Candidates for board of education

Wednesday, Aug. 30, 2006

Collins A. Bailey, 52, Waldorf, Owner of lumber brokerage firm

Charles Carrington, 55, Pomfret, electrician

T.R. Coggins Jr., 46, La Plata, college professor of anatomy, physiology

Maura Cook, 43, Newburg, small business owner

Mark J. Crawford, 28, La Plata, Habitat for Humanity executive director

James F. Gesl, 54, Issue, dentist

Edward P. Holland, 40, Dentsville, unit supervisor

Frank Plowden Jenkins, 41, La Plata, attorney

Michael Lukas, 44, La Plata, electrical engineer

Narain Mathur, 49, Waldorf, Realtor

Pamela A. Pedersen, 48, Waldorf, employed in the home

Willis Bill Proper, 62, Bryantown, management, county government

Kevin Ritter, 52, Newburg, defense contractor program manager

Ronald ‘‘Rip” Stover, 57, Waldorf, retired educator

Donald M. Wade, 68, Waldorf, retired military, retired teacher

Roberta ‘‘Bobbie” Wise, 62, Marbury, retired educator

Margaret Young, 47, Waldorf, registered nurse, nursing supervisor at Civista Medical Center

Q What is the biggest problem facing Charles County Public Schools and what solution can you offer?

Abell: The biggest problem facing our school system is meeting the demands of our rapidly growing county and the resulting overcrowding of our schools. I will continue to support aggressive pursuit of maximum local and state funding for construction of new schools, and pursue state funding changes to target this growth.

Bailey: Despite increased paperwork req uirements and high-stakes testing that is mandated by forces outside of the county, we have become a model public school system for the state. ... We need to stay the course with our rapid improvement while addressing the issues of: work force housing, staff training and recruitment, growth, bus transportation challenges in light of traffic congestion, capital improvements budget and operational budget, No Child Left Behind, adeq uate public facilities ordinance revision, high-stakes testing and employee recruitment.

Carrington: I think the biggest problem is teacher retention, and while salaries are comparable, our retirement system needs serious improvement.

Coggins: The attrition rate of teachers is a real challenge. Since affordable housing is not readily accessible and new teachers have to struggle to find suitable accommodations, it is understandable that leaving the county or the state becomes a very viable option.

The solution can be approached by either furnishing affordable housing or by making salaries such that the present market is in reach. We have to aggressively petition for affordable work force housing.

Cook: The competing stream of reform initiatives generated from the top down — federal, state and district —coupled with the loss of teachers. Solution: Responsible, sustainable initiatives with administration, principal and teacher buy-in. Teachers who are on the receiving end of accountability measures struggle daily to prioritize these demands on precious class time.

Crawford: Stay the course. We need to continue to support the superintendent. ... We’ve had success in eliminating the achievement gap, reaching every child and setting the example for technology, character and leadership.

Gesl: Rapid growth (600 to 700 new students per year) is the most urgent issue facing our school system. This results in increased class sizes, increased discipline problems (less time for instruction), overcrowded school buildings, additional portable classrooms required, added workload on teachers, loss of individual instruction, teacher recruitment and retention problems, increased transportation costs, more funding needed for school construction and decreased money available for program enhancement and materials of instruction. In order to solve the problems associated with rapid growth, I believe I have the experience necessary to work with other elected officials to come up with creative solutions.

Holland: School overcrowding, recruiting highly qualified teachers to meet No Child Left Behind along with retaining good veteran teachers and an affordable housing program. As a resident in the La Plata area, I am aware that the town government is working with the county to ensure that we will have an adequate number of student slots to match the new homes going in around the area. This is a positive step that needs to continue countywide. Currently, Charles County Public Schools recruiters attend job fairs and use standard marketing strategy to get the word out that we seek teachers. This is a sound strategy that can only be improved by adding additional staff to support recruitment efforts.

Jenkins: The biggest problem is the current school board. The school board has to work in unity with the administration, teachers and the community. When you have a unified body, then you can confront the issues of overcrowding, recruitment and retention of q ualified teachers, and the school budget. I can bring to the board my business and educational experience that will lend a reasonable and competent mind to these proceedings.

Lukas: Adherence to No Child Left Behind and the requirement for all students to pass the High School Assessments beginning in 2009 in order to graduate is a problem. The keys to solving the problem are themselves valid issues: hiring and retaining qualified teachers, reducing classroom size, providing challenging curriculum at all levels of education and maintaining a safe learning environment. Parental and community involvement is vital.

Mathur: Our biggest problem is students’ safety. Our students are not safe on school grounds, cafeteria, hallways and in school buses; we should not limit our responsibility to only school grounds. Parents’ participation is very important, and necessary. They play a key role in their children’s behavioral activities; they should be involved more in afterschool activities.

Pedersen: I believe our most significant problems are leadership-related. Current board of education has chosen to focus on micromanaging teacher and staff-based issues. Their decisions do not represent the majority of the voters they were elected to represent. I am running on a platform of returning the board of education’s priority to positive supervision.

Proper: The biggest challenges facing the system, in my opinion, include controlling construction costs while accommodating growth; hiring and retaining qualified teachers; and curriculum diversity. I can help assure that construction projects are properly selected and funded, emphasize the priority of teachers and staff, and advocate quality vocational opportunities in addition to college preparation.

Ritter: Charles County has not kept up with the enrollment growth in our schools. A huge push must be made for construction of new schools and upgrade of existing schools.

Stover: I believe the hiring of certified⁄quality teachers and retaining them is critical to our community. CCPS hires over 250 new staff each year. It is imperative that we find more creative ways⁄incentives to retain teachers. Affordable housing, more state funding, more county funding and better communication with these agencies is needed. The federal No Child Left Behind Act and Maryland State Assessment programs necessitate that CCPS have a more open dialogue to investigate what it takes to reach our goal, which is to do what is best for our students, teachers and our community.

Wade: Schools are overcrowded, and we are building one school a year for the next 17 years with an agreement with the commissioners.

Wise: The biggest problem for CCPS is the hiring and retention of teachers. Because Maryland universities and colleges do not produce enough education majors, it is necessary to recruit out of state. Retention then becomes a problem. The school system, in conjunction with the county, must work to retain these professionals by providing affordable housing, by paying salaries indicative of a top-performing county, and by continuing a vigorous mentoring⁄staff development program for all personnel. Maybe we can ‘‘home-grow” our teachers by increasing interest in the Future Educators of America, a program already active in the county.

Young: Severe overcrowding in a county that continues to grow. A sobering reassessment of each instructional program, its financial impact and its direct contribution to academic success is overdue. Data must drive decisions. The board must discuss and determine goals and then give clear direction to the superintendent. Priorities must be re-evaluated regularly and adjusted accordingly. ... I offer incentives and a clinical ladder designed to keep competent, experienced teachers in the classroom. I support a more aggressive building program. Fiscal constraint in the operating budget as a result of data-driven decisions could free up funds for diversion to a more aggressive building program.

Q Do you see the growing number of portable classrooms at county schools as a problem?If so, what can be done about it?

Abell: Yes. Unfortunately, portable classrooms have become a necessity based on the state’s formula for funding of new schools. According to this formula, we must have essentially enough students to fill the school before the state will approve construction. Therefore, if we want to eliminate or reduce the number of portable classrooms, we need to change the state funding guidelines.

Bailey: Yes, we have more trailers as a ratio of our student population than any Maryland county. This is a direct result of growth and the capital improvement budget, which are county commissioner issues. The board of education needs to work with all of the county commissioners to explain the needs of the system and advocate for the students. The board must advocate for long-range solutions to the economic health of the county with restraint against unplanned growth of the population from outside forces. The current and past relationships between the board and the county commissioners have been one of mutual respect and cooperation for the common good. The next group of county commissioners needs to understand and work aggressively to resolve overcrowding.

Carrington: It is a temporary problem that has been addressed in the long-range goals.

Coggins: Portable classrooms are a temporary solution although temporary is a relative inference. The challenge of an increased overall student body req uires immediate accommodation. Are they a problem or a short-term solution? If the county has a significant increase in the number of students seeking a public education, then the portable classroom becomes a necessity until more permanent facilities are made available. You do what you have to do until you can get where you want to get, then one plans ahead to try and avoid similar situations in the future.

Cook: The portable classrooms are an obvious indicator of schools operating at or above capacity. They do an excellent job of solving an immediate need. The long-term expense of leasing them is probably our least cost-effective option. That being said, overcrowding of schools is a national problem and is the result of the unprecedented growth in the ’80s and ’90s. My research indicates, across the nation, use of portable classrooms is the Band-Aid until funds are available for new school construction. Many school systems opt to add the classroom space onto existing buildings. Our commissioners are to be applauded for being proactive and funding the new schools instead of waiting until the state funding became available.

Crawford: Yes, even though the Office of Supporting Services has done an excellent job of doing the absolute best with what we have. The commissioners need to align roads, schools, etc., with growth. Decisions need to be made that either slow growth until we can catch up or ones that support growth by funding infrastructure.

Gesl: The growing number of portable classrooms found at all of our schools is a direct result of the rapid growth that we are experiencing. Although portable classrooms provide additional instructional space, common areas such as cafeterias, gymnasiums, and hallways cannot be expanded readily. Therefore, portable classrooms alone don’t solve the problems associated with overcrowding. Some areas worth exploring: adjustments to the school allocation program, increased state and local funding for school construction; partnerships with the construction industry and BOE for school construction.

Holland: Yes, it is a problem. However, I am aware that the school administrators are working on alleviating overcrowding of schools through redistricting proposals to the school board, and new schools are in the process of being built.

Jenkins: It is a major problem in my opinion because it separates the students from the rest of the school and is an obvious indication that the school is severely overcrowded.

The only solution is to build new schools or construct an addition to the schools in question. The most obvious roadblock to that is the significant financial cost involved. Anything else is just a Band-Aid to the problem.

Lukas: It is a problem, and it reflects less-than-adequate planning by the board. There are over 200 portable classrooms in the county, and Charles County has the highest number of portable classrooms per student population in Maryland. The issue has compounded over time. The solution is instituting an allocation-and-resource plan that has a chance to succeed through adequate funding to construct new schools. Previous plans, as evidenced by our current situation, were doomed from the start. The board must be proactive in recognizing potential issues such as this and formulate a realistic plan and present it to the commissioners.

Mathur: Yes, that is big issue, and we need to eliminate the portable classroom idea; it’s not convenient for our students and teachers. It’s also a health hazard for all. We need to build more schools and hire more teachers so we can accommodate all our students in a safe environment.

Pedersen: The growing number of portables is an unfortunate necessity at this time. I will work to ensure that any portables meet the highest quality standards. Another unfortunate consequence is that the students who attend classes in these portables also exert pressure on existing cafeterias, gymnasiums, libraries and computer labs. I will be pressing to build new schools as needed to keep pace with local population growth and working to minimize the use of portable classrooms.

Proper: The growing number of portable classrooms, I believe, is a problem and getting worse. Demographic studies should be accomplished to better project the number and age groups of children req uiring classroom space. The same type of data the sheriff’s department uses for crime studies, including Census Bureau data, should be used for this purpose. Once assessed, this information should be used to justify and prioritize construction projects.

Ritter: Absolutely it is a problem. Long term, portable classrooms are an indication that we have not maintained a robust construction plan to accommodate growth. I believe that we need to increase school core capacity with a viable construction program.

Stover: I don’t believe that anyone likes the idea of portable classrooms. The reality is that CCPS is building a school a year. When you add 500-800 students per school year, we need to build a school a year for a decade or more to maintain adeq uate facilities to reduce the number of portable classrooms. Because of the rapid development in the county, portable classrooms become the answer in the short term for the school system. The long-term answer is that the county commissioners have committed to building a school a year for the next decade.

Wade: Portable classrooms allow our overcrowded school to function in an effective manner. New schools will eventually be the resolution to this small problem.

Wise: Portable classrooms are a necessary evil, and building one school a year will not eliminate the need for their use. As we add students and programs to our schools, it will be impossible to totally eliminate portables. If I have to decide between overcrowding a building or using portables, I will always support the use of portables. Unfortunately, adding portables does not increase the areas that all students must share such as hallways, bathrooms, the cafeteria and the gymnasium. The county must continue an intensive construction of new schools.

Young: Absolutely. A more aggressive building program partially funded by fiscal constraint in the operating budget as a result of data-driven decisions — instructional program⁄financial impact⁄contribution to academic success. It must be recognized, portable classrooms will always be needed before the state will agree to construction funding for new schools. Approximately 80 percent of a new school’s students must already be in the county’s schools before a new school can be approved. Those students must be housed somewhere.

Q What can the school system do to improve performance by minority students?

Abell: I personally do not believe in singling out any one group of students.

Every student in our school system is equally important and we should be providing the best education possible for each student regardless of race, sex, color or religion.

Bailey: In light of the great strides that Charles County has made in this area, and the national, state and local recognition we have received; I would say stay the course and keep making the strides we are making. Our success is based on the 10 minority achievement req uirements that the board adopted during my tenure and successful efforts like the 3-year-old classes, after-school programs, summer academies and a commitment to encouraging all students to challenge themselves and to take the highest level courses possible.

Carrington: Be more encouraging and have greater expectations from all students regardless of cultural differences.

Coggins: If we place high expectations of any student, minority or not, in most instances the students (barring no extraneous or unforeseen variable) will rise to the expectations. If one expects a certain group of students not to achieve than those students likewise will probably fulfill your negative expectations. Socioeconomically deprived students regardless of ethnicity often need added footing in a ‘‘leave no child behind” competition. It starts in prekindergarten and before. Parents, guardians, teachers, adult citizens ... I encourage you (myself included) to have high expectations of all of our youngsters.

Cook: As always, communication is essential. Research on parental involvement indicates it is critical to a child’s success. The school board might help by investigating ways to enhance communication flow to non-English speaking parents and providing information in the native language. I have also read of school systems that have an immersion type program for kindergarten children for whom English is not their primary language. In addition, there are federal grants for improving minority achievement.

Crawford: Stay the course. Ongoing efforts, led by the superintendent, have made incredible advances toward eliminating the achievement gap. It’s not impossible, but it does take focus. It means prevention, remediation and innovation, such as involving parents through adult classes. Across the state, Charles County is applauded for not just talking about it, but actually doing whatever it takes to increase all student achievement.

Gesl: To improve the performance of minority students I believe that early intervention is the key for future success. Identifying areas of need at an early age, such as expanded 3-year-old programs, pre-K and all-day kindergarten, will allow these students the opportunities to improve their skills prior to entering first grade. I believe more money should be focused on intervention programs so that all students can be on grade level as they progress through school. Other programs such as summer reading academies, after-school programs focused on reading and math, additional math and reading periods in middle school, and tutoring and mentoring in the high school could also be expanded.

Holland: Continue to get minority parents involved with the school system. The superindentent and senior staff are working with parents by allowing the parents to take courses in schools to get up to speed on classroom learning that they may not have been fortunate to learn. After all, how can a parent encourage a child to learn if they have had no interest in classroom learning themselves. As the immediate past commander of the tri-county Southern Maryland Young Marines, I allowed my parents to sit near our young Marines while they were taught more about our great nation. I wholeheartedly support the superidentent’s parental-learning program.

Jenkins: One of the goals of the No Child Left Behind Act is to narrow the academic gap between minority and white students. The req uirements of the act includes standard testing which will show if that goal is being met.

Lukas: Performance by minority students as measured by recent results on SATs, AP tests and the MSA show continued improvement. Charles County’s minority achievement program is recognized as a model for the state. We must continue with the current program as it has yielded positive results. The gains are steady and each year the achievement gap will continue to diminish. Assistance from community groups to help tutor students is beneficial and costs nothing!

Mathur: We need to schedule after-school classes or weekend classes not only for minority students, for everyone who needs more attention and help in any subject.

Pedersen: We are on the right track in our efforts to improve minority student achievement. The school system has received awards for the improvements of minority students. We must continue this progress by improving our English for Students of Other Languages program and by working to identify trends in the needs of incoming minority populations.

Proper: The school system should assure that all students are offered the same opportunities to participate, learn and excel. Unfortunately, many minority students have additional challenges, such as economic or language barriers. Where possible, the county should find ways to reach out to the families of these children to address such barriers and thus improve the ability of these children to take advantage of the benefits the school system has to offer.

Ritter: The single best way to attack the gap is with smaller class size taught by highly qualified teachers. Studies such as ‘‘Project STAR” have shown that minority student gains were accelerated when class sizes were reduced. I am extremely concerned that the achievement gap in Charles County as measured by the math MSA scores widens considerably during the middle school years. We need to pay special attention to our middle schools and ensure we do not overcrowd the classrooms and overburden our teachers or we risk leaving some students behind.

Stover: The school system has 10 req uirements related to improving minority achievement. I suggest we stay on course to continue to do more to focus on these requirements. CCPS has achieved numerous awards on the state level for our efforts with minority achievement. The number of minority students enrolled in Advanced Placement classes has continued to grow placing CCPS among the tops in the state. Our Judy Center programs have impacted our minority children. Another center will become a reality when Bel Alton is opened. We need to impact our children from 0 to 6 years of age.

Wade: Our minority achievement is recognized as the top school district in the state of Maryland. We must get parents to help us to eliminate the achievement gap by the mandate by per No Child Left Behind by 2014.

Wise: We must promote after-school programs that focus on individual assistance and provide hope with an emphasis on potential. We must continue the reading and mathematics summer academies. We must encourage and mentor our students. We need to find a way to keep our parents involved in school functions for elementary school through high school. Most students will work to their potential when they have caring and involved parents and encouraging and demanding instructors who challenge them.

Young: The school system needs to focus on improving performance for all students, not just one subgroup. Every child has the right to an education that enables him or her to meet his or her potential. Our school system should focus on every child regardless of gender, ethnicity, race, income or disability.

Q Teachers and parents have complained about students being ‘‘overtested” and teachers being forced to ‘‘teach to the test.” Do you see this as a problem? Since many of the tests are mandated by the state or federal government, what can the county school system do about it?

Abell: I do believe this is a problem and I am one of those parents that believe students are overtested and too much emphasis is placed on the federal and state-mandated tests. On the other hand, there really isn’t any ‘‘wiggle” room when it comes to the mandated tests, and during my tenure on the board, I have seen the benefits of having the test results as a means of measuring the effectiveness of our school system.

Bailey: Yes. Since many of the tests are mandated by the state or federal government, what can the county school system do about it? Continue to focus our resources to support classroom instruction. Relieve teachers of non-teaching tasks. Help students excel so that the req uired testing is less arduous or stressful. Continue successful programs such as the summer academies and after-school classes that help students achieve success.

Carrington: Preparation from kindergarten through high school by teaching understanding and application of concepts throughout the school year and across disciplines.

Coggins: If the test is a state or federal mandate, what can one do? As an educator, I have to in some way access student comprehension, understanding and applicability of my disciplines (anatomy, physiology and human nutrition). Exams are also an instrument by which I can partially access my aptness in getting a subject matter across to my students, but it does not behoove me to teach to an exam. Unfortunately, since so much hinges on the performance of our students on these exams, our public school teachers find themselves in a bit of a quandary. I feel for both the teachers and the students. If teachers are having to spend time ‘‘teaching to a test” as opposed to equipping students with the tools and problem-solving modalities to critically think their way through questions posed for inquiry, consideration and⁄or solution, then we are indeed doing them (our students and our teachers) a disservice.

We really need to be about the business of preparing our youngest citizenry for the expectations of postsecondary education, vocational or technical school, the work force ... whatever their ambitions might be and wherever they plan to go, there are some fundamental skills that our students should have.

Cook: Along with many states across the nation, the [Maryland State Teachers Association], National School Boards Association and the [National Education Association] have been active in appealing to the secretary of education to examine many of the guidelines for the NCLB, and this has resulted in small-but-significant steps toward greater flexibility of the NCLB standards.

Recently, the Maryland State Department of Education has considered allowing AP exams to replace certain of the HSAs. There is definitely a place for the board to lobby for these sorts of changes as well. On the classroom level, the board can support the need for teachers to have all the resources, training and planning time necessary to allow for the successful implementation of the federal and state mandates. Many school systems across the country are trying more innovative ways to incorporate the benchmarks required of the NCLB and state mandates by securing grants which fuse the requirements with enrichment opportunities in history, foreign language and literature.

Crawford: The purpose of testing should be for teachers, parents and students to know the student understands the subject. Only having ‘‘A-B-C-D-E” q uestions does not always give an accurate picture. Also, the state board of education needs to release the answers and q uestions after the student takes the test, instead of just giving them a score. Even so, our principals and teachers are doing a top-notch job at meeting the state’s goals, under No Child Left Behind, and also meeting Charles County’s goals, which are always much higher.

Gesl: The curriculum in the public schools is closely aligned with the recommended state curriculum. The state assessments (tests) are based on the state curriculum. I believe by teaching the approved curriculum, we are teaching the material that the test is based on, therefore we are not teaching to the test, as is a common misconception.

The state has mandated that high school students pass a series of tests in order to graduate. Recently, there has been discussion of allowing high school students the option of taking the SAT and ACT tests in place of certain high school assessments provided they obtain a minimum score. As a member of the board of education, it is my duty to ensure that we provide opportunities both in the classroom and out to be confident that our students are successful and graduate on time. As board members, we can work with other elected officials to change laws we feel are unfair. Until that time, we must follow state regulations and test our students when appropriate.

Holland: For the most part, teaching to the test can be a problem because the question is: Is the student really learning the subject matter or learning the test? While chairing the CCPS ethics panel, I learned the importance of school board members attending educational conferences. Attending conferences higher than the county level allows the school board member to have a voice in matter that can be at the national level. More importantly, some of the conferences, working groups, etc., have appointed or elected positions in which our local school board member could have a national voice seeking change to some of the unfunded mandates forced upon us.

Jenkins: I am not an expert on the No Child Left Behind Act, but the program is designed to improve the achievement in each and every student. The federal government demands compliance to the program conditions, in exchange for financial grants and incentives.

The standardized testing is now a part of our educational landscape. The conditions that the government places on the program make it necessary for the county to strive to reach the set goals.

Lukas: I am not in favor of teaching to the test. Since many tests are mandated, it will take a fundamental change in policy at a level beyond the scope of the county. Steps can be taken by working with other [boards of eduction] and the Maryland Association of Boards of Education to help influence change. Teachers need the opportunity to practice their style of teaching to engage students as effectively as possible. Being forced to a regimented schedule in order to prepare for a mandated test often times is not the best form of instruction. I believe there are too many mandated tests, although some testing is useful, as it can be used as one piece of information to gauge a child’s progress.

Mathur: County students have been overtested, but it’s not only our county, this is happening all over the United States; it’s too much pressure on our students, teachers and parents. Our teachers are doing a super job to keep up the score, and we must be thankful to them. Since the federal government mandates this test, therefore, the county has no role left in the test, other than educating and teaching students, and giving them the proper tools for the test and help them achieve their goals. Our teachers are overloaded with the number of students. The only solution I see is reducing the class sizes so our teachers can pay personalized attention to our students.

Pedersen: Yes, I see overtesting as a problem — one that can be addressed by reducing the amount of practice testing at the county level. County-level testing was originally intended to help evaluate student deficiencies before starting state and federal tests. We can now use previous years’ state results as students are tracked and then supplement with county testing only for our newest students.

Proper: I don’t believe testing should be viewed as a problem. Children go to school to be taught and learn, and testing is a necessary measurement to verify that goals are being accomplished. The system should not be ‘‘teaching the test,” however. Curriculum should be developed that, when taught properly, will supply students with the skills and knowledge they need to succeed.

Ritter: Testing is here to stay and there is little the school system can do to avoid federal and state testing mandates. These tests are supposed to be an objective measure of how well our schools and students are performing. I do not see this as an overwhelming problem. The teachers I have personally interacted with do an excellent job teaching to their curricula and do not simply ‘‘teach to the test.” If we give our schools and teachers the resources they need, our students will do well on the standard tests.

Stover: The federally mandated No Child Left Behind Act requires state assessments. All public schools in Maryland are required to teach curriculum that can be assessed. All counties are evaluated on their results of these assessments. We need to continue to make efforts to improve so that we can work towards attaining the goals set forth by MSDE.

Wade: The current testing requirements have been imposed on schools districts by the federal government and the Maryland State School Assessment requirements, and HSA requirements. School districts have no alternative but to perform these tests in order to receive state and federal funds.

Wise: I do believe students are overtested. Because the county curriculum is aligned with the state objectives that are tested, the perception of teaching to the tests exists. Since most of the testing is mandated, we should give the students the best chance to do well on the required assessments. My suggestion would be to shorten the length of state tests and eliminate some of the county tests. The state seems to be looking for ways to simplify the High School Assessments by considering the use of some AP and International Baccalaureate exam scores.

Young: We have a countywide curriculum; we should be administering the county exams the last week of each semester. Full instruction would continue until that time. During exam week, students would attend half days, take two or three exams and then go home to study for the next day’s exams. This would eliminate turning in grades before school was completed and eliminate those ‘‘wasted” last two weeks of school. Turnaround time is q uick for computer grid-in tests, and teachers have the second half of each exam day to grade the tests. Instructional time is maximized. Our students compete globally for college admissions and jobs, but we use test results to guide curriculum improvement for an assessment that only Maryland students take. It’s impossible to give our students a global advantage because we have no way of knowing how they compare. We must stay actively involved to improve the state’s testing program and in the meantime offer a rigorous curriculum that educates for life. AP testing dates cannot be altered; we must work around them.

Q How would you rate the performance of the current board of education?

Abell: On a scale of 1 to 10, I would give it a 6. The board is supposed to provide direction and establish educational policy governing the public school system and has only one employee, the superintendent. In my opinion, the current board does not provide clear direction to the superintendent or the system and is timid when it comes to making policy.

Bailey: I have served with six different boards. The current board, as a whole, is by far the most deliberative, hardworking, contemplative, effective board I have served with. They are a composite of highly dedicated, student-focused individuals. It is very interesting to me that those who have been critical have not been to our board meetings. I wonder where they get their information to form their opinions.

Carrington: I think the current board members lack focus of mission⁄vision due to conflicting views.

Coggins: If I were to use a Liekert Scale for the purpose of rating performance, (having not been given specifics) with 1 being abysmally poor and 10 being ultra exceptional, I would rate us at 7.75 (a value with which one can do very little standing alone). I would be interested in knowing how the citizens at large would respond to that same question. That information would have greater value.

Cook: The current board has failed to focus on supporting the vision of the superintendent and developing goals for assisting the school system to prepare our students for success in today’s global economy, but rather has gotten caught up in the micromanagement of daily operations.

Crawford: Great, but its success is not just because of the board. It takes balance, diversity, a committed superintendent, and a staff that does a fantastic job at preparing the board for decision-making. I am only one of seven, but really, it’s a credit to the 218 administrators, 1,883 teachers, 1,055 support staff, 25,894 students, and every family⁄guardian that helps.

Gesl: I feel that the majority of the members of the current board of education do not represent the expectations of the citizens of Charles County. They lack the vision, leadership, and cooperation necessary to continue to improve our school system.

Holland: As the immediate past chair of the ethics panel, I know that the current board is divisive. A majority of the ethics panel members urged me to run for the school board; thus, I resigned from the ethics panel in order to run for office. However, recently, I have noticed that a majority of the school board has started voting consistently on policy matters dear to their heart.

Jenkins: If the question is how would I grade the current school board, my grade would be a D. In my opinion they have surrendered to their own political and personal agendas and have lost their focus on having the best school system possible.

Lukas: Unsatisfactory. Not all members, but as a whole the board tries to remain isolated from the public. They are public servants and should make every attempt to be as open as possible conducting business when it is conducive for the public and not themselves. Personal issues interfere with what is best for our students.

Mathur: I am not completely satisfied with their performance, we still need to do lots of things, and we have to fix our priorities regarding student safety and nutritious meals. Our teachers are over looked, they must be compensated by their excellent performance.

Pedersen: On a scale of 1 to 10, with 10 being the highest, I would give them a 3 for their failure to work together and for using board member replacement methods that the state legislature deemed inappropriate.

Proper: The current board has not been without controversy or conflict. This is not unexpected considering the importance and often emotional nature of the subject matter. Even so, I believe the board could be made more productive. In my administrative experience I have discovered that, when properly managed, conflict leads to the generation of ideas, which in turn leads to better decision making. I feel my experiences in managing limited resources and consensus building would be welcome assets to the committed members of the board.

Ritter: I give the current board a C-minus. Judging by the reactions I have seen and heard from parents and teachers, the current board appears to have lost the confidence of the public. I think the board has not worked as an effective team, focusing on minutiae instead of key issues facing the county school system. It is the poor performance of the board that prompted me to run.

Stover: Having board of education members who have different opinions can be good if used in a positive way. I believe that the current board lacked a unified vision and, as a result, it created ineffective leadership, which resulted in mistrust of current board members. I believe that the BOE, BOE staff, county commissioners and all members of our community should work together to do what is best for all students.

Wade: The board of education should perform as a professional team. The board has no control of individual board members who have personal agendas, micromanagement of the superintendent and removal of principals. The current board leadership is performing in a satisfactory manner.

Wise: I cannot give this board a passing grade. It seems as though there are too many personal agendas and not enough interest in what is best for all students. Quite frankly, I have been embarrassed by their public displays of anger and divisiveness. Obviously, when seven people come together in a decision-making capacity, there are going to be diverse opinions. However, intelligent discussions and compromises are the ways to reach decisions on issues. The board of education should be a model of the democratic process for the students to emulate.

Young: I believe the overall performance has been mediocre — first, because of its failure to recognize that diversity of opinion is as great a gift as diversity of race, gender or ethnicity; secondly, because the differences between debate and dispute are not fully perceived or internalized; and lastly, because the board has a propensity to follow instead of govern and provide direction. In my opinion, the board needs to do a better job recognizing it exists to serve the public — not the other way around, and that it is accountable to the public, not the administration.

Q Is the county funding enough money for the schools?

Abell: The county provides as much funding for the school system as feasibly possible for their budget. Is this enough? It is never enough when it comes to the education of our children, but I understand the commissioners’ predicament.

Bailey: Unlike any other county agency, we have a long-range funding agreement with county government that establishes that 52.4 percent of the county’s undesignated revenues are to be earmarked for the school system’s operational budget. This funding agreement has allowed the school system to plan for and address goals that could not have been tackled otherwise. The foundation of this great achievement was laid back in my first term on the board of education. The public schools have made more improvements and provided more opportunities for students than any other system in the state in the last 10 years. This has been accomplished with such a high level of fiscal responsibility that during those same 10 years we have gone from 11th in the state in per-pupil spending to 23 of 24 jurisdictions, yet still maintain high quality standards in support of our mission statement. (We also spend less per student in Charles County public schools than any of our surrounding states, i.e. New Jersey, Delaware, West Virginia, Pennsylvania and Virginia).

Since the state constitution requires the state to provide free public education, the question should be is the state funding enough money for the schools? If Charles County had funded only the required amount of ‘‘maintenance of effort” based on the state formula, current county funding would be only about one-half of what the current level is.

Carrington: Yes, but the budget allocation needs to be continuously assessed.

Coggins: Does the county have any additional money that can be allocated to our schools? I believe that the county is doing the best that it can by our schools. If they could give more, I’m sure they would. Education has to be a priority. It is one of the foundations upon which our county, state and nation will build its future and has built its past.

Cook: Funding is critical. I trust the judgment of the superintendent and those who are in the business of education. That being said, there is always room for looking at ways to make a bureaucratic system more efficient and yield greater benefits for students. The BOE needs to develop a working relationship with the commissioners and superintendent to continue to find ways to provide the resources and cutting edge technology necessary for our students’ academic success and to enable them to compete in today’s global economy. In addition, I would like to encourage greater effort to secure federal grants.

Crawford: Yes. We have a standard funding formula with the commissioners that makes us the most efficient county in Maryland. However, state funding should increase, but that would require certain members of the General Assembly to follow through on tough choices.

Gesl: The county commissioners have historically committed 52 percent of the county budget to education. In my opinion, that represents a commitment to education on their part. The state and federal government have not kept pace with our funding needs due to numerous unfunded mandates. I pledge to work with our state and federal elected officials to try to increase our share of tax dollars going to education.

Holland: Adequate funding will continue to be a challenge for CCPS. The school board must ensure that CCPS is able to get its message across to Charles countians and our county commissioners as to why it continues to need a large portion of the county’s revenue. At my job, I deal a lot with metrics, performance measures, game plans, etc., and you learn to hold the line seeking additional resources incrementally whilst proving your case.

Jenkins: The county is never going to fund the public school system to the level we feel is appropriate. Although the school system receives a significant portion of the county budget, the reality is that the school system is growing at a rate that exceeds its fiscal allotment.

Lukas: There needs to be additional funding allocated for teachers salaries. Currently, the commissioners’ allocate 52.4 percent of the county budget’s undesignated funds to the school system. This is a significant portion, but keeping q uality teachers is a key element for the success of our school system, and the budget should consider this. The current commissioners made an excellent decision to forward-fund the most recent school construction. New schools are planned, but not entirely funded. With a realistic allocation plan, additional funding from the county could be mitigated. Regardless, new schools are needed, and the funding must be provided.

Mathur: No, we need to get more funds from the county to pay our teachers a better salary and incentives. We need funds for more classrooms, so we can reduce the class sizes, and we need funds for better meals in the cafeteria.

Pedersen: The county has made a valiant attempt to fund our schools. However, costs are continually rising for building new structures, transporting students, heating and cooling buildings, and attracting and retaining qualified teachers. We must address these issues, as well as the needs of Charles County’s ever-increasing student population and the desire to continually improve the q uality of education for our students.

Proper: Additional funding can always be utilized, and certainly needs exist within the school system that should be prioritized with other county needs. I believe that, with few exceptions, county funding has been appropriate to meet minimal needs. Additionally, I feel that the staff, Superintendent James Richmond and fellow employees have done a very good job of managing funds and accomplishing their goals for the schools.

Ritter: Funding by Charles County based upon budgeted dollars per student is at a reasonable level and consistent with other Maryland counties. The commitment by the commissioners to provide a fixed percentage of the county budget is commendable. I am concerned that the HSA pass rate, minority achievement gap and teacher retention may req uire additional funding to ensure upward trends.

Stover: CCPS receives 52.4 percent of the county budget. As an elected board member I would always welcome a high percentage. We need to continue to improve our communications and relationships with our state and local officials so that CCPS is allocated the money needed to put the resources where they will benefit our students.

Wade: The board of education operates within the funding provided by the commissioners. Charles County is in the lowest funding per pupil in the state of Maryland. Additional funding will move the school district within the top three in the state.

Wise: CCPS receives 52 percent of the county budget. I am not certain much more than that can be allocated to the school system without a substantial tax hike, which I do not support. It is the role of the elected board to produce a budget that has allocated these funds to the categories where the money is most needed. It is also important that the board maintain a good working relationship with the county commissioners through regular meetings and continuous dialogue.

Young: The commissioners work closely with the current board. While they might not always give us everything we ask for, they do give us everything we need. They too must work within a budget, and I believe they have been very fair.

Q Are the schools safe for students and teachers? If not, what should be done?

Abell: Charles County schools are safe for our students and teachers. Does this mean we will never have an emergency at one of our schools? No. But the school system and local law enforcement have partnered and work closely together in order to tackle any possible situations before they become a threat to our students or teachers.

Bailey: Yes, safety has been one of my prime focuses during my 12 years on the board. There has been much attention and resources directed in that area, including the addition of community police officers to the high schools. Charles County has the best-managed system anywhere that I know in addressing safety. Our schools are, of course, a reflection of our community, and we must continue to work in tandem with the sheriff’s office and the parents to do everything possible to keep our schools safe places for children to learn and teachers to teach.

Carrington: Safety is an issue that needs to be constantly addressed and can be done systematically through surveys.

Coggins: School safety is essential, and the atmosphere for teaching and learning must be established and continually maintained. Precautions are diligently exercised to assure that our schools are conducive to learning, and as a parent of four CCPS students I feel that safety has taken precedence in our system. Like other concerns of this nature there is always room for improvement, and I contend that the authoritative ranks of our school system addresses safety as a top priority.

Cook: The Charles County school administration has a comprehensive safety program in place. Many parents voice concern about safety in the schools. Consistency in the behavior rules and standards across individual schools, classes and grades is essential. Teachers need to have the uncompromising support of the administration in behavior management. Again, the school board can be effective and proactive by acting as a liaison to the community voice through forums and community education.

Crawford: Yes. I want to feel secure, as if any of the 29,050 people in the schools every day are my child, or my sister, or my brother. The associate superintendent has kept us safe with clear policies and consistent implementation. Part of our mission is to build character in a safe environment. Schools must strive to reverse the gradual decline of discipline, respect and responsibility in our culture.

Gesl: Our schools mirror society. As our society becomes more violent, our schools have the potential to become more violent. I believe our schools are currently safe for both students and teachers. However, we must be diligent and proactive to make sure our schools remain safe. Cooperation between the Charles County Sheriff’s Office and the board of education is a major component in preventing future problems. I plan to work with local law enforcement agencies to be sure that our schools remain safe and secure.

Holland: In comparison to other jurisdictions, our public schools are safe. Even with that, though, the Charles County Sheriff’s Office has assigned a deputy to high schools, and it seems that that officer is better suited to have a working knowledge of the school and its students so much so that intelligence can be develop by having a relationship with enough students that they will inform on a student about to commit a crime.

Jenkins: It is a sad state where we need to have police officers stationed in our schools. The reality is that our society has sunk to that level. The schools, in my opinion, are safe for the students and teachers, but that is not a 100 percent guarantee. Students who disrupt the school environment need to be removed from school and placed in facilities such as the Radio Station Road Academy or simply expel them.

Lukas: Overall, yes. There are always isolated incidents in any system. The proactive approach of intervention by programs conducted through the sheriff’s department such as Positive Behavioral Incentives, Drug Abuse Resistance Education program and Truth or Consequences combined with a zero tolerance administered by principals has been effective. Making students aware that they will be held accountable for their actions is key to maintaining a safe environment in the school. Reinforcement from parents is also crucial. A student’s day does not start when they enter the classroom. It starts when they leave their home.

Mathur: I don’t think our students and teachers are safe out there. We need more security personnel at the main entrances; we need to check a proper identification before someone even enters the school building. We need to improve our school bus system; students must be disciplined on the bus. We need to assign some parent volunteers, as a patrol, to maintain safe drives from home to school and school to home. We need to watch and protect our school grounds after school hours for illegal activities.

Pedersen: Our school system has established individual school emergency plans and codes of conduct⁄dress codes designed to maintain safe school environments. As a substitute teacher and itinerate teacher in the ESOL program, I felt safe most of the time. I have wished these policies were better communicated and enforced evenly in all county schools.

Proper: I think many schools are borderline and moving in the direction of being unsafe. I would support a school uniform policy and seek other means to make it more difficult for weapons and drugs to be concealed. I would also advocate stricter punishment of offenders and seek ways to engender more parental involvement and responsibility.

Ritter: Despite a couple of highly publicized incidents, our schools are quite safe. The superintendent and his staff have established police presence where deemed helpful for preventive measures or q uick response when needed. I would like to see more such presence at crowded after-school activities where altercations can get out of hand. I feel confident that my child will be learning in a safe environment.

Stover: I believe our schools are safe. Obviously we should continue to educate ourselves through our partnerships with the Charles County Sheriff’s Office and the Maryland State Police. The commitment of all three agencies to provide as secure an environment as is possible for our students is the highest priority.

Wade: Yes, we work very closely with the Charles County Sheriff’s Office in providing protection for our students and staff.

Wise: Schools are safe, but schools reflect society. Conflicts between students can be difficult to eliminate, and outside influences will always cause some problems. There are programs which are coordinated between the school system, the sheriff’s department and state police that should be continued, and perhaps even enhanced. Discipline policies must be in place and adhered to consistently. The Robert Stethem Center is an alternative to the regular school program, but needs more support to be able to address the issues that come to the center.

Young: Yes, but that is not to imply we live in Lake Wobegon. Safety is a priority. We work closely with law enforcement and we address issues swiftly when they arise. I suggest we eliminate in-school suspensions. Highly and repetitively disruptive students should be removed from the environment. Instituting after-school detention halls for minor infractions is an option to explore.