What’s the job: Sets policy, hires the school system superintendent and approves the district budget. Some boards are fully elected, some are fully appointed and some are a blend of both. Terms vary by district.

Name: Candice Logan-Washington

Age: 45.

Personal: Married, two children.

Education: Bachelor’s degree, business administration, Frostburg State University; Master’s degree, education counseling, Coppin State University; Master’s degree, education and human development with a focus in special education, George Washington University; Doctorate degree, educational leadership and social policy, Morgan State University.

Experience: Director of research, impact and organizational development, Thread, Inc.; Baltimore County Public Schools, serving in district leadership roles, 2013-2022; 18 years of teaching experience, including teaching at Woodlawn High School; adjunct faculty at Morgan State University from 2000 to 2024; adjunct faculty, Notre Dame of Maryland University 2014-2019; served in youth mentoring and community service, including youth leadership and college and career preparation; Currently serving as a family caregiver for aging parents.

Q: Do you think the Blueprint for Maryland’s Future is helping or hurting school districts?

A: I believe the Blueprint for Maryland’s Future has been, and will continue to be, extremely helpful to school districts because its goals are to strengthen academics, expand access to opportunity, and invest in the supports students need to succeed. While implementation brings fiscal and operational challenges, its long-term goals are essential.I strongly support the Blueprint’s emphasis on rigorous academics and college and career readiness, including expanded access to advanced coursework, dual enrollment, early college, Career and Technical Education, and industry credentials. High expectations must be paired with strong instruction, early intervention, and equitable access so that opportunity is not determined by a student’s ZIP code, income, or disability.The expansion of community schools is also critical. Wraparound services, including mental and physical health supports, counseling, mentoring, family resources, and extended learning, help address barriers that affect attendance, engagement, and achievement.The Blueprint’s investment in high-quality early childhood education is equally important because early learning builds strong academic and developmental foundations and allows schools to identify and address needs sooner.We must also be intentional about reviewing and monitoring the effectiveness of Blueprint investments and implementation, using data and outcomes to determine what is working and where adjustments are needed.

Q: Do you support restrictions on students’ personal devices, like cellphones, in schools? How much screen time should students be getting in class?

A: Yes, I support reasonable restrictions on students’ personal devices, including cellphones, when they interfere with instruction, student engagement, or the school environment. At the same time, I believe technology is a tool, and policies should distinguish between personal device use and purposeful instructional technology.I do not believe there should be one fixed classroom screen-time limit for every student. Age and developmental stage matter, as do the purpose and quality of the technology being used. Consistent with guidance from the American Academy of Pediatrics, schools should consider the individual child, the type of content, whether technology is supporting learning or being used for emotional regulation, and whether screen use is replacing important activities such as physical activity, sleep, or in-person interaction.Purposeful technology can strengthen learning, accessibility, creativity, collaboration, communication, and timely feedback. In contrast, passive or low-value screen use, such as lengthy videos, repetitive electronic worksheets, or device use without a clear instructional purpose, should be limited.The key question should not simply be how many minutes students spend on screens, but why they are using technology, what they are doing with it, and whether that use is developmentally appropriate and improving learning.

Q: Math test scores are low across the state. What do you think your district should be doing differently to improve math achievement?

A: Improving math achievement requires more than additional testing or isolated interventions. Students need consistent access to a high-quality, research-based curriculum that builds mathematical understanding intentionally and developmentally from one grade level to the next.We must also invest in high-quality professional development for teachers so they have the content knowledge, instructional strategies, and resources needed to identify misconceptions, differentiate instruction, and strengthen both conceptual understanding and procedural fluency.When students fall behind, remediation should be timely, targeted, and connected to grade-level instruction. Assessment data should be used to identify specific skill gaps while ensuring students continue to have access to rigorous mathematics.Districts should also strengthen articulation with colleges and universities so K–12 educators understand the standards, sequencing, and level of rigor students will encounter after graduation. That alignment can help ensure students are truly prepared for credit-bearing college coursework, STEM programs, and other postsecondary pathways.Finally, students need mastery experiences that allow them to practice, receive meaningful feedback, demonstrate growth, and build confidence.Improving math outcomes requires a coherent system: strong curriculum, intentional skill development, well-prepared teachers, effective remediation, postsecondary alignment, and meaningful opportunities for students to experience success in mathematics.

Q: With public school enrollment trending down statewide, how would you approach the potential of campus closures and redistricting? And how do you think districts should be recruiting families back?

A: Declining enrollment requires thoughtful planning, but school closures and redistricting should never be based on enrollment numbers alone. Schools are anchors in their communities, so districts should consider academic programming, building utilization, transportation, equity, neighborhood impact, long-term enrollment projections, and community voice before making major decisions.Whenever possible, I believe we should keep communities together while sharing resources, programs, and talent across schools. That may mean creating stronger feeder patterns, shared staffing models, specialized programs, or partnerships that allow schools to expand opportunities without unnecessarily disrupting students and families.Recruiting families back to public schools starts with providing a high-quality education that offers multiple pathways and settings for students to succeed. Families should be able to see strong academics, safe and supportive schools, excellent teachers, Career and Technical Education, advanced coursework, arts, athletics, dual enrollment, specialized programs, and appropriate services for students with disabilities and other learning needs.Families choose schools when they trust the quality of the education and believe their children will be known, challenged, supported, and prepared for what comes next.

Q: Should parents have more influence in how school library books are selected? How would you change the system for book selection?

A: Parents should have a meaningful voice in understanding the materials available to their children. The selection of books and materials should remain a thoughtful, professional process guided by educational standards, age appropriateness, student needs, transparency, and intellectual freedom.Baltimore County already has a public process for reviewing and selecting instructional materials. I believe our selection processes should remain transparent and be carried out with care to ensure students are exposed to multiple perspectives, global thinking , and materials that reflect the lived experiences of our children and communities.Parents have a right to know what materials their children are being exposed to and to understand how and why those materials are being used. I also support maintaining appropriate processes for parents to request exemptions or alternative materials when they believe particular content may adversely affect their child’s health, well-being, or individual needs.

Name: Lisa A. Mack

Age: 68

Personal: Married, three children.

Education: Associate degree, general studies, Catonsville Community College; Bachelor’s degree, human services, College of Notre Dame of Maryland; Master’s degree, management, College of Notre Dame of Maryland.

Experience: Member, board of education 2018-2022; worked at Verizon from 1979-2007; adjunct at Community College of Baltimore County; court appointed special advocate; licensed foster parent 2021-2024; volunteer at Benedict’s Pantry, Women’s Giving Circle, Johns Hopkins baby rocker.

Questionnaire