Candidate Background—District 6 Candidates
Name: Misty Glin
I went to Roosevelt-Perry Elementary School, Western Middle School, and Shawnee and Doss High 
Schools. My sibling attended JCPS schools through graduation, along with several cousins who did as well
Misty grew up in the Portland neighborhood. She has two children; her daughter is a graduate of Ballard High School, and her son attended a JCPS elementary school before she withdrew him because he was being bullied.
Misty went on to complete an Associate Degree in Pharmacy Technology, a bachelor’s degree in Business Administration with a focus on healthcare, and a Master’s Degree in Human Resource Leadership from Sullivan University. In her professional work, Misty has worked at the Home of the Innocents in Louisville, as a trainer and instructor with Job Corps for disadvantaged youth, and as an instructor for Sullivan University. Currently, she is a corporate training manager for Specialty Pharmacy in Louisville and developed the training curriculum in use there.
Ms. Glin 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: www.Mistyglin.com
Name: Corrie Schull
I am employed by the Burnett Avenue Baptist Church in Fern Creek, which has been a partner with JCPS 
over t he past twelve years of my tenure. I matriculated through the Metro Nashville Public School System of Nashville, TN and graduated from East Literature Magnet High School in 2005. I hold a Bachelors of Arts from Fisk University, a masters degree from Louisville Presbyterian Theological Seminary and a doctorate from Colgate Rochester Crozer Divinity School. I have two children currently enrolled in JCPS.
I am currently the school board member representing District 6.
Mr. Shull has the endorsement of Better Schools Kentucky (the PAC of JCPS teachers).
Campaign website address: https://www.facebook.com/Shull4JCPS
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 6 Candidate Answers:
Misty Glin—District 6
It seems that a lot was lost during Covid 19 and NTI learning. We must find a way to determine where the learning gaps are and fill those gaps. As an instructor, I gauge the knowledge of my students each day by doing a refresher on the material we learned the day before and gauge their understanding through assessments. At the start of the year, we need to determine where each student is and then find the best way to get the student(s) caught up and be able to function successfully in the next level of learning. There will be times when we must focus on previous levels of learning to ensure that students are not being left behind. When a student does not understand the material due to a learning gap, they will often disrupt the classroom to hide the fact that they are being left behind. This can be successfully managed through smaller class sizes or more one on one help with additional teachers in the classroom. Due to the overwhelming resignations of instructors at JCPS, we need to determine the reason behind the mass exodus and get more teachers hired to meet the demands of students that have these learning gaps.
Corrie Shull—District 6
Closing inter-group Achievement Gaps, Learning Gaps and Opportunity Gaps is my top priority as a sitting JCPS Board Member and will remain my top priority if I am elected to serve another term as a JCPS Board Member. One of the initiatives that I am highly supportive of currently is the establishing of Elevate Learning Centers in high needs communities. We are working to open an Elevate Learning Center in District 6 this school year. This program promises to provide students with the academic services necessary to help them overcome the learning gaps exacerbated by the COVID pandemic. I also support the Deeper Learning strategies and culturally responsive teaching strategies that are being implemented across the district aimed at combating the achievement gap between students who learn differently and digest information in different ways. Additionally, I support the creation of more schools and special programs such as the Dubois Academy, Grace James and Newcomer which focuses on targeting specific demographics that need additional nurturing and support to achieve their fullest academic potential.
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 6 Candidate Answers:
Misty Glin—District 6
I did not support the tax increase. I believe that it came at a time when many families are struggling to make ends meet. I do, however, agree that there needs to be more money spent on teacher salaries, programs, and facilities. JCPS has a very large non-transparent budget being spent on Administrators. I believe that there could be some downsizing in this area that would free up some money for the teacher’s salaries, facilities and programs that are much needed at JCPS. JCPS also spends millions in bussing students across the county, with less bussing and more “Neighborhood Schools” being promoted, with this money being spent on facilities and programs, an East End school, and a West End school should have equal access and opportunities to the same programs and the same modern facilities. This will end the need to bus students halfway across the city. It will also free up millions of dollars to implement the plan.
Corrie Shull—District 6
YES! YES! YES! I am in total support of the most recent tax rate increase and the current board’s policy concerning how the resources will be spent. I began serving on the JCPS Facilities Committee in 2015 and thereby received an in-depth look at the concerning state of school buildings across the district. Every day, students across this district learn in end-of-life facilities and it is past the time for us to change that reality. Our counterparts in Fayette County have successfully replaced old buildings with state-of-the-art school buildings and we can do the same in Jefferson County. I am proud of the fact that District 6 is home to the newest school building in Louisville and I look forward to seeing the excitement of more students entering into new state-of-the-art school buildings. I also believe that the board will need to do more to increase teacher salaries in order to become competitive with other professions that require s similar educational attainments.
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 6 Candidate Answers:
Misty Glin—District 6
Social Studies should be taught in the manner of all history, whether good or bad. Frank discussions should not be avoided and should be encouraged between the students. We are a republic and robust debate is one of our many freedoms as an American. Shaming of groups results in tribalism and division. Accurate history should not be left or right. The facts should remain the facts and not be slanted or interpreted to fit an ideology or narrative.
Corrie Shull—District 6
I have supported and will continue to advocate for district-wide curriculum enhancements that include the stories and the perspectives of the various minority groups represented in JCPS. This should be done by selecting the most culturally diverse and historically accurate text books as well as integrating more expansive supplementary readings throughout the grade levels in English, History, Government and Social Studies classes.
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 6 Candidate Answers:
Misty Glin—District 6
I believe that Charter Schools are important for families to have a true school choice. JCPS has the monopoly on the public school system in Jefferson County and the only other “choice” that parents and students have is to homeschool or send their children to a private school which is financially unattainable for most families. The success of any school whether it be JCPS, Charter or Private school can be measured by the success of the students. If a student is able to read and perform math at their grade level, we can consider that successful. If a student is able to attend trade school, go to college or obtain gainful employment, we are successful. I support vouchers and tuition tax credit programs for all families for the reason above. If we are truly going to offer “school choice” that would be ANY school of a pupil’s choice.
Corrie Shull—District 6
The reduction of inter-group learning gaps, achievement gaps and opportunity gaps can be best accomplished by retaining the human and financial resources that are allotted to JCPS within JCPS instead of splitting those resources in the effort to experiment with Charter Schools. I do not support charter schools because they will cherry-pick students instead of educating all of the children in our community and be held to the high standards of KDE and the Federal Department of Education. Every child should have access to a world-class education. Therefore, the best hope of making public education what it should be is through ensuring that JCPS has every resource needed to be creative in its approach to education. I believe public dollars should be spent to strengthen schools across the district, enable innovation within classrooms and provide incentives to seasoned teachers serving Accelerated Improvement Schools instead of gambling on charter schools. Charter schools take public dollars and essentially experiment with our children’s education, in many cases, without the intense oversight that traditional public school systems receive. I have found no reason to support the giving of vouchers and tuition tax credits to individuals who seek to abandon the public school system while benefiting from its resources
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 6 Candidate Answers:
Misty Glin—District 6
Neighborhood schools and Magnet programs should determine the makeup of schools. Race should not be a determining factor in the school selection. If all schools offered the same programs, each school would be on an equal playing field. Bussing students has proven to be antiquated and has failed to provide students with a choice. If a student chooses to enroll in a program that is outside of their neighborhood school, their qualifications are what should make them eligible to attend that program. They should also be measured by grades and behavior if they are allowed to continue to attend the school. If all schools offered a host of programs all schools would be competitive in their areas. High schools need to offer more financial literacy programs, as well as trades that offer certifications for those that want to join the workforce straight out of high school. All schools should offer military type programs as well. A four-year college education is not for every student, by meeting students needs for their futures we are setting them up to have a successful future. If a student has no desire to continuing with higher education after high school, they should have the opportunity in high school to pick a career path.
Corrie Shull—District 6
I cautiously voted in favor of the new student assignment plan after working fervently to make the plan more equitable. I am uncomfortable with the continuing segregation of our classrooms and I believe that the district must closely monitor this and its impact on students. As it relates to magnet schools, I support all of the changes that have been proposed especially as it relates to ensuring that there is greater transparency and opportunity. Aligning magnet schools with the standards of Magnet Schools of America will do much to ensure that our magnet schools are more equitable and engaging.
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 6 Candidate Answers:
Misty Glin—District 6
Elementary schools should identify as early as possible children who are not performing at a grade level. Testing can help identify and measure development. Smaller class sizes and individual learning can help identify those who need extra support. The equitable outcome is to tailor classes to both high achievers and those that may be struggling. Resources should be used to encourage individual talent of all students and help them achieve all potential. Avoiding standardized testing is masking the problem. How will we understand where the need of each child lies if we cannot test them to determine where it is that they need help. Creating an environment where there is one teacher for every 30-35 students is not going to achieve success. Those students that are struggling will need more one on one, or be in a situation where an additional teacher in the class can work in small groups that will not create a feeling of shame or embarrassment. This is what will create an environment where classes can be more student-centered and focus on the needs of all students, the barriers that exist and the talent of each student.
Corrie Shull—District 6
Unfortunately, schools with high-concentrations of poverty will not be eliminated any time soon, especially after the recent passage of the new Student Assignment Plan. Without insisting that White and affluent East End families participate in the racial and economic diversifying our classrooms, there will always be schools with concentrations of poverty. It is for this reason that I advocated so persistently for Accelerated Improvement Schools, which all have the highest concentrations of poverty, be resourced equitably and with a comprehensive understanding of the needs that exist in schools with high-concentrations of poverty.
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 6 Candidate Answers:
Misty Glin—District 6
Students should be given rules of expected behavior and conduct at the start of school. Consequences should be clearly understood by each child and their parent(s). A handbook should be given at the start of the year, signed by both student and guardian, and then enforced throughout the school year. Zero tolerance should mean ZERO TOLERANCE. There should be no second chances when a minor brings a gun to school or creates a situation of violence. If the child has developmental or psychological issues, counselors and teachers should be aware, the student should have an IEP that allows them to receive additional support to develop the skills that will allow them to join in standard academic life where possible. The goal should be to progress into a situation where they can join their peers and be at grade level.
Corrie Shull—District 6
Incidents of behavior continue to be major concerns for school administrators, teachers and parents. However, we must understand that the approach to discipline can have long-term effects on our students and immediate impacts on our community. Restorative Practices is one approach to preventing stigmatization associated with behavioral concerns and I will continue to advocate for Restorative Practices to be integrated into JCPS’ approach to disciplinary issues in every school. This requires that the school district provide professional training that empowers teachers and administrators to respond to students in more positive ways, ultimately creating environments that are sensitive to the issues that give rise to behavioral problems for individual students. I have seen restorative practices at work in schools during my tenure as a board member and I believe in it even more strongly than I did when I first ran for the board
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 6 Candidate Answers:
Misty Glin—District 6
It is important that students feel as if they belong in their schools. Having smaller class sizes and allowing teachers more time to work one on one with students will help create a better environment conducive to learning. It has been shown that when students feel as if they belong and are welcome, they will reach their full potential. With that being said, we must make sure there is a classroom that lacks disruption so that the teacher can focus on teaching and connecting with students that want to learn. Discipline must be enforced. There has to be consequences for bad behavior. When one student is disruptive, they are disrupting the entire class. When there is no consequence for bad behavior, it becomes contagious and there is a loss of control over the classroom, and the goal (teaching) is forgotten as teachers try to gain control of the classroom.
Corrie Shull—District 6
Research indicates that suspensions contribute to the school-to-prison pipeline which is what has inspired JCPS to do implement creative strategies to reduce the number of out-of-school suspensions. We must continue to arming teachers with the resources needed to maintain their classrooms and to deescalate behavior. It is more cost effective to provide teachers with the resources to effectively reach children with behavioral issues than to lose attendance-based funding or to continue the investment in alternate schools. Also believe that we should approach Alternative Schools more compassionately and with the intention of reforming students who have been enrolled in alternative schools.
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 6 Candidate Answers:
Misty Glin—District 6
SROs not only are important in our schools, but they are required by law. With the increase in school shootings and threats, we cannot wait until we have a school shooting at JCPS to take this seriously. Having an officer in schools will deter threats and violence.
Corrie Shull—District 6
I do not support armed officers in JCPS schools because of the findings of national research. JCPS is on a promising trajectory by developing its own security force- with armed officers outside of the buildings- that will keep schools safe but also be answerable to the JCPS Superintendent. This approach is in-keeping with state legislation and allows space to make adjustments that are encouraged by students and staff.
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 6 Candidate Answers:
Misty Glin—District 6
Just like with any other program, some students will excel, and others will not. I do not think that JROTC should replace any related arts offerings but should run parallel to these activities. I was in JROTC in high school and noticed that some of my classmates really needed the structure and balance that came with JROTC, it also opened choices for their futures. Many of them went on to the Navy, Army, and National Guard. This gave them a sense of belonging. They did not excel at music or art but did in JROTC and gave them a place where they felt like they could excel.
Corrie Shull—District 6
The first step to helping parents to make evidence-based decisions about participation in JROTC/cadet programs in JCPS is holding community conversations and meetings where JCPS’ JROTC can speak directly to the parents to provide the appropriate information to make informed decisions. I would request that a review and analysis of the JCPS JROTC program be done to help bring clarity to the objectives of the program.
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 6 Candidate Answers:
Misty Glin—District 6
The neighborhood school is vital to the success of a community which it serves. Neighborhood Schools offer students and parents resources to help disadvantaged people in an area. A school that is serving its area succeeds academically, athletically, and socially. Parents have a better opportunity to be a part of their child’s school career, whether it be joining the PTA, coming to a class party, watching a play or a game and overall being a part of their child’s success. These schools can become a source of achievement that will change a neighborhoods fortune.
Corrie Shull—District 6
The Racial Equity Policy as it is currently being implemented has helped JCPS to establish a framework through which to design and carry out annual metrics in order to more accurately monitor the progress of all students, most especially minority and struggling students. I support specific fund distribution to support schools that have identified racial inequities and are working to dismantle the obstacles to every student reaching their full academic potential. In addition, the Backpack of Success Skills- a P-12 innovative educational initiative- is designed to ensure that every single student within JCPS receives an education in which academic achievement and personal development go hand in hand. This is critical in order to empower students with the tools they need to be successful students, professionals and citizens of the world.
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 6 Candidate Answers:
Misty Glin—District 6
School sites must be maintained properly. Small problems need to be fixed so that they do not develop large and costly problems. It does not matter if it is a North, South, West or East end school, all children deserve a physical building that is structurally safe and healthy. Each facility needs to be evaluated by condition, not location. Neighborhood schools should be built in locations where population growth shows that there is a need for a new school.
Corrie Shull—District 6
As we embark upon the project of improving facilities, it is imperative that we choose locations in an equitable fashion, which essentially means that we give attention to the areas that have been overlooked the longest. It is critical to ensure that Minority and Women Business and Entrepreneurs are granted a percentage of the construction contracts.
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 6 Candidate Answers:
Misty Glin—District 6
Corrie Shull—District 6
I will continue to advocate for teacher/pupil ratios to be balanced in a way that ensures that every student receives the individual attention that they need in order to maximize their academic potential by insisting that the district adhere to nationally-recognized best practices as it relates to class sizes. In addition, I will continue to advocate for JCPS to pay competitively in order to attract and retain the best classroom teaching team. I will also use this second term to advocate for the creation of administrative help for teachers that helps reduce the amount of paperwork that they are having to do which creates an unhealthy work-life balance. We can develop and add more staff who look like our student body by continuing to partner with HBCU’s to recruit teachers and administrators.
Fellowship of Reconciliation | Louisville Chapter 