A closer look
What I hope we can build together.
BRSSD has much to be proud of. My goal is to preserve what is strong, ask better questions about where students’ experiences differ, and make choices that serve children well beyond the next budget cycle.
The context
Strong results. Real choices ahead.
of BRSSD students tested met or exceeded standards in English language arts and math, respectively, in 2024–25.
California CAASPP resultsfewer students in BRSSD than in 2019, based on district figures of about 4,310 then and 3,880 now.
BRSSD enrollment overviewraised each year by SchoolForce from parents and the community, according to the district.
BRSSD on SchoolForceEvery child ready for what comes next
In 2024–25, about four in five BRSSD students tested met or exceeded state standards in English language arts and math. That is a strength to protect. It also means roughly one in five did not reach those standards. A child who needs help should get it early, and a child ready for greater challenge should keep growing.
I want BRSSD to maintain high expectations while looking carefully at both achievement and growth. When a student struggles with reading or mathematics, families should understand what support is being offered, how we know it is working, and what the next step will be if it is not.
That calls for attention to students who are not yet meeting grade-level expectations, as well as meaningful opportunities for students ready to move ahead. The board should ask whether resources are reaching the children who need them most, rather than assuming a program is effective because the district average looks good.
The destination matters: every student should arrive at high school ready to learn, participate, and navigate greater independence.
- Where are students making progress, and where are gaps persisting?
- How quickly do we identify students who need support, and how do families know whether it is working?
- Are students who are ready for greater challenge able to keep growing?
Educate the whole child
A strong education builds knowledge and also helps children become curious, capable, connected people.
That means taking belonging, friendships, character, and mental health seriously, especially as children move into middle school. Every student should feel that at least one adult at school knows them and will notice when something is wrong. Bullying and behavioral concerns deserve timely, consistent attention.
Children learn responsibility and citizenship by practicing them: serving others, collaborating, mentoring younger students, caring for shared spaces, and learning to disagree respectfully. I would like to preserve room for those experiences alongside rigorous academics.
Technology has a place when it improves learning. It should be used with purpose, while protecting time for reading, discussion, writing, hands-on work, and face-to-face problem solving.
- Do students feel known, safe, and connected at every school?
- Are teachers and counselors able to respond before a concern escalates?
- Where does technology add value, and where does it distract from learning?
Protect what works. Plan for what changes.
BRSSD reports enrollment falling from roughly 4,310 students in 2019 to 3,880 today, even with expanded transitional kindergarten. That is a planning challenge, not a reason for alarm. The test is whether we can protect the opportunities students value while making sound long-term decisions.
Reserves can be a responsible way to pay for one-time improvements or help the district through a transition. Ongoing programs and staffing ultimately need reliable ongoing funding. When the board faces tradeoffs, it should start with the effect on students and educators, make assumptions clear, and revisit decisions against evidence.
Our middle schools offer distinct experiences that families value. Their future should be discussed with the people who use them, with transparent checkpoints for enrollment, program quality, staffing, and cost. A school is a community as well as a budget line.
Teacher time is a resource, too. Before adding a new program, platform, or reporting requirement, we should ask what problem it solves, how success will be measured, and what work it replaces.
- Are one-time funds supporting one-time needs, or masking recurring costs?
- What should be protected because it has the greatest impact on students?
- What can we stop doing so educators can focus on teaching?
Our schools belong to all of us
Public schools matter to more than the families whose children are enrolled today. The roughly $3 million SchoolForce raises each year from parents and the community shows how much we already rely on that shared commitment. Schools shape the place we all call home.
Board members should be visible and accessible outside formal meetings: at PTAs, SchoolForce gatherings, neighborhood events, and conversations with residents who do not currently have children in BRSSD. Those conversations can help the district understand both what is working and whose voices are missing.
Community partnership can take many forms, from volunteering and mentoring to local expertise, philanthropy, and collaboration with city partners. I want more people to feel a personal connection to the schools their community supports.
Listening is only useful if it informs decisions. I would bring what I hear back to the board’s work, while respecting the roles of educators and the superintendent in running schools day to day.
- Whose perspectives are we hearing, and whose are we missing?
- How can residents without children in BRSSD take part in school life?
- How do we explain difficult decisions clearly and invite meaningful input before they are made?
What am I missing?
These are starting points, not final answers. I’d like to learn from your experience.
Email me your thoughts