Students are the recipients of our educational policies, yet their voices are too often absent from school committee discussions.
I will advocate for:
Regular class-specific surveys that ask students about pacing, usefulness, engagement, and suggestions for improvement. The current Panorama survey asks very limited questions and misses crucial feedback about curriculum effectiveness
Surveys when students are pulled out: When a family decides to move their child into a private school or home-school, we should ask their reasons. Currently, there is no such surveys being administered.
Creating feedback loops where School Committee decisions address students' concerns
Making relevant broad (anonymized, de-identified) survey data available to parents and the School Committee.
Perform rigorous statistical analysis of such surveys and MCAS scores: how much MCAS scores are affected by students attending enrichment programs (such as Russian School of Math, KUMON, AoPS etc)
Sample questions students should be asked:
Was the class pacing appropriate for your learning?
Was the material useful and engaging?
What worked well in this class?
What improvements would you suggest?
Why this matters: Decisions made without student input often miss the mark. When we actually listen to what students are telling us, we make better-balanced decisions.
Arlington currently uses the TERC Investigations math curriculum in elementary schools. Research and parent feedback have raised serious concerns about this curriculum (see here, here, here, among other sources),
The evidence:
Independent studies show students using Investigations underperform compared to students using curricula like Math Expressions, Saxon, and enVision Math
Parents and teachers report confusion about the curriculum's approach and inadequate skill-building
Students arrive at middle and high school without strong mathematical foundations
The Massachusetts CURATE report identifies multiple deficiencies in the curriculum
I will advocate for:
Comprehensive curriculum evaluation using evidence-based criteria
Considering alternative curricula with proven track records of success
Teacher support and professional development during any transition
Parent and student input in the evaluation process
If elected, I will also offer office hours for teachers to consult on math curriculum questions, leveraging my background in mathematics and education.
Why this matters: Strong math skills are foundational for STEM careers, logical thinking, and many life skills. Every child deserves a curriculum that builds these skills effectively.
Every child learns differently and at their own pace. One-size-fits-all approaches leave many students either bored or struggling. Studies suggest that "heterogeneous" classes do not work for students and teachers, an experience corroborated in Newton schools.
I support offering multiple pathways in mathematics (primarily) as well as other subjects, allowing students to choose coursework that matches their abilities and aspirations. This is different from tracking because:
Choice belongs to students and families, not administrators. This gives students' agency.
Flexibility to adjust—students can move between levels as needed, as opposed to rigid inflexible tracking
Low barriers—simple placement assessments, not gatekeeping
Acceleration opportunities for students ready to move ahead
Benefits of this approach:
Increased motivation: Students engaged at appropriate challenge levels are more motivated
Safe self-directed learning: Students can challenge themselves and adjust if needed
Reduced behavioral issues: Research shows academic boredom is linked to disruptive behavior
Better outcomes for all: Both advanced and struggling students benefit from appropriate placement
I will also advocate to allow out-of-school credits to be honored. When a student already attended certain class (for example, pre-calculus) outside of APS, and desires to use it as a pre-requisite for a higher-level class, this should be allowed by APS administration.
Why this matters: When students are neither bored nor overwhelmed, they thrive. Multiple pathways give every child the chance to succeed at their own level.
The youth mental health crisis is real, and social media plays a significant role.
I support:
Cell phone-free classrooms to minimize distraction and improve focus
Guidance for parents about the impacts of early smartphone access and social media use
Evidence-based guidance in school communications, recommending delayed smartphone introduction
Tools for families to monitor and limit screen time
Digital literacy education for students about healthy technology use
The research is clear:
Social media activates addictive dopamine pathways in developing brains
Early smartphone access correlates with increased anxiety and depression
Constant connectivity interferes with sleep, focus, and in-person relationships
Academic boredom is linked to behavioral problems of students, such as burnout and decreased engagement
I need to emphasize that often kids turn to "bad" dopamine because they lack challenge due to low academic curricula. We need to introduce "good" dopamine by raising the bar on academics. This is what this NPR article suggests. The excitement of cracking a difficult math problem is what should trigger dopamine's reinforcement.
We can't control everything students do outside school, but we can create phone-free learning environments and give families the information they need to make informed decisions.
Teachers are on the front lines of education, and their professional judgment should be respected. I will investigate whether there is a need for a similar feedback loop from teachers.
I will advocate for:
Greater teacher autonomy to meet individual student needs
Reducing any bureaucratic burdens that take time away from teaching
Empowering teachers to say "yes" when students want to learn more or try something challenging
Professional development support aligned with teacher-identified needs
Reasonable workload expectations that recognize teachers' expertise and time
As someone with a background in pedagogy and psychology, I understand the challenges teachers face. Decisions should focus on what's best for student learning, with teachers trusted to use their professional judgment in service of that goal.