Baltimore City Board of Education

A: The Blueprint for Maryland’s Future is certainly a transformational initiative that has the potential to revolutionize education across the state with the implementation of its 5 pillars. Since its inception, we have seen signs of the potential impact it can have on statewide education including high school students taking dual enrollment courses, the increasing numbers of 3-and 4-year-olds enrolled in full-day pre-K, and more teachers becoming National Board Certified. However, my concern is that it hasn’t yet been fully funded, leading to significant financial implications. In addition, the required mandates under the plan could likely place considerable strain on local school systems in implementing it without full funding and a clear method. While there have been some signs of measurable success from the Blueprint plan in recent years, I believe only time will tell if it is truly able to improve the persistent gaps in opportunity and achievement between different subgroups of students.

A: I would support efforts to curb students’ use of their personal electronic devices on school grounds. However, I would also support certain exemptions for students to use cellphones in class such as for educational purposes with teachers’ permission, cell phone usage for students in special education programs, student with health challenges or in the case of emergencies. Even with exceptions for educational purposes, I believe the amount of cell phone usage in classrooms should depend on the educational purpose that the use of cell phones would serve. This should be up to individual teachers who are in the best position to determine the amount of time students would need to use their cellphones for particular educational reasons.

A: I believe one way to improve math scores is to create an assessment or screening process that identifies students and schools that require additional support. This would allow the school system to appropriately leverage resources toward schools and students who need them the most. We also need to identify the best implementation methods for ensuring that struggling students can improve their scores such as through tutoring, personal learning plans or through summer programs tailored to teaching the math curriculum that students are performing the lowest in. This effort would require reaching out to our partners in the non-profit and business work who often have access to high-quality instructional materials. We should also work with our teachers and paraprofessionals and provide them with professional development to assist them in working with students to improve their math scores. Fundamentally, these efforts need to clearly explain to students how to do something and give them lots of opportunities to practice. We also need to develop appropriate metrics to ensure that these efforts are successful and to determine what re-adjustments need to be made.

A: The staggering impact that closures and redistricting have on the school system cannot be understated and creates a chilling ripple effect that includes the displacement of families and declines in student achievement. Even with the declining rate of student enrollment, the idea of closing schools should only occur as a last-ditch effort and even then, only after the school system has reached out to the community to determine if the closures best serve the interests of the students. The school system needs to take into consideration the long-term cost savings that might be achieved by closing schools and whether such decisions would achieve their financial goals. The conversation should include the concerns of the community and the school system needs to specifically state how such closures or re-districting would improve academic outcomes. I also believe that the schools system needs to make a concerted effort to welcome families back and encourage them to consider re-enrolling students. This could be accomplished by creating academic incentives for these students. The school system should also seek to understand the reasons behind the decisions from families who decide to leave the system and seek methods to address these concerns.

A: While I do believe that parents should have some say in determining what types of library books are available to students, this needs to be balanced with the policies in place that dictate the type of appropriate reading material available to students. Currently, parents do not have a direct say so into deciding the collection of materials that schools have in their libraries. Truth be told, the efforts by parents and the community to restrict content available to students has become a contentious issue in other districts. To prevent this from occurring in Baltimore City, I would support efforts to streamline or revamp the current review process concerning school library book. I would also be open to exploring ways that parents can play a greater role in this process. This could include the ability of parents to rate the content of certain books or the creation of specific methods to challenge a particular selection which does not lead to complete censorship. I am also open to hearing the concerns of parents about age-appropriate material and I do believe that in certain instances parents should have an opt-out option for specific reading material.

A: The Blueprint for Maryland’s Future is one of the most ambitious education reform efforts in the state’s history, and its intentions are sound. It brings increased funding, expands early childhood education, strengthens teacher pipelines, and prioritizes resources for high-need districts like Baltimore. On paper, those are all necessary and overdue investments. However, the results so far suggest that the impact has been uneven, largely because implementation has not kept pace with the level of investment. While some progress has been made in areas such as targeted supports and program expansion, student achievement data—particularly in reading and mathematics—continues to show that many students are not meeting grade-level expectations. That raises a critical concern: increased funding without consistent execution will not produce the outcomes families expect. The Blueprint is helping with resources and structure, but it can hurt if it becomes another initiative where spending outpaces accountability. Ultimately, its success will depend on disciplined implementation, clear performance benchmarks, and a sustained focus on measurable results. Without that, even the most well-designed reform will fall short of delivering meaningful change for students.

A: I support clear restrictions on student cellphone use during instructional time because the evidence and my professional experience both point to the same conclusion: cell phones are a major source of distraction in classrooms. Students frequently use social media, text, or engage in non-instructional activities during lessons, which directly affects focus and learning. Research supports this concern. More than half of school leaders report that cell phone use negatively affects academic performance, attention span, and even student mental health. In addition, studies show that students spend as much as 60 to 90 minutes on their phones during the school day, often on non-educational content. That is instructional time lost.

At the same time, the research shows that schools that implement structured cellphone restrictions—such as collecting phones at the start of class or enforcing “bell-to-bell” policies—see improvements in student engagement and attendance, and even modest gains in academic performance. In some cases, test scores increase, and classrooms become calmer and more focused environments. However, it is important to acknowledge that cellphone bans alone are not a silver bullet. Some studies show mixed results, and overall, student screen time does not necessarily decrease outside of school. That means schools must pair restrictions with strong instructional practices and clear expectations. My position is straightforward: cell phones should not be accessible during instructional time. Schools should have clear protocols—whether that is collecting devices at the start of the day or requiring students to store them during class—and consistent consequences when policies are violated. At the same time, I support the use of school-issued laptops and technology that are directly tied to instruction, curriculum, and assignments. Technology should enhance learning, not compete with it. Ultimately, the goal is not to eliminate technology, but to restore focus. Students deserve classrooms where attention is on instruction, engagement is high, and learning is uninterrupted. Setting clear boundaries around personal devices is a necessary step toward achieving that outcome.

A: Math achievement in Baltimore City Public Schools remains a serious concern, particularly in elementary and middle school grades, where many students are not meeting grade-level expectations. Current district data shows that only a small percentage of students are proficient in math, with gaps beginning early and widening over time. By high school, too many students are still struggling with foundational skills, limiting access to advanced coursework and long-term opportunities.

To address this, Baltimore must take a focused, systemwide approach. First, we need to strengthen core math instruction by ensuring that every school uses a high-quality, standards-aligned curriculum with consistent expectations across classrooms. Second, we must expand small-group instruction and targeted interventions, especially in grades K–8, where foundational skills are developed. Students who are behind need additional time, structured support, and frequent feedback to close those gaps. Third, increasing instructional time is critical. That includes extended math blocks during the school day, as well as after-school and summer learning opportunities focused on acceleration. We also need to expand access to advanced math pathways while ensuring early intervention so fewer students fall behind in the first place. Finally, the district must use data more effectively—monitoring student progress in real time and adjusting instruction quickly when students are not mastering content.With the leadership of Dr. Jermaine Dawson, who brings a strong background in mathematics and has demonstrated gains in other systems, Baltimore has an opportunity to drive real, systemic change in math achievement. But success will depend on execution—aligning curriculum, instruction, time, and support across every school, not just a few.Improving math outcomes in Baltimore will not come from a single program. It will require a disciplined, coordinated effort to ensure every student receives strong instruction, targeted support, and the time needed to reach proficiency.

A: Baltimore City Public Schools is facing real enrollment challenges, driven by population decline, student mobility, and families choosing other options. Some students are also disengaging and need to be reengaged through credit recovery, alternative pathways, and targeted outreach.

In approaching potential campus closures and redistricting, I believe closures should be a last resort. When I served as a school administrator, we did not immediately look to close buildings—we first examined underutilized space across schools and explored how to better use it through program redesign, shared campuses, or expanding high-demand programs. That same approach should guide Baltimore today. Before closing schools, the district should conduct a transparent enrollment and facilities review, engage communities, and consider options such as co-locating programs, creating specialized academies, or reconfiguring grade levels. At the same time, we must be more intentional about bringing students back. Districts that have stabilized enrollment invest in reengagement—identifying students who have withdrawn, are chronically absent, or have dropped out, and actively reaching out with solutions. That includes credit recovery programs, flexible scheduling, strong career and technical pathways, and safe, supportive school environments that families trust. Ultimately, this is not just about managing decline—it is about rebuilding confidence. If we improve school quality, expand opportunities, and meet students where they are, families will return.

A: I support Maryland’s current laws- the Freedom to Read Act, which ensures that book selection is guided by educational value and professional standards, not ideology or censorship. At the same time, I believe parents should have a meaningful voice in the process—but that voice must be structured to serve all students. Parents should be informed about what materials are available, have access to clear information about how books are selected, and be able to raise concerns through a formal review process. However, decisions about removing or restricting books should not be driven solely by individual preferences. Public schools serve diverse communities, and students should have access to a wide range of perspectives, including books that reflect African American history, culture, and other diverse voices. If I were to strengthen the system, I would focus on transparency and balance. That includes clearly communicating selection criteria, ensuring review committees include educators and parent representatives, and allowing parents to make choices for their own children without limiting access for others. The goal is to maintain both trust and integrity—protecting student access to appropriate, high-quality materials while ensuring parents are engaged and respected in the process.

A: The Blueprint is the most significant investment in Maryland public education in a generation, and I support its core commitments: better teacher pay, expanded early childhood programs, and resources for students with the greatest needs.

My concern is implementation. The Blueprint layers major new spending requirements onto districts that are already struggling to execute the basics. BCPS is managing a multi-billion dollar building portfolio with a maintenance budget that does not cover its needs. We have chronic absenteeism of over 50%, and we can’t reliably get nearly 40,000 middle and high school students to school on time. Adding program mandates without fixing operational foundations doesn’t close achievement gaps. This is why I’m so focused on the practical problems of transportation and building health. The Blueprint only works if the money reaches schools and classrooms and the accountability structures are real. Right now, the public reporting on outcomes is thin and the implementation timelines are optimistic. I’d push the district to be transparent about what BCPS can absorb and in what order, and use the bully pulpit as a Commissioner to ensure that other City and State agencies carry their load.

A: Yes, I support restricting personal device use during the school day, and I think the evidence for doing so is strong enough that this shouldn’t be a close call. Teachers shouldn’t have to compete with TikTok or IG for attention.

My preference is a clear, consistently enforced policy – phones secured at the start of the day, returned at dismissal. Inconsistent enforcement creates conflict between students and teachers that nobody needs. This has worked and paid huge dividends at my kids’ school, and it is something that all Baltimore City students deserve.I understand that there are some exceptions, like needing devices for ESOL/MLL or enrichment, but in those cases schools should use purpose-built and locked down devices, not rely on personal cell phones.

A: BCPS math scores are a symptom of several overlapping problems, and I want to be honest that curriculum selection and instructional strategy are areas where I’d defer to educators. While as an engineer I am a math enthusiast, I am not a math teacher and I’m not going to pretend otherwise.

What I can speak to is the operational layer underneath instruction. Chronic absenteeism at nearly 50% means half the district’s students are missing enough school to fall behind regardless of what’s being taught. Transportation failures mean students arrive late, stressed, and unprepared. Buildings with failing HVAC mean students and teachers are trying to focus in rooms that are too hot, too cold, or too loud. You cannot fix math scores without fixing the conditions in which learning is supposed to happen.Beyond the infrastructure issues highlighted above, teachers need training, planning time, and coaching – not just new textbooks or pedagogies. I’d push City Schools to track implementation quality by school, not just adoption, and to make that data public so we can see where support is needed.

A: This is the most operationally serious question facing BCPS and it doesn’t have a comfortable answer. Baltimore City averages 470 students per building. Peer counties average around 750. Every underutilized building carries around $1M in fixed annual operating costs regardless of enrollment. Unfortunately, because of this, some closures are necessary. But they can’t occur without process. Closures done without clear criteria, community input, or transparent accounting of where savings go, destroy trust and accelerate enrollment decline.

I’ve spent the last decade navigating sticky problems like this. At BlocPower, aligning landlords, tenants, banks, utilities, regulators, and municipalities, was not an easy task, even though the outcome they all wanted - greener, healthier buildings - were similar. At Care Access, most of the communities I work with have a strong distrust of the medical community and especially medical researchers. My team’s job is to listen to their concerns and figure out ways to work together that acknowledge these concerns but still deliver much-needed services. Families who left made rational decisions based on what they believed was in the best interests of their children. In order to “recruit” these families back, we need to fix the problems that drove them out. Safe buildings and reliable transportation are a great starting point.

A: While parents should have a clear, accessible process for raising concerns about specific titles, they shouldn’t have individual veto power over what other students can access.

Any process needs to be transparent and consistently applied, and parents who want to know what’s in the collection should have easy access to that information.What we should not do is remove books from shelves based on organized pressure campaigns rather than a neutral review process. That path leads to a library that reflects whoever shows up loudest, not what’s educationally appropriate for the range of students the school serves.

A: The Blueprint is a real funding opportunity, and I want us to use it right. Things like attendance navigators, community school coordinators, and universal pre-K don’t happen without dedicated money behind them. But funding only helps if it actually reaches the students who need it most. My work on the board has focused on ensuring the Blueprint dollars go where the gaps are biggest. When I was a state employee and serving on boards, funding was the first step, and implementation legislation can be difficult because it’s never perfect, but you learn over time what adjustments need to be made to ensure it has the intended impact.

A: This one is personal for me because I was the Policy Committee Chair when we worked on the cell phone/personal device policy. Before we did anything, we listened. We held listening sessions with students and teachers, and what we heard was consistent: devices were getting in the way of learning, and they were having a real impact on students’ mental health. That feedback drove the policy.

Since we put it in place, we’ve learned things. Some students were using their phones as accommodations, and that’s something we have to get right. So we’ve been actively collecting feedback from students, teachers, and the broader school community to understand where the policy is working and where it needs improvement. That’s actually how I think policy should work. It’s not a one-time decision you make and walk away from. A good policy is a living document. It gets amended, revised, and improved based on what we’re learning, changes in the law, and compliance requirements. The feedback we get from our community isn’t an afterthought. It shapes the policy before it passes and after. That’s the standard I hold myself to as Policy Chair, and it’s the standard I’ll keep in a second term.

A: Math proficiency is a real problem. When you look at who is struggling most, a clear picture emerges: our multilingual learners, students with disabilities, kids in foster care or experiencing housing instability, and students who simply never had access to rigorous academic opportunities early on. These are the kids the system has historically underserved, and improving math outcomes means being honest about that and targeting support accordingly. In April 2026, we hired Dr. Jermaine Dawson as the new CEO of City Schools. He is very clear about math data. He is also a former math teacher and is very focused on our math data and on supporting diverse learners.

What I know works: high-dosage tutoring, universal early screening so we catch kids who are struggling before they fall too far behind, and community school models that address the real stuff kids are carrying into the classroom. The federal government has had a negative impact on special education, funding for tutors, and we see the impact on City Schools students. My priority is rebuilding those supports with city and state funds so they are permanent infrastructure, not programs that disappear whenever Washington decides to dismantle public education for our most vulnerable students. We also have to be honest that you cannot improve academic outcomes for kids who are unhoused, hungry, or navigating trauma without addressing those things too. Learning and living are connected. That’s why community schools, mental health supports, and attendance work are not separate from the math conversation.

A: Closing a school should always be a last resort. Schools are neighborhood anchors and polling sites for our communities. When you close one, you’re not just closing a building. You’re disrupting how families access school choice, where kids feel safe, and what a community has access to. I called for a moratorium on school closures because I believe we need to determine how to right-size our district and offer stability and predictability for community members. Families deserve a real community impact study and a real voice before any decision is made. As for bringing families back, I think the answer is actually pretty simple: we need to conduct exit interviews of the families that left in order to understand the “why”. Broadly making safe buildings, consistent attendance support, strong teachers who stay, and schools where families feel welcomed, not just tolerated, are key to making sure we retain families in our school district.

A: I proudly took the pledge from United Against Book Bans. I am very clear about where I stand. Removing books from libraries and preventing others from reading books freely because of discomfort with race, gender, disability, or family structure causes real harm to kids who see themselves in those stories. Every child deserves to find themselves in a book. At the same time, I genuinely believe parents should be partners in their kids’ education, not bystanders. The answer isn’t less community input. It’s better community input, with clear, transparent processes that center students and educators and don’t become a vehicle for silencing stories that belong in our schools.

A: The literacy rate in Baltimore City is 30%. The math proficiency rate is 10%. There is no way anyone can build a logical argument that this is ‘helping’ anyone.

A: I am appalled by this question. Cellphones and other personal electronic devices should not even be allowed in the school building, NO EXCEPTIONS.

A: Raise the level of expectation. Baltimore City does not even require children to pass the state tests. There must first be an expectation/requirement to pass the test in order to see any kind of improvement.

A: If we begin to offer children a quality education, families will automatically come back.

A: I am glad to answer this question; but, you need to be more specific about which books you are talking about.