Prince George’s County Board of Education District 2

A: I believe the Blueprint for Maryland’s Future is helping our school districts, and I believe it is an investment we must continue to protect. The Blueprint focuses on the very things families in Prince George’s County have been asking for: stronger early childhood education, better support for educators, more equitable funding for students with greater needs, expanded community schools, wraparound services, and clearer pathways to college and careers.

We are already seeing signs of progress, including pre-kindergarten expansion, wage increases, career ladders for educators, expanded community schools, and more focus on dual enrollment, career technical education, and college and career readiness.We still have to make sure state and local funding commitments are met, educators have the time and support needed to do the work well, and accountability systems are meaningful without becoming overly burdensome. But those are reasons to strengthen implementation, not retreat from the Blueprint.

A: Yes. I support a strong bell-to-bell restriction on students’ personal devices during the school day. Cellphones can be a major distraction from instruction, and limiting them can help students stay focused, reduce opportunities for cyberbullying, and encourage students to be more socially present with their classmates and teachers.

At the same time, I do not believe we should confuse cellphone restrictions with being anti-technology. Our students must learn how to use technology responsibly and productively. Screen time in class should be purposeful, teacher-directed, and tied to instruction, including computer science, coding, research, digital literacy, programming, or career readiness. The goal should be less passive scrolling and more active learning. Personal devices should not control the school day, but technology absolutely has a place in preparing our students for the future.

A: Prince George’s County must take a more intentional, student-centered approach to math achievement. That means using culturally responsive instruction that helps students see how math connects to their lives, communities, careers, and real-world decision-making. Students perform better when they are engaged, respected, challenged, and able to see themselves in the learning.

We also need to make math more visual, hands-on, and practical. Many students benefit from visual models, manipulatives, real-world examples, small-group instruction, and targeted intervention. Math should not only be numbers on a page. It should be something students can see, apply, and understand.Finally, we need consistent after-school tutoring, mentorship, intervention, and enrichment, not just remediation. We cannot approach our children as if they are “bad at math.” We must identify where support is needed, teach math in ways that make sense, and keep expectations high. When our students are challenged and supported, they rise to the occasion.

A: Campus closures should be a last resort, especially when we are talking about neighborhood schools in communities where families already face transportation, economic, and access challenges. I would do everything possible to preserve strong neighborhood schools, and any conversation about closures or redistricting must be transparent, data-driven, community-centered, and focused first on what is best for students.

To recruit families back, we have to give them strong reasons to choose public education. That means investing in high-quality early childhood education, literacy and math foundations, theme-based magnet programs such as STEM, arts, and career academies, stronger dual enrollment and workforce pathways, and flexible learning options for families considering homeschooling or private alternatives.We also need to rebuild trust through real family engagement, including parent input in school redesign and staff who can connect families with supports. If a building is underused, we should first explore how it can be repurposed to meet community needs before we abandon it.

A: Parents should absolutely have a voice in conversations about literacy, library materials, and what their children are reading. A strong system should welcome parent input, provide transparency, and offer a clear process for concerns.

At the same time, parent input should not replace the professional judgment of educators, librarians, and curriculum professionals, and one parent’s objection should not automatically limit access for every other family. We need a balanced approach that respects parents, supports educators, and keeps students’ learning at the center.I would support making the book selection process more transparent, inclusive, and representative. Our library collections should be age-appropriate, academically valuable, and reflective of the students we serve, including more books by and about Black, Latino, immigrant, and diverse communities. Students are more likely to develop a love for reading when they see themselves, their histories, and their interests reflected in what they read.