Disparities in school funding aren’t just about property taxes—they’re about systemic inefficiencies. Many low-income schools receive funding that isn’t always used effectively due to administrative barriers. My plan focuses on streamlining these processes to ensure every dollar directly impacts students and teachers.

As a County Commissioner, I would prioritize revising the funding formula to allocate more resources to schools in underserved communities. My plan includes creating partnerships between the county government and local businesses to sponsor technology upgrades and after-school programs. This ensures that every school has access to the tools needed for success without overburdening taxpayers.

Instead of just asking how we fund schools equitably, we should ask how we can empower local school leaders to make decisions about where funds are most needed. Giving principals and educators more control over their budgets ensures resources are used effectively.

We’ve relied on short-term fixes, like grants and temporary funding increases, rather than addressing the root causes of inequity. My plan focuses on long-term solutions that ensure sustainable funding for all schools.

With years of experience on the school board, I’ve seen firsthand how funding gaps impact student outcomes. I’ve successfully worked to bring STEM programs and teacher training to schools in low-income neighborhoods. My collaborative approach with parents, educators, and local officials makes me uniquely equipped to tackle these challenges at the county level.

Some suggest that increasing overall funding will solve these inequities, but that approach doesn’t address how funds are distributed. Without a strategic allocation system, additional funding will continue to bypass the schools and students who need it most.

Bravo County faces significant disparities in school funding and resources. Schools in wealthier areas benefit from higher property tax revenue, resulting in better facilities, extracurricular programs, and teacher retention. Meanwhile, schools in lower-income areas struggle with outdated technology, overcrowded classrooms, and insufficient support staff. These inequities undermine the promise of equal education for all students.

As a board member, I’ve advocated for targeted funding to schools in underserved areas. My plan includes reallocating county resources to provide additional support for these schools—whether it’s through technology grants, tutoring programs, or mental health services. Additionally, I would push for a standardized baseline of resources across the district to ensure every student has access to high-quality education.

As a small business owner and parent, I understand how education quality impacts both families and the local economy. I’ve worked with schools to create mentorship programs and internships that connect students to career opportunities. My experience in building these partnerships makes me uniquely qualified to address inequities in education funding.

Both of my opponents talk about funding reforms, but neither addresses the critical role of community involvement. Top-down solutions fail because they don’t consider the insights and needs of those directly impacted—teachers, parents, and students.

Unlike Mr. Thorne and Commissioner Reynolds, I would focus on fostering community-driven solutions. This includes creating parent-teacher councils to identify specific resource needs in underfunded schools and directing county resources accordingly. It also means encouraging local businesses to adopt schools and provide sponsorships for programs like arts, sports, and STEM.

For years, we’ve ignored the voices of parents and teachers in underserved communities. County-level decisions have often been made without understanding the unique challenges these schools face. My approach ensures that local input drives resource allocation and program development.