MY PRIORITY
Focus on teaching, learning, and a return to rigor
APS has made real progress by investing in high-quality curricula, improving how it invites teacher input, and expanding accelerated academic options to more students. Now we need a sharper focus on what's actually moving the needle for all kids.
My approach rests on 4 pillars:
Better Use of Data
We can't fix what we don't measure well. I've pushed APS to collect the right data, present it clearly, and analyze it rigorously, so that issues aren’t masked by generalizations or faulty conclusions.
Transparency
APS has gotten better at identifying students who are struggling, but seeing a problem isn't the same as solving it. Too often, there's a gap between diagnosis and action: students aren’t always getting timely, evidence-based intervention that meets their needs and progress across schools is inconsistent. I want APS to close that gap by combining high-quality supports that our schools need with honest communication about how they are performing.
Evidence of Impact
When APS funds an instructional program or role, I expect leadership to be able to answer one simple question: is it working? I've pushed the board to demand real evidence so we can identify what works, for whom, and how to scale it.
A Return to Rigor
High expectations are not optional. Our students should read whole books. They should work through math by hand. Devices belong in the classroom only when they clearly advance teaching and learning — not as a substitute for instruction. I'll keep pushing for standards that stretch every student toward their full potential.
