our society and our schools, it exacerbated them. I believe emphasis on “learning loss” and assessments to measure metrics tend to feed the “failing schools” narrative and they mean nothing if we don’t address the root cause issues. In particular, educators and families have been telling us what they need in order to reach students who have historically fallen through the cracks. We must listen to them and start to move in that direction. One of the key areas where we can improve agency for teachers, parents and students is by strengthening, not weakening, member voices in SBDMs, parent teacher organizations, stakeholder groups and unions. I believe we need another Kentucky Education Reform Act, and my 4 year and 10 year plans include making reform a top priority. I will work with school board members and leaders across the state to bring the right voices to the table and restore what the KYGOP has destroyed in the past few sessions, but also look for ways to improve on the areas of the law that did not work the way it was intended.
Samuel Cowan—District 3
The district already has implemented MAP testing which I believe needs to be fulfilled for the foreseeable future in order to track student growth or the lack of it. After speaking recently to a handful of business owners in Jefferson County, I am understanding that many of JCPS’ most struggling students are graduating from high school with very limited employable skills. I believe that all students starting as early as Middle School should have an active graduation plan that is monitored and evaluated by school counselors and assigned mentors. Therefore, students can begin to formulate distinct actions to accomplish their goals and have the necessary guidance to select future classes and career programs.
James Craig—District 3
The most important metric that I follow as a board member is college and career readiness. After the 2021-22 school year, we achieved the highest such score in the District’s recent history. The District credits the Academies of Louisville program for making gains here, and we need to continue to support it. The District’s decision to expand that program into middle schools to grow its success seems exciting, and needs to be resourced.
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
I believe that equity, diversity, and value should be at the forefront of any decisions related to capital improvements and construction of schools. We must first focus on filling voids and repairing harm that the lack of investment in South and West Louisville schools have caused, as well as work to get in front of investment in maintenance and improvements of needs that, that if neglected, would cost more in the long run. There are also opportunities that are low hanging fruit that will bring great return, such as investing in our West Louisville schools to close the opportunity gaps. I will also continue to lobby the legislature for fully funding our schools, especially in light of the fact that more money leaves our county than we get back in SEEK funding. As far as locating new construction, I have always been receptive to input and recommendations from the community and the professionals and look forward to hearing their recommendations and proposals. Community engagement and buy-in is critical.
Samuel Cowan—District 3
One chief criterion would be the age and physical condition of a current school. Across Jefferson County, many schools are simply outdated and in very poor repair. A current list of most dire repairs needed is already established by JCPS and is public record.
Moving forward with new construction, I would analyze the following in no particular order:
- School Consolidation
- Age
- Population
- Disrepair
- Program Needs
- District Plan Needs
- Etc.
James Craig—District 3
We are working on this now in the facilities committee which I chair, and we should have it before the full board in October. We are coupling the cost to renovate new buildings along with the density of a given school’s FRL population to create a priority list for the construction of new schools. After the construction of the new Wilkerson and Indian Trial elementaries, as well as West Broadway Elementary and Echo Trail Middle (names pending), we will first build campuses for the Dubois school, Grace James Academy, and the new West End Middle School. We will then begin work on a list of schools that I hope exceeds 20 by the end of my next term
Stephen Ullum—District 3
Mr. Ullum did not respond to the questionnaire.
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 3 Candidate Answers:
Gay Adelmann—District 3
The student’s learning environment is the teacher’s working environment. Teachers, staff and families have been sounding the alarm on what it would take to address these concerns, but they have been largely ignored. In addition to the “War on JCPS,” I believe many of the attacks on our public schools are due to the high percentage of women in the profession. I will continue to call out the injustices that have led to so many disparities in teacher pay, benefits and working conditions. We can continue to propose solutions to fix problems that others created, and that have taken decades to become so entrenched, but until we address the root cause issues that have allowed these abuses to take place, we are merely rearranging the deck chairs on a sinking ship. I have a proven track record in standing up for what is just and what is right and calling out the falsely informed policies and bigoted agendas that are behind so many of these challenges, so that those who have been bringing us solutions can finally get to work.
Samuel Cowan—District 3
The state of Kentucky has determined teacher/student ratios for every school level that must be adhered to by JCPS and any other district within the state. In many classrooms, this has become an issue despite the district reporting, at times, that it is not. As a former JCPS Principal, I know ratios rise above their targets all too regularly in our schools. Therefore, these ratios must be monitored more closely by the board. One major issue that causes these ratios to rise on any given school day is the lack of qualified substitutes working in the district. To combat this issue, I would assist in developing a team or committee to search for multiple creative avenues to become more proactive regarding this issue.
Simply, teacher and staffing pay must rise. Each year, our school board must evaluate this need and address it as responsibly as possible….examining closely current budgets, costs, and district priorities. Working with JCTA will also provide guidance in moving forward as well.
I believe that JCPS is currently developing programs to increase minority staffing on all levels. I would continue to assist in analyzing these programs…especially in regard to the quality of personnel that these programs bring to the district.
James Craig—District 3
I am proud to say that our campaign has been endorsed by Better Schools Kentucky, the political arm of the Jefferson County Teachers Association.
We have to be willing to pay our teachers, which means we have to be willing to find new sources of revenue and use the sources available to us. We just gave teachers a new 4% raise, and I am advocating for at least that within the next year. If we can fill the open positions we have, I strongly support expanding our organization chart to lower out ratios.
Stephen Ullum—District 3 Mr. Ullum did not respond to the questionnaire.
Fellowship of Reconciliation | Louisville Chapter 