Your 2026 ballot: What Arizona school board candidates told The Beam

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Leyba Ruiz: Under the watch of career politicians like my opponent, Arizona is last in the nation in per pupil funding. As I’ve traveled the state, I’ve seen schools held up by hydraulic lifts, with broken HVAC units and crumbling buildings. I’ve spoken to teachers, paying hundreds out of their own pockets for supplies.

Our children deserve better. Our families deserve better. And as Superintendent, I will be their advocate every single day — fighting to increase funding, improve our school facilities, and make sure Arizona finally puts its children first. For decades, I’ve made decisions prioritizing one thing: students. As Superintendent, I’ll continue to do the same.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Leyba Ruiz: As enrollment shifts across the state, our communities are feeling the devastating impact of school closures. For me, this is personal. I attended the closure of VH Lassen, one of my childhood schools this year. My opponent handcrafted the system that got us here: a universal ESA program that was designed to be exploited.

As Superintendent, I’ll bring commonsense guardrails to the program to ensure our taxpayer dollars are spent on educational expenses. I’ll also shine a spotlight on the amazing things happening in our schools across the state. From dedicated teachers, innovative programs, and the best students in the country — our public schools deserve to be supported.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Leyba Ruiz: Improving proficiency starts with shifting attention back to what matters most: our students. That’s why, as Superintendent of Public Instruction, I plan to FOCUS on student success.

I’ll prioritize foundational skills, investing in early literacy and math programs. As the only educator in this race, I’ll work to recruit and retain outstanding teachers through restoring a culture of respect and partnering with colleges to create pipeline programs. I’ll create a transparency portal, so Arizonans can access and understand academic outcomes and taxpayer spending. I’ll support early intervention programs to support struggling students. And, I’ll partner with community and industry leaders to expand access to pathways for success.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Leyba Ruiz: As President of Glendale Community College, I learned that educational outcomes and opportunities for students improve when partnering with experts, community members, parents, businesses, nonprofits, and stakeholders. When we all come together to focus on our students, performance and wellbeing improve.

As Superintendent, I’ll do the same. I’ll work closely with our local school districts to ensure our students are on track, teachers are uplifted, and schools are supported. I’ll create the Office of Rural and Small schools to ensure our rural schools no longer go ignored — because every student deserves the highest-quality education, no matter their zip code.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Leyba Ruiz: As the only teacher in this race, I understand the experience of our educators in the classroom firsthand. While my opponent continues to spread debunked conspiracy theories about kitty litter in classrooms, I plan on taking numerous steps to rebuild respect, address the workforce emergency, and RISE for Arizona teachers — Recruit, Invest, Support, and Elevate.

As Superintendent, I’ll partner with colleges for recruitment, advocate for increased pay, strengthen mentorship programs, end the “snitch line” and culture of fear, and expand pipelines for rural educators. Our teachers deserve a Superintendent who will support them, rather than spread conspiracy theories. It’s time to restore respect to the noble profession of education.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Leyba Ruiz: Parents deserve to know how their child’s school is performing. But, our public schools are more than a letter grade. They’re an active ecosystem of teachers, support staff, administrators, and professionals who have dedicated their lives to serving our students.

Here’s the truth: we cannot demand excellence from our schools while career politicians like my opponent refuse to give them the resources to achieve it. As Superintendent, I will demand both: honest accountability for our schools and the investment they need to succeed. I’ll partner with districts to ensure they’re well-funded and supported, while also demanding accountability for accurate results.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Alvarado: I believe a school board member must understand how taxpayer dollars are spent and make that information accessible to the public. I would review revenues, expenditures, reserves, enrollment, staffing, contracts, and program effectiveness. Budget priorities should focus on qualified teachers, core academics, student safety, and classroom resources. I would regularly evaluate programs to ensure they provide measurable value, while promoting transparency and meaningful input from parents, taxpayers, teachers, and the community.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Alvarado: Enrollment changes should be addressed through accurate data, long-term planning, and transparency. I would support reviewing enrollment trends, staffing, facility use, and administrative and non-instructional costs before reducing classroom services. The district should also ask families why they are choosing charter schools, private schools, homeschooling, or leaving the district. Understanding those concerns can help improve responsiveness, academic outcomes, and resource allocation while protecting essential classroom services.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Alvarado: I would support a strong back-to-basics academic foundation emphasizing reading, writing, mathematics, science, and civics. Reading instruction should include evidence-based phonics, vocabulary, fluency, comprehension, and early intervention. Math should emphasize foundational skills, number sense, computation, problem-solving, and reasoning. Student data should identify gaps early and guide targeted tutoring and intervention. Every instructional program should have a clear purpose, align with standards, and demonstrate measurable benefits without displacing core academics.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Alvarado: I would first insist on transparent data showing where students are struggling and why. I would support measurable improvement goals, timelines, and regular evaluations. Programs or instructional approaches that do not produce results should be changed, replaced, or discontinued. Teachers and parents should be part of developing solutions. If results remain below expectations, the board should be willing to reconsider programs, spending, professional development, staffing, and administrative priorities. Accountability should apply to programs and decisions, not simply students or teachers.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Alvarado: Teachers should be respected as professionals, supported in the classroom, and able to use their training and expertise effectively. I would support competitive compensation when financially feasible, while also addressing workload and working conditions. Priorities should include reducing unnecessary administrative burdens, effective mentoring and professional development, safe and orderly schools, and meaningful instructional autonomy within state standards and district policy. Teachers should also have regular opportunities to communicate directly with district leadership and the school board about what helps or hinders their success.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Alvarado: An “A” should clearly communicate strong academic achievement. I would expect schools to demonstrate strong proficiency in reading and mathematics, meaningful academic growth, strong performance across student groups, and preparation for future education or employment. While Arizona’s A-F system considers multiple measures, parents deserve an accountability system that clearly communicates whether students are mastering fundamental academic skills. My standard is straightforward: strong achievement, measurable growth, transparent data, and evidence that students are being prepared as productive citizens after graduation.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Stockwell: The school district’s budgets for various funding streams, with its planned and actual expenditures, paints a picture of the district’s financial health. Prioritizing student physical and emotional well-being, retention of excellent staff members, and a broad, relevant, fact-based curriculum as well as strong extracurricular opportunities would guide my budget decisions.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Stockwell: DVUSD is in the unique position of declining enrollment in our older neighborhoods and exploding enrollment in new neighborhoods, with that gain expected for at least another decade. The district and school board are looking carefully at all options, beginning with some school boundary adjustments to divide student populations more sustainably among all our schools.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Stockwell: Student proficiency in ANY subject depends upon their proficiency in reading and math. Finding and maintaining the financial resources to keep current trained staff and hire new staff as needed, all of whom are given the additional time with students to diagnose and mitigate their struggles, will always be my first line of action as a school board member. Trained educators will know or will find the programs they need to address student needs.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Stockwell: DVUSD has excellent results among nearly all of its schools across any measurement. This achievement is possible only because they are all always analyzing their results and determining how they can help students achieve in the future. Professional reflection is embedded in our district’s daily lives.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Stockwell: Electing state legislators who support and will fund public education appropriately would be one of the biggest solutions that only our voters can control. Within the district, building a culture of success and empowerment among our staff has helped mitigate some of the financial difficulties lack of funding has caused all districts around the state. We also want to provide commensurate salaries and benefits with their experience and education, but that is nearly impossible to do to allow us to compete with other industries that siphon excellent teachers away from public education, given current state funding realities.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Stockwell: Many criteria need to be included in determining school letter grades; relying only on state achievement data when those tests are changed often, forcing school districts to retool curriculum and assessment practices, will always be a moving rather than fixed target. Including other factors such as how much students’ learning has grown from the beginning of the school year to the end, analyzing and identifying how to help special student populations (ELL, SpEd, homeless) achieve more across multiple measures, and mitigating attendance issues should also be part of the consideration in determining school letter grades.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Coniam: Arizona public school districts face heavy systemic funding pressures, forcing many to struggle with basic operational costs. In Dysart, prudent fiscal management has kept us on solid ground, earning national financial reporting awards for nearly three decades.

As Assistant Vice President of Loss Control and Chair of the City of Surprise Board of Trustees, my decisions will be guided by stewardship and prioritizing the classroom. We must protect local tax dollars, maintain fiscal transparency, and direct funding straight to competitive teacher pay, instruction, and student safety while eliminating administrative waste.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Coniam: Rapid growth in Northwest Surprise presents unique challenges, particularly after last year’s bond fell short. We urgently need capital solutions—like Proposition 421—to build a new elementary school in the Asante area, secure land for a future high school, and upgrade aging HVAC and safety infrastructure without temporary fixes.

To address enrollment shifts district-wide, we must compete on excellence by expanding CTE programs and strengthening core academics. Operationally, the board must use multi-year demographic data to align facilities and staffing dynamically across the entire district.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Coniam: Leading literacy and math specialists agree: we must invest in evidence-based core instruction grounded in the Science of Reading and structured math concepts. I support providing teachers with consistent, high-quality professional development rather than shifting administrative mandates.

We must prioritize early K-3 literacy interventions, deploy dedicated learning interventionists for small-group instruction, and use diagnostic data to catch learning gaps early—especially in our Title I schools. Integrating practical math applications into our CTE programs also reinforces abstract concepts.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Coniam: When academic outcomes lag, the board must act as an objective fiduciary—analyzing data rationally rather than reacting emotionally. Top-down mandates burn out staff without fixing root causes. I would first demand a comprehensive audit to determine whether gaps stem from curriculum misalignment, resource deficits, or high teacher turnover.

I support reallocating resources directly to struggling classrooms through instructional coaching, math/reading specialists, and high-dosage tutoring. If an initiative fails to deliver growth, we must have the courage to defund it.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Coniam: Teacher retention is our most urgent operational challenge. You cannot retain top talent without competitive compensation and a supportive working culture.

I support: 1) Structuring our budget to keep teacher pay competitive with neighboring West Valley districts; 2) Providing firm, consistent administrative backing on classroom discipline and safety so teachers can focus on teaching; and 3) Streamlining non-instructional administrative burdens to combat burnout. When we treat educators as respected professionals and compensate them fairly, they stay in Dysart.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Coniam: The A-F system accounts for diverse school populations—recognizing that a Title I neighborhood public school serving high mobility or special education needs faces different baseline challenges than a selective charter school. Growth metrics and “bonus points” reward schools making massive learning gains with historically underserved students, which is valuable.

However, an “A” grade must still mean something real. To earn an “A,” a school must demonstrate a balanced standard: strong, non-negotiable grade-level proficiency in reading and math, combined with verified student growth.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Zyriek: Kyrene’s time-tested spending model has enabled the District to continue delivering a quality education despite limited state funding. Kyrene maintains a balanced budget and has received the Association of School Business Officials International’s Meritorious Budget Award for four consecutive years. With my experience in finance and budgeting, I understand the importance of careful planning, accountability, and responsible stewardship of public resources. I support Kyrene’s goal of directing 75 percent of spending to the classroom. As a Governing Board member, I will ensure financial decisions are prudent, sustainable, aligned with District priorities, and ultimately benefit students.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Zyriek: Kyrene should respond to enrollment changes by strengthening the programs that distinguish the District and by continuing to attract and retain families. I will build on Kyrene’s strengths in academics, gifted education, arts, music, and other programs while exploring opportunities that meet the needs of today’s families. I will support expanded community partnerships and innovative opportunities, including exploring dual enrollment beginning in middle school and a Speaker’s Bureau connecting students with professionals in fields ranging from semiconductors and medicine to welding and vehicle maintenance. Enrollment growth should remain a long-term priority for Kyrene’s financial stability and ability to sustain strong programs.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Zyriek: I believe strong reading and math proficiency begins with a solid foundation, especially in the elementary years. Students need direct instruction and opportunities to read physical books, write by hand, practice math on paper, and use workbooks and other proven resources. Technology should enhance, not replace, effective teaching, with appropriate limits on screen time for younger students. I support innovative tools such as virtual reality headsets that can help middle school students visualize complex concepts in math and science. Assessments should allow students to annotate passages and show their mathematical work. The goal is strong reading and math foundational skills that prepare students for success in high school and beyond.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Zyriek: If district results are not on track, I would support a thorough review of learning models and strategies to identify opportunities for improvement. I would listen to parents, teachers, staff, community leaders, and students while relying on evidence and educational expertise. Kyrene is making progress toward its five-year strategic plan: 86 percent of kindergarten students meet early literacy targets, exceeding the 85 percent goal, and 62 percent of students in grades 3-8 are making satisfactory academic progress, up from a 57 percent baseline. Where goals are not met, I will support identifying gaps, measuring results, and implementing effective solutions so every student has the opportunity to thrive.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Zyriek: Beyond competitive compensation, Kyrene should focus on a culture where educators feel respected, supported, and heard with manageable workloads, professional growth, and a reduction of unnecessary administrative burdens. Educators should have a meaningful voice in decisions affecting their work. The Board should measure results through retention and turnover rates, teacher vacancies, hard-to-fill positions, employee feedback, and exit interviews. Regularly reviewing these measures will help determine what is working and where additional changes are needed.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Zyriek: One metric rarely tells the full story of a school’s performance. Academic proficiency should be central, but meaningful student growth should also be recognized. For example, helping an eighth grader reading at a fifth-grade level reach seventh-grade proficiency represents significant progress that should be reflected in how we evaluate the school. An “A” should recognize schools that demonstrate strong proficiency and meaningful academic growth, while maintaining clear, rigorous standards. I would work with educators and state education experts to ensure the criteria are fair, transparent, and focused on student achievement.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Walsh: In eight years on the Kyrene Board, including five as President, I’ve helped navigate $24 million in reductions while keeping dollars in the classroom, a record the Arizona Auditor General has repeatedly recognized. We use zero-based budgeting so every expense is justified annually. My priorities are clear: protect instruction, class sizes, teacher pay, counselors, and student supports first. Everything else must prove it advances outcomes. Be transparent with families about tradeoffs. And avoid across-the-board cuts that gut effective programs alongside weak ones. As a business attorney and parent of five Kyrene kids, I bring both the analytical training and the personal stake to make those calls responsibly.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Walsh: Kyrene’s enrollment has declined as our population has aged and housing costs have risen. We’ve consolidated schools and reinvested $6.65 million in savings into staff pay. Now the work is making Kyrene the district families choose. Our results make the case: early literacy is up 12 points, we hit our five-year goal two years early, and 15 schools hold A+ recognition. We should keep investing in strong academics, music and arts, dual language, and whole-child supports. Expanding preschool brings families in earlier. Career exploration and athletics at the middle school level keep them. We don’t need expensive marketing. We need clear communication and the authentic voices of Kyrene families.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Walsh: Kyrene’s early literacy has climbed from 74% to 86%, reaching our five-year goal two years early. We’ve done that by keeping class sizes low, putting additional supports in the classroom, and taking things off teacher’s plates that don’t help student achievement. That proves what clear targets and evidence-based adjustments can do. But gaps remain in who’s succeeding, so I’d continue directing resources equitably to the students and schools that need them most. Keeping great teachers through competitive pay is essential. Education isn’t just test prep, though. Our Portrait of a Kyrene Kid sets a whole-child vision: critical thinking, self-advocacy, and community. We measure academics and belonging, and we should keep doing both.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Walsh: As Board President, I adopted policy requiring regular public review of achievement data in literacy, math, and student belonging. If results fall short, I start with the evidence: understand root causes before acting. I’d direct resources to the schools and students that need them most, review programs for effectiveness through zero-based budgeting, and listen to teachers about what’s working. When the state threatened $1.5 million over our wellness policies, I stood firm and prevailed. I’d keep investing in counselors and early intervention. Change should be grounded in evidence and guided by the people doing the work, not driven by politics or broad strokes that harm good programs alongside weak ones.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Walsh: I’m endorsed by the Kyrene Education Association, earned through years of working alongside educators. Pay matters, and districts must manage their finances responsibly and offer competitive pay. But retention also requires respect, autonomy, and manageable workloads. I’ve fought to reduce administrative burdens, provide career pathways, and maintain mental-health resources. Teachers need a Board that fights for them. We track retention by role and school and ask employees directly whether changes are working. Numbers show trends; honest conversations explain them.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Walsh: Most parents would be surprised that a school can earn an A when the majority of students aren’t proficient in reading or math. An A should mean something. I believe it should require a clear majority meeting proficiency standards, consistent year-over-year growth, evidence that achievement gaps are narrowing, and indicators beyond academics like belonging and access to arts. Kyrene’s own results show what real excellence looks like: literacy up from 74% to 86%, 15 A+ schools, and measurable targets we’re actually hitting. The state’s rating system should set a bar that reflects genuine student outcomes, not statistical shortcuts that mislead the families relying on those grades.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Chilton: From attending board meetings, I recognize that Mesa Public Schools faces real financial challenges. There is an estimated $55 million gap between the cost of maintaining our schools and capital funding provided by the state. That leaves local taxpayers supporting bonds for facilities and overrides for staffing and programs. As a board member, I believe strongly in return on investment. I will focus every dollar on responsible, sustainable spending that improves student success. I will ensure we define expected outcomes, measure results and remain transparent with the community about where its money goes.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Chilton: Mesa’s declining enrollment has many causes, including an aging community, lower birth rates and increased educational choices. We can’t control every factor, but we can listen and respond to what families want. MPS should engage families across the district and make desired programs more accessible in their communities. Our size can be an advantage: accelerated learning, STEM, Montessori, homeschool enrichment, project-based learning, CTE and other options can all exist within one public district. Whenever possible, we should explore expanding programs and uses in different regions that will attract families and increase enrollment while remaining financially sustainable.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Chilton: Reading and math proficiency must improve. I support strong early literacy and math interventions, using classroom and assessment data to identify challenges earlier, and giving educators the resources and flexibility to respond to individual needs. I also support project-based and hands-on learning that helps students apply academic concepts in real-world situations and can improve engagement and retention. Monitoring test scores can help us identify a challenge, but teachers who know their students can help identify the cause. By empowering educators to work with families while maintaining high academic standards, we can better engage students and improve proficiency.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Chilton: When results aren’t on track, my first responsibility is to understand why before prescribing a specific solution. Too often, boards rush to change policy without enough input from the educators, leaders and families directly affected, creating confusion and potentially wasting resources. My project-management experience has taught me to establish clear goals, listen to those doing the work, review the evidence and develop practical solutions with measurable outcomes. Accountability doesn’t mean expecting every idea to work perfectly. It means measuring results, learning from those involved, and changing course when necessary.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Chilton: Working with educators across Maricopa County taught me that supportive leaders, manageable workloads and adequate resources are as important to retention as competitive compensation. I would strengthen campus leadership, protect opportunities for teachers to collaborate and ensure educators have a voice in decisions affecting their classrooms. Teachers should be able to spend more time teaching and building relationships with students, and less on unnecessary administrative burdens. MPS has talented educators with deep ties to Mesa. By investing in their growth, respecting their expertise and providing the support they need, we can keep great teachers in our community.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Chilton: School letter grades should reflect more than the percentage of students meeting grade-level proficiency standards because student growth and success can take different forms depending on their goals after graduation. I don’t believe we should dismiss an A-rated school simply because some students have not yet reached proficiency, especially when they are making significant progress. Grades should also consider graduation, attendance, and indicators of college and career readiness. Ultimately, a school’s grade should give families confidence that students are being prepared for success in college, career and community.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Walden: Mesa Public Schools operates in the black and we have been proactive in addressing the budget as enrollment has decreased, which has prevented schools from closing. My budget priorities are improved positive student outcomes supported by the board goals to increase academic proficiency, graduation rates, and college and career readiness.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Walden: MPS is a diverse community, and education is not “one size fits all.” I have supported the expansion of Franklin traditional education, Montessori education, College Preparatory learning, and STEM in K-8. Through the high school academies, students can graduate with more than just a diploma to be competitive for their next steps in life. Having choice schools, specialty programs, and academic rigor will help retain students and will attract new students as we strive to make education meaningful, relevant, and engaging. Mesa must continue to increase public/private partnerships that bring revenue to the district.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Walden: More schools must have reading and math interventionists for students to get caught up. Additional tutoring resources need to be explored. We need to increase daily instructional minutes in these core subjects.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Walden: As outlined in the previous question, we need to add reading and math interventionists for students to get caught up, additional tutoring resources, and we need to increase daily instructional minutes in these core subjects. We need to add classroom support, and positions not related to the classroom and not required by regulation or law can be evaluated for elimination.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Walden: Teachers have been leaving the working conditions of the position. We need to enforce student discipline so teachers have a constructive environment to do their job. Mesa has been piloting the Next Education Workforce “Team teaching” model, which data shows is helping to improve the teaching experience, improve the quality of instruction, and provides more career pathing for teachers, which will lead to better job satisfaction. This model may have the opportunity for expansion. School boards should be outcomes driven and manage the Superintendent to create a positive and constructive work environment to attract talent.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Walden: In the current state grading model, academic proficiency is a smaller part of the scoring factor. More points are awarded for growth over proficiency. While growth is important, this factor doesn’t reward schools that deliver consistent results, and growth can still mean that the majority of students are less than proficient. An A school should have the majority of students measured as proficient. For high schools, graduation rates and college and career readiness indicators should be strong.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Barrett: I’d assess revenue, reserves, enrollment and spending. My statewide education experience would guide transparent budgets for classrooms and students.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Barrett: Boards must audit enrollment data rigorously, cut nonessential costs, boost retention through superior academics and outreach, and enforce zero-based budgeting to protect core programs amid shifts.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Barrett: Enforce science-of-reading curricula, high-dosage tutoring for reading/math, rigorous teacher training, and cut unproven programs to boost real proficiency.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Barrett: Demand leadership accountability, overhaul weak curricula, redirect funds to proven interventions, set strict targets, and enforce measurable consequences.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Barrett: Competitive pay, cut non-teaching burdens, strong principal support, quality professional development, and clear career pathways to retain effective teachers.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Barrett: An A demands majority student proficiency in reading and math. Growth metrics must separately confirm strong gains that close achievement gaps across groups.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Carota: PVUSD’s budget is reduced every year due to fewer students being enrolled in the district.  The district has been transparent about how and where budget cuts are occurring. PVUSD’s financial reports are publicly available on the district’s website. As a Governing Board member, I will always advocate for budget cuts that are least likely to impact students. I view raising class sizes as a last resort option because it will not support academic success for students nor contribute to teacher retention. 

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Carota: PVUSD does need to address the shifts in enrollment and the ways that will impact our budget and staffing. While some parts of our district have little opportunity for growth in the near future, there are other areas where new home construction is happening and that will continue so there will always be a need to adapt and modify our planning. We need to carefully examine the specialty programs we currently offer and see if there is something that we could offer that will bring families back to our district.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Carota: I support lowering class sizes, approving proven curriculum and supplemental resources and providing teachers with supports like professional development and mentor teachers. Developing early literacy and math skills are important to academic success as the student gets older. I support preschool and Pre-K programs as well as utilizing both reading specialists and math specialists to support both students and teachers from K-3 to prepare for success on the state tests. PVUSD should expand the before and after school academic support opportunities for students to receive extra support in core subjects. All decisions should be driven by the data that we have from our students to target instruction to specifically support students.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Carota: We can always do more to support the growth and success of students. Teachers should be provided with professional development and curriculum resources that will guide their classroom instruction. Mentor teachers are a tremendous asset to newer teachers or those teaching a new grade level or subject. Providing educational opportunities outside of the actual school day would also benefit students. Many families do not have the resources to pay for tutors so any opportunity the district could provide through either free or affordable academic after school programs could be helpful in raising student test scores.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Carota: Teacher and staff salaries must be increased. Salaries have not kept up with the rate of inflation so even with a raise, salaries are not going as far as they did a few years ago. If our teachers and staff can not afford to pay for their own housing and groceries with their salary, there is no way for them to continue teaching. It is unreasonable to expect teachers to have graduate degrees and also work a second or third job to be able to just pay their bills.

As a school district, we are limited by the amount of funds we get from the state, federal and local funding resources. So we must identify the best use for every dollar that we do have available. We must do everything we can to keep class sizes low and provide proven curriculum. 

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Carota: School letter grades are very complicated and include a variety of factors, not simply state test scores. There is value in growth and if a school is demonstrating growth and improvement, they should be recognized for that and not penalized because they have not yet achieved a specific benchmark.

Not all schools are equal in terms of student demographics, academic supports that are provided by the district and the financial support of the community. It is unfair to directly compare only the test scores of schools with vastly different populations and levels of resources. 

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Ross: PVUSD’s financial health remains strong despite the ongoing challenge of inadequate funding for public education in Arizona. During my 34-year career with the District, I have seen Arizona consistently rank near the bottom nationally in per-student funding. The District remains laser-focused on the classroom—providing students with an excellent learning experience and retaining high-quality educators. If elected, my budget decisions will prioritize student achievement, classroom impact, and responsible stewardship of taxpayer resources. Every decision must put STUDENTS FIRST, ALWAYS!

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Ross: The District has conducted demographic studies to determine future needs and examine past enrollment trends. PVUSD has long followed a process of collaboration and communication with stakeholders, seeking input to inform decision-making. An enrollment committee is being formed to gather input, provide feedback, and develop a long-term plan to continue the District’s excellent educational offerings, promote new and additional opportunities, and maximize existing facility resources. I look forward to reviewing the committee’s findings and contributing my input and reflections as a multi-year plan is developed and implemented.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Ross: PVUSD is comprised of 41 sites with a wide range of student and family demographics. The “PV Way”, the collaborative process mentioned above, seeks input from educators on curriculum and instruction to best meet the needs of the students they serve each day. Based on educator feedback, I would support a range of approaches, including a menu of curricular resources and instructional strategies that scaffold, reinforce, and reteach skills needed by individual students. I also support the use of reading and math specialists to help students reach proficiency in crucial learning benchmarks. Providing multiple strategies can better meet the needs of a diverse student population with differing levels of achievement and learning challenges.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Ross: After a careful review of the data and identification of areas for improvement, I would provide direction and support for a process to determine effective practices for improving outcomes for students needing intervention. A range of options should be considered and implemented with input from educators and those directly instructing students. Their firsthand knowledge of students’ learning challenges is essential to guiding effective interventions and supports, evaluating their results, and maximizing available resources.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Ross: Treat teachers as the professionals they are. Teachers are the heart and soul of a student’s school-day learning journey. Provide working conditions that keep teachers focused on students and the classroom. Professional development should be relevant, engaging, and practical. School culture should support learning, while administrators set high standards for student behavior and follow through with appropriate interventions. Regularly seek teacher input in campus decisions and remove barriers to student achievement. Finally, maximize resources to provide competitive salaries and benefits that help attract and retain quality educators.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Ross: Students come from many backgrounds, income levels, and prior experiences, and education encompasses many formats and experiences. If an A-F system is used to describe a school’s performance, an A should reflect a broad range of factors, including student achievement, academic growth, preparation for the next level of education, and progress toward individual student goals. Schools should demonstrate strong academic outcomes while providing a safe, supportive environment that encourages students to become lifelong learners. Assessments are important, but they cannot capture every aspect of a student’s educational experience or future potential.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Urbina: Arizona’s state legislature has underfunded public education for far too long, and districts like ours are constantly being asked to do more with limited resources. With that said, I do believe we need to be thoughtful about where every dollar in our budget goes. I would prioritize competitive pay for teachers and staff, classroom resources, counselors and student support, academic programs, and opportunities that prepare students for college and careers. The question I will always ask myself is, “Will this benefit students and is it responsible?” The two are not mutually exclusive. We can be responsible with taxpayer dollars while still investing in our schools.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Urbina: I believe the best way to address enrollment is to make our schools places that students and families want to choose. That starts with retaining great teachers, working toward smaller class sizes, and expanding opportunities in the arts, athletics, extracurriculars, academics, and career programs. We also need to work closely with our feeder elementary schools so students and families know what our district has to offer before they enter high school. As budgets change, I would review the non classroom expenses for responsible savings while protecting the teachers, programs, and opportunities that provide students with a high quality education.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Urbina: To improve reading and math proficiency, I would support expanding tutoring and targeted academic interventions, using student data throughout the year to identify gaps, and working toward smaller class sizes so teachers can provide more individualized attention. We also need to retain great teachers and work closely with our feeder elementary schools so we can identify learning gaps earlier and better prepare students for the transition to high school. We must also meet more students where they are at by expanding our personalized support offerings available.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Urbina: If district results are not on track, I would first look at the data to identify where students are falling behind and whether current programs are producing results. I would support redirecting resources toward targeted tutoring and academic interventions, strengthening support for teachers, and expanding programs that address specific gaps in core areas. I would also expect clear improvement plans from administration with measurable goals and regular progress updates to the board. If a program or strategy consistently is not working, we should be willing to change it and invest those resources where they can have a greater impact on students.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Urbina: Retaining great teachers starts with making the Tolleson Union High School District a place where educators feel valued, supported, and able to focus on teaching. I would support competitive compensation and benefits, manageable class sizes, strong classroom and behavioral support, and reducing unnecessary administrative burdens. We should also create meaningful opportunities for teachers to grow into leadership roles without having to leave the classroom. Just as importantly, teachers need a voice in district decisions that affect their classrooms. When we invest in working conditions as well as compensation, we are more likely to keep great educators in our schools.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Urbina: An A should mean that a school is delivering strong academic outcomes for students. Growth matters, especially because schools serve students who begin at very different academic levels, but proficiency should matter too. I would want an A-rated school to demonstrate meaningful year-over-year growth while also showing that a substantial share of its students are meeting or exceeding state standards in reading and math. For high schools, graduation and college and career readiness should also be part of that picture. An A should reflect both how far students are progressing and whether they are ultimately reaching the academic standards we expect.

Q: Across Arizona, many school districts are facing tighter budgets. How would you assess your district’s current financial health and describe what principles or priorities would guide your budget decisions if elected?

Eckstrom: School budgets are getting tighter and tighter. First, public schools are continually underfunded by the State. The priorities in my decision-making are guided by what is best for our teachers, staff, and students. Budget cuts must be made as far away from the classroom as possible.

Q: Enrollment is shifting across many Arizona school districts for a variety of reasons, including demographic changes and families choosing other education options like charter schools, private schools, and homeschooling. What specific steps do you think your school board should take to respond to enrollment changes or enrollment-related budget pressures?

Eckstrom: Enrollment changes are happening throughout the State. We are seeing a decrease in enrollment in Tucson Unified School District (TUSD.) We need to promote our District better. We need to market the great things that are happening inside of our schools. I do not believe that school closures are the answer to enrollment-related budget pressures. We need to do more to recruit and make our schools community-centered. The State of Arizona also needs to regulate ESA’s in our State. We are losing over $40 million each year in TUSD.

Q: What specific policies, programs, or investments would you support to improve student proficiency in reading and math?

Eckstrom: Tucson Unified has been working hard to see a positive change in student proficiency scores. We have budgeted to have Reading and Math Intervention teachers in every school. These positions were created to make sure the students who are on the cusp of grade-level proficiency are targeted for additional interventions. I also believe the programs that our highest proficiency schools are using and having success with should be piloted in other schools as well. We need to make every effort to utilize the successes we are seeing and make the necessary changes to improve proficiency.

Q: If district results are not on track, what changes would you consider supporting as a school board member?

Eckstrom: We need to consider what growth looks like for each student. If a student is making gains in their own personal growth, we should consider that a win. Data-driven changes should be studied and supported.

Q: Which actions do you believe would do the most to help retain teachers in your district (that you would support)?

Eckstrom: TUSD has been able to provide meaningful raises during my first term in office. I believe teacher raises help, but it is not the whole picture. Teachers should know that their voices and concerns will be met with empathy and urgency. We must all work together. I believe that once teachers understand that we respect and honor them, we will be able to keep them.

Q: Arizona’s A-F school letter-grade system gives A grades to some schools where the majority of students are not meeting state proficiency standards in reading or math. In your view, what should a school have to demonstrate to earn an A?

Eckstrom: I believe there needs to be a major overhaul of the State’s letter grade system. Again, some students are not at grade-level proficiency, but they are making gains in their own academic growth. Those wins should be celebrated.