Challengers: Carlos Dipres-Ramirez
Why do you want to serve on the school board, and what qualifications do you bring to the role?
I want to serve on the school board because I believe every child deserves a high‑quality education that prepares them for college, careers, and leadership in our community. With more than two decades of executive leadership in healthcare, nonprofit management, financial oversight, and community engagement, I bring the skills, integrity, and commitment needed to support strong governance, responsible budgeting, and student-centered decision-making. My passion for education, equity, and community empowerment drives me to contribute to a school system where every student can thrive.
What specific changes would you want to bring to how the school board currently operates?
I would focus on clearer transparency in how decisions and budgets are communicated, stronger community engagement that includes multilingual and neighborhood‑based outreach, and more consistent use of data to guide policy and measure progress.
I would also strengthen fiscal oversight to ensure spending directly supports student achievement and classroom needs. I would prioritize equitable access to programs and better support for teachers so the board’s decisions translate into real improvements for students.
What specific action is required to address student achievement gaps and support underserved populations (students with disabilities, English language learners, and those from low-income families)?
I will close achievement gaps by expanding evidence‑based academic interventions, strengthening IEP implementation, and increasing access to advanced coursework and enrichment programs for underserved students. I will support English learners, students with disabilities, and low‑income families through multilingual communication, culturally responsive instruction, and expanded wraparound services. I will use disaggregated data and targeted resource allocation to ensure that support reaches the students and schools with the greatest needs
What specific changes should be made at schools to make the classroom a safer and more effective environment for maximizing learning and instruction (teaching)?
Creating safer and more effective classrooms starts with strengthening behavioral expectations, instructional support, and the overall learning climate. The most impactful changes include:
– Consistent schoolwide behavior systems that set clear expectations, provide timely interventions, and reduce disruptions so teachers can focus on instruction.
– More support staff—behavior specialists, counselors, paraprofessionals, and multilingual aides—to help students with social‑emotional needs, disabilities, and language barriers.
-Stronger classroom conditions through smaller class sizes where possible, updated instructional materials, and professional development that equips teachers to manage diverse classrooms and use evidence‑based strategies.
Many educators say that not all parents are engaged enough with their children's education. How can the school board create policies that help forge a closer relationship and involvement among parents, their children and educators?
The school board can strengthen parent engagement by requiring clear, multilingual communication so all families receive timely information about their children’s progress. Schools should offer flexible meeting options—virtual, evening, and community‑based—to ensure working parents and low‑income families can participate without barriers. Dedicated parent liaisons and resource centers can help families navigate academic supports, IEPs, and language services. Transparent curriculum information and regular teacher–parent check‑ins will create a stronger partnership that keeps parents, educators, and students aligned.
How do you plan to address chronic absenteeism and student retention, especially in early grades and high school?
Reducing chronic absenteeism starts with early identification and consistent follow‑up, using real‑time attendance data to intervene quickly when patterns emerge. Schools need stronger partnerships with families—through multilingual communication, home visits, and support teams—to address barriers like transportation, health needs, or unstable housing. Expanding mentoring, tutoring, and engaging school‑based programs helps keep students connected, especially in early grades and high school. Clear accountability expectations, paired with wraparound services, ensure students are supported and remain on track to stay in school.
School districts oversee multi-million dollar budgets, supported by taxpayers. What steps will you propose to ensure that the money is being spent wisely and efficiently on student instruction?
Ensuring taxpayer dollars are used wisely starts with strict, transparent budget oversight that ties every major expenditure to measurable student outcomes.
Regular independent audits, clear financial reporting, and performance dashboards that help the board track whether programs are delivering results.
Redirecting funds from low‑impact initiatives to evidence‑based strategies ensures resources stay focused on classrooms, student support, and instructional quality.
What is your stance on standardized testing, and how would you ensure that assessments support student learning rather than drive instruction (“teach to the test”)?
I support standardized testing as one tool for measuring progress, but not as the driver of classroom instruction. Assessments should be used to identify learning gaps, guide targeted interventions, and inform teaching—not narrow the curriculum or pressure teachers to “teach to the test.” I would promote a balanced system that includes formative assessments, project‑based learning, and multiple measures of student growth so testing supports learning rather than distorts it.