Candidate for
Board Member; Gilroy Unified School District

Top Priorities

1) Fiscal Responsibility and Accountability

The District is in dire financial condition primarily as a result of cuts in State funding, together with continued mandated obligations imposed by the State without adequate funding for those mandates. Secondly, the District has made some poor decisions which have negatively impacted the budget. The cost increases for Christopher High School have been particularly disturbing, with a budget that has reportedly grown from approximately $33 million to $180 million without any present ability to pay for those increases. The District cannot continue spending money that it doesn't have. The District has also had to "buy out" the contract of a recently hired administrator who had not been vetted sufficiently. They also sold land to a developer only to turn around and buy it back at a significantly increased price. The District needs to make better decisions with its limited resources, and carefully review all contracts that it approves. It also needs to think outside of the box, and maximize the dollars spent so that every dollar is directly relevant to educating our children.

2) Recommitment to Music and the Arts

Cuts in funding to our music programs at elementary and middle schools are short sighted. We must educate the entire child, which includes exposure to the arts. It is well documented that children involved in music often do better in academic subjects than those not exposed to music and, in addition, have higher self esteem. Music should not be considered a "luxury" item in education, but rather a staple, like mathematics and English.

3) Enhanced Vocational Training Opportunities

We must provide the opportunity for every student to go to college or to obtain relevant career and technical training. This training needs to be such that it can be immediately put to use in the workforce, or used to build upon for additional vocational training. We must recognize that our students are individuals and as individuals they have different strengths and different needs. Focusing narrowly on each and every student transferring to a four-year college misses a large number of the student body.

4) Reduction of the Dropout Rate

Our dropout rate in GUSD has been marked at about 26 percent. To reduce the dropout rate we first need to understand the reasons why students are dropping out. According to District staff, no studies have been conducted to examine the reasons why students have been dropping out. That should be a top priority for the Board. Interviews should be conducted with each dropout and their family, first to determine if they could be reintegrated in the educational system, second to confirm their reasons for dropping out, and finally to vet the actual status of the student. (For example, if a student simply transferred to a different district because they moved, they should not be listed as a dropout.)