Having experience dealing with the complex issues our Stamford schools are facing while focusing on student-centric solutions is critical to turn our school system from underperforming to high achieving. I will bring both academic training and professional experience in Public Administration to the BOE and the skills to evaluate policies and governance responsibly.

As a former Stamford Public Schools student (K-12) and Stamford native, I understand firsthand the challenges and opportunities within our schools. My experience in the schools drives my commitment to help every student maximize their potential to learn, grow, and succeed. I bring strong communication skills that will help rebuild trust between the BOE and parents, teachers, and students. Listening, being transparent, and keeping the community engaged is necessary to making better decisions for our schools.

To turn our schools into a district of high performers, we need a superintendent who:

1. Has proven experience in leadership
2. Values transparency
3. Is willing to accept accountability and feedback from parents, students, and the BOE
4. Has ties to Stamford (preferably)

Stamford families deserve public schools that are effective at teaching core subjects to students in a safe, respectful, and supportive environment. These are non-negotiables, and a new superintendent needs to communicate a clear plan to turn our schools around and achieve these results. As a leader in our community, the superintendent must have investment in our city and be able to hit the ground running. Our students simply cannot afford more trial-and-error policies like the rushed 4x4 schedule and continued low scores post-COVID.

I believe the community must be actively involved in the decision to hire a new superintendent. If elected, I will ensure every voice is heard and respected.

The most urgent issue is that Stamford students are behind academically, with persistent achievement gaps. Recent SBAC data shows Stamford scored 54.3 in math and 57.9 in reading, both well below Connecticut’s averages of 60.2 and 63.9, and far short of the state target of 75. Approximately 56% of Black and 60% of Hispanic K-3 students scored below literacy benchmarks. Adding to this academic underperformance is the fact that 22.4% of students were chronically absent last year, more than four times the state target. These numbers represent the adults of tomorrow who are missing opportunities to learn, and persistent achievement gaps.

I recommend Stamford focus on Standards, Accountability, and Trust (SAT).

Standards: One way to raise academic standards is by bringing back midterms and finals, ensuring our students are learning the material and prepared for advanced career or academic opportunities.

Accountability: Accountability should include tying part of the superintendent’s salary to measurable benchmarks, such as reducing absenteeism and raising proficiency. The superintendent should also ensure that resources are allocated efficiently and trackable, such as the number of students receiving tutoring, intervention programs, or access to updated learning materials.

Trust: Restoring trust requires open communication and transparency so families and students have a real voice in shaping their education. This could include establishing regular forums or a parent-BOE liaison committee for structured feedback

The superintendent should also advocate for additional state funding, to provide better resources, stronger mental health support, and tools to help every student succeed.