CT Examiner (Casey Cobb and Neag School alumna Christine Carver are quoted)
Meet the Researcher: Linda Pescatello, CAHNR
UConn Today (Neag School alumna Linda Pescatello is featured)
Olympic Athletes: 5 Questions America Needs to Ask About Athlete Activism
Editor’s Note: Sport management instructor and collaborator with the UConn Human Rights Institute Eli Wolff responds to questions about Olympic athlete activism, which originally appeared in UConn Today.
As the Winter Olympics begin in Beijing, questions are answered about how free athletes are to express their political and moral beliefs.
Athletes are frequently encouraged to stay silent when it comes to their political or moral beliefs. Six years ago, former San Francisco 49ers quarterback Colin Kaepernick chose to not stand during the national anthem at the start of NFL games to protest police brutality and racial inequity in the United States. He has not played a game of professional football since Jan. 1, 2017, only five months after his protest began.
Kaepernick was not the first, nor last, athlete to experience the sometimes fierce backlash that can occur when sports figures in the spotlight share their beliefs with the world. Today, the opening ceremonies of the 2022 Winter Olympic Games in Bejing, China will take place, in a climate of intense criticism directed at the host nation. China has been accused of persecuting Uyghur Muslims and Tibetans, cracking down on pro-democracy protests in Hong Kong, and threatening military conflict over the status of Taiwan. Athletes from around the world arriving in Beijing face a difficult decision over whether and when it’s appropriate to express their beliefs about these and other issues.
Recently, UConn Today spoke with Eli Wolff, Neag School of Education Sport Management instructor and sport and human rights expert. Wolff offers his perspective on how and why athletes are being silenced, what they can do to combat this, and ultimately, what needs to shift to allow athletes to perform their job, but also exercise their right to free expression.
In an ideal world, how could Olympic/Paralympic athletes use the world stage presented by the Games to share their personal/political beliefs in a respectful manner?
Olympic and Paralympic athletes can be encouraged and supported to use their platforms to express their personal and political beliefs for human rights and social justice. Olympic and Paralympic athletes must be provided their right to freedom of expression as outlined in Article 19 of the United Nations Declaration of Human Rights. Olympic and Paralympic athletes can express their views and beliefs in all forms and formats, including but not limited to verbal, written, and social media. Not all Olympic and Paralympic athletes will want to share their views, but those athletes that choose to do so, even if it is only a few, must be protected. Of course, Olympic and Paralympic athletes must not be tolerated for hate speech, but promoting human rights and social justice must be supported by the International Olympic Committee (IOC) and International Paralympic Committee (IPC), in line with Olympic and Paralympic values and the Olympic Charter Principles of Olympism.
Olympic and Paralympic athletes that are expressing their personal and political views and promoting human rights and social justice in connection with making the world a better place through sport must be celebrated rather than punished. Promoting human rights and social justice in and through sport is a positive contribution, and it is very good to engage in this way. The IOC and IPC must shift their perspective to recognize the human right to freedom of expression as a very positive contribution to the Olympic and Paralympic Movement and to the world.
Why and how are Olympic/Paralympic athletes continually forced to silence themselves to continue participating in their given sport?
Olympic and Paralympic athletes are currently discouraged by the IOC and IPC from speaking up about human rights and social justice topics and issues. Olympians and Paralympians are not technically and literally forced to stay silent, but there is a culture of power and control and policies, such as IOC Rule 50 and IPC Section 2.2, that limit and do not encourage the freedom of expression that is guaranteed in Article 19 of the United Nations Declaration of Human Rights. Ironically, the Olympic and Paralympic Movement has a partnership with the United Nations, and claims to promote human rights in the Olympic Charter, but rather than encouraging a holistic approach toward freedom of expression, Olympic and Paralympic athletes are limited in how and when they can speak and communicate their views and opinions. Olympians and Paralympians from the United States are protected by the United Sates Olympic and Paralympic Committee, but the IOC and the IPC still outline restrictions and limitations while at the Olympic and the Paralympic Games. Hopefully, soon the IOC and IPC will embrace freedom of expression as a complementary value to the Olympic and Paralympic values and the Olympic Charter Principles of Olympism.
In the 1968 Mexico City Olympics, American athletes Tommie Smith and John Carlos famously raised their fists in a Black Power salute during the playing of the US national anthem during the medal ceremony. How has activism among athletes evolved since then?
Athlete activism has come to the forefront of sport in the last 10 years, and particularly in the last two years since the murder of George Floyd. Very much inspired by John Carlos, Tommie Smith, Muhammad Ali, and others, we are seeing athlete activism as a more prominent topic and area of exploration. When I established the Athletes for Human Rights project with several colleagues in 2006, and when I wrote “Playing and Protesting: Sport as a Vehicle for Social Change” with Peter Kaufman in 2010, there was very little activity and engagement, and now there is a diversity and tapestry of athlete activism around the world. We are seeing athlete activism across topics and issues and utilizing a variety of tactics and approaches. Some athlete activism is in the form of social and political protest, some athlete activism is through writing and creative expression, some athlete activism is through education and knowledge sharing, and some athlete activism is through service, philanthropy, and community engagement. The spectrum of athlete activism is broad and deep and is very much emerging as a central and important part of sports culture nationally and globally.
What is the latest on the responses of the International Olympic Committee and International Paralympic Committee to calls that their rules around political demonstrations at the Games be amended?
The IOC and IPC have indicated that they will review IOC Rule 50 and IPC Section 2.2 after Beijing 2022. The IOC has communicated that it will share an IOC human rights strategy following Beijing. During Tokyo 2021, over 150 experts and athletes signed a letter to the IOC and IPC regarding IOC Rule 50 and IPC Section 2.2. Leading up to Beijing 2020, there are several initiatives, including a Human Rights Watch organized call to action, and a call led by the Uyghur Human Rights Project, that are promoting human rights and freedom of expression. Hopefully, following Beijing 2022 there will be organized and coordinated efforts to follow up with the IOC and IPC. Perhaps, as we wrote on Dec. 10, 2021, for Human Rights Day, there can also be an initiative by the UN Human Rights Council to establish Special Procedures experts on sport and human rights.
What is the impact of the US, Canada, UK, and Australia not sending political dignitaries to the Winter Olympics? Is that sending the right message about China’s policies in Xijiang?
It is a significant symbolic statement. It is definitely very important for governments to take this position. Most importantly, it will hopefully impact efforts and work following Beijing 2022.
Eli A. Wolff is an instructor with the Neag School of Education’s Sport Management program at the University of Connecticut. Wolff, a collaborator with the UConn Human Rights Institute and Dodd Impact , also directs the Power of Sport Lab, a platform to fuel and magnify creativity, diversity, connection, and leadership through sport. Eli serves as a coordinator of the Athletes and Social Change forum and program with the Muhammad Ali Center. Wolff was a member of the United States Soccer Team in the 1996 and 2004 Paralympic Games. He is a graduate of Brown University and has an MA in Olympic Studies from the German Sport University of Cologne. In October, Wolff hosted a Neag School of Education panel with an Olympic athlete, a Paralympic athlete, and an expert in the field to discuss the topic of human rights and the Games.
Meet the Researcher: Linda Pescatello
Editor’s Note: This article about Neag School alumna and UConn Board of Trustees Distinguished Professor Linda Pescatello originally appeared on UConn Today.
Pescatello’s career as a researcher grew out of an enduring desire to learn coupled with her lifelong passion for physical activity and biology.
When Linda Pescatello ’77 (CLAS), ’81 MA, ’86 Ph.D. began her career as an exercise science researcher, the field was a marginal part of the medical sciences. Over the course of her decades-long commitment to continual learning and research, Pescatello’s work has risen to prominence, making her an internationally recognized expert in exercise prescription and post-exercise hypotension.
After graduating with a bachelor’s degree from UConn’s College of Liberal Arts and Sciences in 1977, Pescatello worked as a biology and chemistry teacher, and coach at Rockville High School.
One requirement for her to continue teaching was to earn a master’s degree, which she completed from the Neag School of Education in 1981. Pescatello returned to UConn to study exercise science, merging her interests in science and physical activity.
“Amongst all of us what’s very very clear is we have a love for sports and exercise,” Pescatello says.
Pescatello has a lifelong passion for physical activity, and played on UConn’s basketball, softball, and tennis teams as an undergraduate.
When Pescatello was working on her master’s degree in the late 1970s, the exercise science lab at UConn consisted of just a scale and a bicycle ergometer on the top floor of the Hawley Armory.
“Just to see the expansion and use of exercise to improve many health outcomes has enabled the growth of our profession.”
— Linda Pescatello ’77 (CLAS), ’81 MA, ’86 Ph.D.
Pescatello stayed at UConn and earned her Ph.D. in exercise science in 1986. After managing the Department of Health Promotion at New Britain General Hospital for years, Pescatello returned to UConn as a professor in the Department of Kinesiology, first in the Neag School of Education, and t in the College of Agriculture, Health, and Natural Resources.
Since Pescatello’s time as a graduate student, the exercise science field has seen tremendous growth.
“Just to see the expansion and use of exercise to improve many health outcomes has enabled the growth of our profession,” Pescatello says.
Part of this expansion can be credited to the “exercise is medicine” movement which began in the early 1990s. This movement emphasizes how exercise can be used as part of treatment and prevention plans for a variety of conditions.
This movement was spearheaded by the American College of Sports Medicine (ACSM), the leading professional exercise science organization in the country.
Pescatello served as associate editor and senior editor for the ACSM guidelines for exercise testing and prescription. She also worked on the development of the 2018 activity guidelines report that served as the basis for the physical activity guidelines for Americans.
Career Making Discoveries
Early into her time at UConn, Pescatello worked on several major studies that led to landmark discoveries.
Pescatello worked with Paul Thompson at the Hartford Hospital to study how genetic polymorphisms affect the exercise training response. They were interested in seeing if people with different variations of the same gene would be better suited to certain kinds of exercise training to improve health outcomes. For example, a certain genotype may make someone’s blood pressure improve with endurance training, while another would lend itself to more improvements in muscle size and strength as a result of resistance strength training.
However, the researchers found no such thing. Instead, they discovered many genes account for a small amount of a person’s health outcome response to training.
“We found no single that could largely explain how we adapt to an exercise intervention,” Pescatello says. “That was an about-face in the field.”
Pescatello completed another study looking at the immediate effects of exercise on blood pressure. This now-well-known phenomenon called post-exercise hypotension that occurs when, after exercising, a person’s blood pressure decreases for the remainder of the day. In other ways, due to post-exercise hypotension, blood pressure is lower on the days we exercise than on days we don’t. This is especially important for individuals with hypertension (high blood pressure). This effect can last for hours and is an effective hypertension treatment strategy.
These findings launched Pescatello onto the international stage as an expert in post-exercise hypotension and drew attention to how effective exercise can be as lifestyle therapy.
Putting Research into Practice
Pescatello’s latest project helps put research on exercise prescription to use in clinical settings.
Pescatello has developed an algorithm known as P3EX. This decision support tool helps doctors and other health care professionals prescribe a customized exercise plan for patients at risk for cardiovascular disease.
“We have found that on the current market there is no exercise app that does what P3-EX does,” Pescatello says.
P3-EX is a unique tool that helps practitioners determine which risk factor to target to see the greatest benefit to the patient. For example, aerobic activity can help increase HDL or “good” cholesterol levels, whereas resistance or strength training is more effective for lowering LDL or “bad” cholesterol levels.
Pescatello is currently testing the tool’s feasibility in a large study. Three hundred professionals will use the tool in their practice and provide the research team with feedback. She is also interested in turning P3-EX into a mobile app with her research team.
Pescatello is also working on a study using Tai-Chi as an intervention for older adults with hypertension, led by postdoctoral researcher Yin Wu.
This work, supported by the Institute for Collaboration on Health, Intervention, and Policy (InCHIP) and the Brain Imaging Research Center (BIRC), will examine Tai-Chi’s impact on blood pressure and brain structural function, both of which are important risk factors for dementia.
In an upcoming interuniversity study, Pescatello will look at exercise and stress management for people taking prescription medication for chronic pain and who have opioid use disorder.
“You need to know your strengths and weaknesses and you build your team to complement those.”
— Linda Pescatello
“It’s another exciting area to develop strong collaborations with and we’ll see where it brings us,” Pescatello says.
This will not be the first time Pescatello has applied her expertise in exercise prescription to a daunting public health crisis. Pescatello worked with Nancy Petry at UConn Health to study the impact of exercise interventions for people with HIV and substance use disorder.
Pescatello says this kind of team science approach is becoming increasingly important.
“You need to know your strengths and weaknesses and you build your team to complement those,” Pescatello says.
An Impact for the Future
As the U.S. faces an aging population and increasing rates of obesity and diabetes, exercise will become an even more important part of regular health care, Pescatello says.
“Exercise is almost going to become a fundamental skillset for all of us because of the way we live our lives and the increase in sedentary and sitting time,” Pescatello says.
To address this growing challenge, another arm of Pescatello’s research focuses on how to keep people active through collaborations with clinical psychology researchers.
“I think exercise professionals also have contributed to the high amounts of physical inactivity in our country because we often don’t combine exercise interventions with behavioral strategies to increase exercise adherence,” Pescatello says.
As the challenges Pescatello works to solve have only grown over the years, so has her commitment to research and teaching the next generation.
Research, for Pescatello, calls for curiosity and thinking independently, something she imparts on her students through an experiential learning and problem-solving approach.
“The students are learning current, state-of the art knowledge in our teaching and I take pride in that,” Pescatello says.
Pescatello has been a critical force in growing the curriculum at UConn focused on the evidence-based health benefits of exercise.
“Leaving that as a growing venture to the university is something I can give back,” Pescatello says.
Pescatello says her intrinsic desire to always learn more and the impact her work and the students she has mentored has keep her motivated.
“I do feel that the research I’ve been involved with has positively impacted the way people lead their lives which is ultimately the motivation for staying in the field as long as I have,” Pescatello says.
Neag School alumna Linda Pescatello was previously a kinesiology faculty member in the Neag School of Education. The Department of Kinesiology originally was housed in the Neag School of Education before moving over to the College of Agriculture, Health, and Natural Resources.
Previous Stories:
- Brazilian Visiting Scholar in Kinesiology Paves Way for Future Collaborations with UConn
- Widely Used Exercise Guidelines Edited by UConn Fitness Expert
- Neag School of Education Hosts 2013 Commencement
- Neag School’s Dr. Pescatello Provides Insight Into Genomics Role On Exercise Performance
- Neag School Professor Receives National Award
Olympic Athletes: Five Questions America Needs to Ask About Athlete Activism
UConn Today (Eli Wolff responds to questions about how free are Olympic athletes to express their beliefs)
Neag School Names Recipients of 2022 Alumni Board Scholarship
Congratulations to the recipients of the Neag School of Education Alumni Board Scholarship for 2022:
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Sandeep Dutta, a doctoral student in learning, leadership, and education policy (LLEP) with a concentration in sports management;
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Yasmin Elgoharry, a doctoral student in LLEP with a concentration in higher education racial justice and decolonization; and
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Joselyn Perez, a doctoral student studying research methods, measurement, and evaluation.
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The Alumni Board Scholarship provides a $1,000 award annually to students enrolled in a Neag School master’s, doctorate, or sixth-year program who have proven academic excellence or demonstrated financial need.
Combining Passions for Soccer and Positive Change
Throughout his time at Columbia University and now at UConn, Sandeep Dutta has been using his longtime love for soccer to give young individuals a chance to learn important skills outside of the classroom.
“In developing countries where the education system does not support holistic development, and success is measured by how well a student reproduces textbook material, the opportunities to learn essential life skills are minimal,” says Dutta, who grew up in a small village in India. “Over the years, research has shown the power of sports in developing long-term, transferable skills such as critical thinking, leadership, accountability, building self-confidence, and much more.”
During his time in the Neag School’s LLEP program, Dutta has engaged in Husky Sport, a program housed within the Neag School that works with Hartford schools to aid students’ growth and development through sports.
“This research-driven program, in conjunction with the rigorous Ph.D. course curriculum, provides the necessary exposure to experienced academics and researchers which will help me identify efficient solutions to solve issues around impact assessment in sport for development programs,” he says.
Growing up, Dutta says he felt societal pressure to become a doctor or engineer. However, he always found his happiness on the soccer field with his peers and, supported by his loved ones, Dutta was encouraged to follow his interests.
“I plan to use this degree to delve further into my research, specifically how regular physical activity can help in achieving several sustainable development goals.”
— Sandeep Dutta, 2022 Alumni Board Scholarship Recipient
“My parents understood … the proverbial ‘rat race’ involved in traditional fields and allowed me to explore and find my way,” he says. Being involved in sports, he adds, taught him “essential life skills,” such as respect for others, honesty, and hard work, from a very young age.
Dutta says he plans to use his scholarship and degree to delve further into his research, specifically how “regular physical activity can help in achieving several sustainable development goals.” He says he hopes to live in a society where the benefits of physical activity are available to everyone, not just those in prosperous, modern communities.
Inspired to Advocate for Change
As a first-generation Muslim immigrant and woman of color, Yasmin Elgoharry says she quickly realized the American Dream is not always as attainable as it seems. To her, receiving an education was a symbol of gaining upward mobility.
“My education proved difficult, as there was a dearth of role models and mentors who looked like me or shared my story, or even had an understanding of the difficulties that I faced as a nontraditional student who worked multiple jobs while trying to balance her education and home responsibilities,” she says.
Elgoharry says she witnessed firsthand bigotry, xenophobia, and racism in seeing her mother, a housekeeper, and her father, a custodian, mistreated in the workplace. As they tried their best to provide for their children, Elgoharry found inspiration to advocate and fight for change.
“I believe that poverty, illiteracy, inequality, and even bigotry are policy choices, and education is the best prescription for curing all of the above,” says Elgoharry. “I want to understand better the intersection of education, inequality, race … that plague our communities and nation and hinder us from building a better society, so that I might one day have the tools to change it.”
“It truly takes a village, but I have been fortunate to have had a community of mentors to help me throughout my journey.”
— Yasmin Elgoharry,
2022 Alumni Board Scholarship Recipient
As Elgoharry strives toward her mission of working in higher education, she also plans to create a space for underrepresented individuals in America, including immigrants, women of color, and working-class students who may not be receiving the same opportunities as others.
For Egloharry, a strong support system is key. She credits part of her success to the ‘village’ that helped raise her.
“I have been fortunate to have had mentors of all stripes, from the Black and Brown women who spent their free time volunteering at the local Boys & Girls Club, who helped me with my homework while my parents were working, to the educators who encouraged me to reach higher, and to my parents’ indomitable will to give my sister and me a better life,” she says. “It truly takes a village, but I have been fortunate to have had a community of mentors and role models to help me throughout my journey.”
Recently, she was selected by peers to represent the Neag School’s Department of Educational Leadership on the Neag School Doctoral Studies Committee and also will serve on the Graduate Student Career Council.
From Knowledge to the Real World
Joselyn Perez, also a first-generation American, was motivated from a young age by her parents’ happiness whenever she excelled in school.
“I decided to pursue my Ph.D. … because for once I felt convinced that what I was learning in the classroom, I could apply to the real world,” says Perez, who is pursuing her doctorate at the Neag School in research methods, measurement, and evaluation. “I grew passionate about statistics because I was able to explain life occurrences with numbers.”
“As a child, I observed the decisions that people around me would make, as well as the consequences that came with their actions,” says Perez. “I learned that these decisions and consequences did not just affect the individual, but [also their] family.”
“I decided to pursue my Ph.D. … because for once I felt convinced that what I was learning in the classroom, I could apply to the real world.”
— Joselyn Perez, 2022 Alumni Board Scholarship Recipient
Her parents continuously told her the one thing that would help her get ahead in life would be education.
“I took that to heart and made efforts to learn about opportunities, resources, and mentors that could help me achieve my educational goals,” she says. “It was intimidating to navigate and investigate how I was going to obtain a higher education, but I quickly learned that I had a lot more to lose if I did not try.”
With this scholarship support, Perez says she knows that she is on the right path, and that it serves as a reminder that she is succeeding and that others see the true potential in her and her capabilities.
Alumni Board Scholarship recipients Sandeep Dutta, Yasmin Elgoharry, and Joselyn Perez will be formally recognized at the 2022 Neag School Alumni Awards Celebration, taking place in March. For more information on supporting students like these, visit s.uconn.edu/neaggiving.
Call for Public Comments
The Neag School of Education at The University of Connecticut is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on May 1, 2022. Interested parties are invited to submit third-party comments to the evaluation team. Comments must be received no later than 6 weeks prior (March 20, 2022) to the CAEP site visit date.
Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (e.g., graduate, present or former faculty member, employer of graduates, etc.).
We invite you to submit written testimony to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.
Neag School Accolades: January 2022
Throughout the academic year, the Neag School is proud to share the latest achievements of its faculty, staff, students, and alumni.
Explore their most recent promotions, research grant announcements, publications, and more:
- Dean’s Office
- Department of Curriculum and Instruction and Teacher Education
- Department of Educational Leadership
- Department of Educational Psychology
- Faculty/Staff
- Students
- Alumni
- In Memoriam
Dean’s Office
The Neag School and its Alumni Board are pleased to announce the winners of the 2022 Alumni Awards:
- Outstanding School Educator — Jeffrey Danielian ’06 MA
- Outstanding Professional — Cindy Ouillette ’97 (ED), ’98 MA
- Outstanding Early Career Professional — Wura Olusekun ’16 MA
- Outstanding School Administrator — Siobhan O’Connor ’12 6th Year, ’16 ELP
- Outstanding School Superintendent — Jody Ian Goeler ’07 ELP
- Outstanding Higher Education Professional — Bidya Ranjeet ’94 MA, ’90 Ph.D.
- Outstanding Diversity, Equity & Inclusion Professional — Michael Corral ’19 Ph.D.
- Distinguished Alumna — Donna Bandelloni ’77 (ED), ’80 MA
In addition, Sandeep Dutta, a doctoral student in learning, leadership, and education policy (LLEP) with a concentration in sports management; Yasmin Elgoharry, a doctoral student in LLEP with a concentration in higher education racial justice and decolonization; and Joselyn Perez, a doctoral student studying research methods, measurement, and evaluation, have been named the recipients of the 2022 Alumni Board Scholarship; and Tamika LaSalle has been named the 2022 Perry A. Zirkel Distinguished Teaching Award honoree. Read more about the scholarship recipients.
All awardees will be recognized at a celebration in March. Read more about the 2022 honorees.
During its December faculty/staff meeting, the Neag School recognized the following individuals for their milestone years of service to UConn:
- 10 Years of Service: Shawn Kornegay (Dean’s Office)
- 15 Years of Service: Michele Femc-Bagwell (Dean’s Office); Robin Grenier (EDLR); Thomas Levine (EDCI); Brandi Simonsen (EPSY); Megan Staples (EDCI); John Zack (EDCI)
- 20 Years of Service: Sandra Chafouleas (EPSY)
- 25 Years of Service: Judith Mathews (EPSY)
- 30 Years of Service: Michael Young (EPSY)
- 35 Years of Service: E. Jean Gubbins (EPSY)
In December, Dean Jason Irizarry visited Mansfield (Conn.) Public Schools as a guest of Neag School alumna and Superintendent Kelly Lyman ’92 MA, ’93 6th Year, ’10 ELP. Dean Irizarry toured classrooms at Mansfield Middle and Goodwin Elementary and visited with educators, alums, and students. View photos from the visit.
The Neag School of Education and Dodd Human Rights Impact recognized International Human Rights Day with a virtual event in December. Alum and U.S. Secretary of Education Miguel Cardona provided opening remarks, and Dean Jason G. Irizarry provided welcoming remarks. The roundtable included former U.S. Sen. Christopher Dodd, Dodd Human Rights Impact director Glenn Mitoma, Conard High School teacher and alumna Abigail Esposito ’14 (ED), ’15 MA, and Neag School graduate student Tyler Gleen.
Niralee Patel-Lye and Tracy Sinclair appeared (1:44) in UConn’s holiday video, “Decking the Husky Halls.”
Department of Curriculum and Instruction (EDCI)
Current Neag School students in the Teacher Certification Program for College Graduates (TCPCG) recently presented their action research projects. These projects provide TCPCG students with an opportunity to discover ways in which teachers can continue to learn, grow, and construct knowledge for themselves, while also allowing these students to study localized problems and examine how practitioners can improve teaching and learning in their classrooms. Check out photos.
Neag School music education majors shared entertainment and education with fellow students, family, and friends at the UConn Music Building in December. The students had a full program of a variety of music presented by their choral and instrumental methods students for an evening of music making–their first in two years. View photos from the event.
Department of Educational Leadership (EDLR)
Department of Educational Psychology (EPSY)
UConn’s Renzulli Center for Creativity, Gifted Education, and Talent Development is offering a new series of one-hour interactive webinars on topics of interest to educators as well as half-hour interactive webinars for parents of gifted students. The sessions will provide participants an opportunity to stay up to date on the latest issues in gifted education, talent development, and creativity. Register online.
Faculty/Staff
Michele Back co-published “Siempre Adistanciados”: Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language” for the December issue of Calico Journal.
Cara Bernard co-published an article titled “School Culture Change Through the Arts: A Case Study of the Turnaround Arts Program” for the January issue of Arts Education Policy Review.
Todd Campbell was interviewed in a Lab Out Loud podcast, “Using Phenomena to Help Students Explain the World.” The National Science Teaching Association supports Lab Out Loud. Campbell also co-published “What Causes the Disproportionate Impact of COVID-19 on Racial and Ethnic Minority Groups” and for the National Science Teaching Association’s (NSTA) Lesson Plan and “Student Agency Through Engineering” for NSTA’s January/February issue of Science and Children.
Rebecca Campbell-Montalvo and Gladis Kersaint co-published with others “How Stereotypes and Relationships Influence Women and Underrepresented Minority Students’ Fit in Engineering” for the November issue of Journal of Research in Science Education. In addition, Campbell-Montalvo was an editor of Interrogating the Relations Between Migration and Education in the South (Routledge, 2022).
Casey Cobb penned an essay for The Conversation about how to prepare to run for a school board election. Read his essay.
Sandra Chafouleas was a panelist at the Children’s Mental Health Webinar with State Representative Jaime Foster in December, hosted by the Connecticut House Democrats. She also co-published with alumna Emily Iovino ’15 (CLAS), ’16 MA, ’20 6th Year, ’20 Ph.D. “Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools” for Frontiers in Psychology and published “How to Use Homework to Support Student Success” for the January issue of Psychology Today.
Ido Davidesco was awarded a $1.3 million early-career grant from the National Science Foundation (NSF). Read more from UConn Today. As the principal investigator, he will research how internal attention thinking impacts learning in undergraduate biology classes. Read more. Davidesco was also profiled by UConn’s Collaboratory on School and Child Health (CSCH). Read more on CSCH’s website.
Nicholas Gelbar, doctoral student Alexandra Cascio ’81 MA, Joseph Madaus, and Sally Reis co-published “A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder” for the December issue of Gifted Child Quarterly.
Doug Glanville was recognized in December by the National Association of Black Journalists (NABJ)’ 2021 Professional Television Salute to Excellence Award in the Television – Network – Feature: Short Form category for the video “Enough,” which he wrote, and at the 63rd Annual Regional Chicago/Midwest Emmy Awards for Outstanding Achievement for Sports – Interview/Discussion category for “Class Is In Session Special: MLB’s Decision on All-Star Games,” for which he served as the host. In addition, Glanville will be calling ESPN Sunday Night Baseball games on the radio this season.
Preston Green was interviewed for the Brainwaves Anthology Collection on three topics: (1) school funding, (2) charter schools, and (3) teachers make a difference. Green also co-filed a brief to the U.S. Supreme Court on state funding for religious schools, published by the National Education Policy Center.
James Kaufman co-published “COVID-19 Lockdown and Creativity: Exploring the Role and Emotions and Motivation on Creative Activities From the Chinese and German Perspectives” for the October issue of Frontiers in Psychology.
Devin Kearns co-published, with Cheryl Lyon, a doctoral student in educational psychology, “Improving Literacy Instruction in Co-Taught Middle School Classrooms to Support Reading Comprehension” for the December issue of Contemporary Educational Psychology.
Kathleen Lynch was selected as an Emerging Education Policy Scholar by the Thomas B. Fordham Institute and the American Enterprise Institute (AEI). Lynch also co-published “The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis” for the January issue of Ed Working Papers.
Allison Lombardi is a new co-editor of the journal Career Development and Transition for Exceptional Individuals.
Alan Marcus and Thomas Levine co-published a paper, “Mapping the Pandemic: Teaching Critical Map Literacy with Interactive COVID-19 Maps,” featured in UConn Today. Marcus also co-published with alumnus Ian McGregor ’21 Ph.D. and others “Holocaust Education in Transition From Live to Virtual Survivor Testimony: Pedagogical and Ethical Dilemmas” for the December issue of A Journal of Culture and History.
Adam McCready co-presented “W(h)ither Graduate Preparation Programs Current and Post-Pandemic?” at the Student Affairs Administrators in Higher Education (NASPA) Region 1 Conference in Hartford, Connecticut, in November. In addition, he presented “Precarious Manhood in the Echo Chamber: Alcohol, Hazing, and Sexual Violence” at the Association of Fraternity/Sorority Advisors Annual Meeting virtually in December. McCready was also named to the editorial team of The Research Journal of the Association of Fraternity/Sorority Advisors and co-published “Fraternities as Settings for Sexual Assault: The Relationships of Traditional Masculine Norms Climates and Sexual Assault Attitudes” for the December issue of Psychology of Men and Masculinity.
Diandra Prescod co-published “Conceptualizing COVID-19-Related Career Concerns Using Bioecological Systems: Implications for Career Practice” for the December issue of The Career Development Quarterly.
Sally Reis, Nicholas Gelbar, and Joseph Madaus co-published “Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders” for the September issue of Journal of Autism and Developmental Disorders. The article was featured in UConn Today. Reis and Joe Renzulli co-published The Schoolwide Enrichment Model: A Talent Development Approach Resulting in Opportunities, Resources, and Encouragement for All Students (IGI Global, 2022).
Joe Renzulli co-published a chapter with Nicole Waicunas, “An Infusion-Based Approach to Enriching the Standards-Driven Curriculum,” for Reflections on Gifted Education (Taylor Francis Group 2022). In addition, the book The Scholastic Enrichment Model, co-authored by Reis and Joe Renzulli, was translated into Italian. Reis and Renzulli also co-published a chapter, “The Schoolwide Enrichment Model: A Talent Development Approach Resulting in Opportunities, Resources, and Encouragement for all Students,” for Creating Equitable Services for the Gifted (IGI Global 2022).
Del Siegle received the 2021 National Association for Gifted Children (NAGC)’s Ann F. Isaacs Founder’s Memorial Award for distinguished service to NAGC and gifted education. He was formally recognized at the NAGC Annual Convention in Denver, Colorado, in November.
Tracy Sinclair co-published “Building a Transition Assessment for Students with Significant Cognitive Disabilities: Transition Assessment and Goal Generator-Alternative” for the December issue of DADD Online Journal.
Saran Stewart was an invited speaker for several recent virtual events: School of Environment, Resources and Sustainability, University of Waterloo, Canada; the 2021 International Professional Development Association, UK; 2021 Association of Graduate Researchers in Education Conference, Kingston, Jamaica; the Jamaica Tertiary Education Commission Research Forum; 2021 Hong Kong Education Research Association; and the Asian Pacific Education Research Association International Conference in Hong Kong.
Jennie Weiner has been awarded a $360,000, three-year grant from the U.S. Department of Education’s Teacher Incentive Fund program to evaluate elements of NEtworkED: Creating Communities of Equity and Opportunity in Northeast Ohio. Alexandra Freidus is a co-investigator on the grant. Weiner also co-published with doctoral student Daron Cyr and Laura Burton an article titled “A Study of Black Female Principals Leading Through Twin Pandemics” for the December issue of Journal of Education Human Resources. In addition, Weiner was a panelist for the UConn Leadership and Organizational Development’s session on “The Double Bind Facing Women in Leadership,” held in December.
Students
Jannatul Anika, a junior in science education, has been selected for the University Scholar Program. This is the highest academic honor that UConn bestows upon an undergraduate student at graduation upon completing the program.
Pauline Batista, a doctoral student in educational leadership, participated in UNESCO’s Intergenerational Dialogue as part of the #BiennaleLuanda 2021 in October. Only two people are chosen per country.
Brianna Chance was featured (:07) in UConn’s current promotional commercial, aired every time the UConn Huskies play in a televised sports game.
Tamashi Hettiarachchi ’21 (ED), who is pursuing a master’s degree in curriculum and instruction, was recognized as an Alma Exley Scholar.
Heather Kwolek, Adeline Bray ’19 (CLAS), Alyssa Bunyea ’21 MA, and Erin DeMaio, doctoral students in educational psychology, along with Melissa Bray and alumna Karen Ottone-Cross ’15 MA, ’18 6th Year, ’18 Ph.D., co-authored an article titled “Assessment of Students With Autism Spectrum Disorder for Emergency Response Planning” for the November issue of Psychology in the Schools.
Saraya Lewis, a junior majoring in English education, was named an Alma Exley Scholar.
Katerine Santiago Montalvo ’21 (ED), a master’s student in Spanish education, wrote a newsletter article for the Connecticut Council of Language Teacher’s Fall/Winter newsletter edition about her personal experiences in an ELL program.
Kaitlynn Styles, a fifth-semester history major with minors in political science and American studies, was elected to Wolcott’s Town Council in Wolcott, Connecticut.
Alumni
Batouly Camara ’19 (ED), ’20 MA, a former UConn women’s basketball player and CEO of Women and Kids Empowerment (WAKE), was feature by In the Know, by Yahoo! Sports. Over the past year alone in Guinea, WAKE has built two basketball courts, launched six full scholarships, held three basketball camps, and built a water pump in a village that did not have access to clean drinking water.
Susan (Rovezzi) Carroll ’81 Ph.D. co-published a book Statistics Made Simple for School Leaders (Rowman & Littlefield, 2022). Carroll, who is president of Words & Numbers Research, is a past recipient of the Neag School Alumni Board’s Outstanding Professional award.
Patricia Charles ’90 6th Year, ’02 ELP, a retired superintendent, was recognized by the Middlesex United Way with its Community Service Award.
Johanna deLeyer-Tiarks ’17 MA, ’20 6th Year, ’20 Ph.D., Melissa Bray, Sandra Chafouleas, James Kaufman, and Michael Li, a doctoral student in educational psychology, co-published Investigating Virtual Reality for the Delivery of Self-Modeling Interventions: Virtual Reality Self-Modeling as an Intervention for Stuttering for the December issue of Translational Issues in Psychological Science.
Elizabeth M. DeVitto ’14 (ED), ’15 MA published a children’s book, Safe Spot, on helping children with emotions.
Jamahl Hines ’93 (CLAS), ’14 6th Year, assistant principal at Conard High School in West Hartford, Connecticut, was named 2022 Assistant Principal of the Year 2022 Assistant Principal of the Year by the Connecticut Association of Schools (CAS). Hines was also named interim principal for Conard High School.
Michael Mallery ’15 MA, ’20 Ph.D. is the district coordinator of social, emotional learning for Windsor (Conn.) Public Schools.
Chloe Pavlech ’18 MS, an assistant women’s basketball coach for Baylor University, was featured by Baylor University.
William “Bill” Pizzuto ’99 Ph.D., director of UConn Waterbury, is retiring in February. He served as the director since 2006, and previously served as associate vice provost for the UConn tri-campus program of Waterbury, Torrington, and West Hartford. Pizzuto also served as director of both the Waterbury and Torrington campuses before the closure of the Torrington campus.
Laura Rodriguez ’20 Ph.D. co-published with Todd Campbell, David Moss, UConn faculty member Laura Cisneros, and others “Assessing STEM Identities in Intergenerational Informal STEM Programming” for the December issue of Contemporary Issues in Technology and Teacher Education.
Jocelyn Tamborello-Noble ’03 (ED), ’04 MA, ’09 6th Year was named assistant principal for Conard High School in West Harford, Connecticut. She most recently served as the school’s world language department supervisor.
In Memoriam
Robert S. Avery ’74
Paul D. Baillargeon ’64
Raymond J. Beauregard ’63
Richard T. Coburn ’58
Eleanor D. Controvillas ’61
Chelsea Cunha – student
Kathleen “Kathy” (Crownhart) Gleason ’72
Maureen Becks Macera ’89
Ann Nicolle Rome ’54
Vincent C. Russell ’72
William “Bill” Servedio – professor emeritus
Frances Roxine Stepchew ’54
Errol J. Terrell ’65
Caroline (Kennedy) Voorhees ’63
Kenneth C. White ’55
Announcing the 2022 Neag School Alumni Awards Honorees
The Neag School of Education and its Alumni Board are delighted to announce the 2022 Neag School Alumni Awards honorees. Eight outstanding graduates will be formally recognized at the School’s 24th annual Alumni Awards Celebration on Saturday, March 12, 2022. Register by March 7 to join the virtual event.
Outstanding School Educator
Jeffrey S. Danielian ’06 MA
In addition to directing the LaSalle Scholars Program and teaching freshman biology at LaSalle Academy in Providence, Rhode Island, Jeffrey Danielian serves as the editor-in-chief for the National Association for Gifted Children’s (NAGC) magazine, Teaching for High Potential. In his role at LaSalle Academy, Danielian provides ongoing opportunities for student enrichment inside and outside the classroom, including facilitating independent research studies and coordinating mentorships. At NAGC — where he is known as a leader in the field — he also coordinates the Javits-Frasier Teacher Scholarship Program and oversees the submission and review process for the association’s annual convention. He serves as co-director of Edufest, a gifted and talented conference held in Boise, Idaho. In addition, Danielian provides consultation to educators and parents and has authored various white papers, research summaries, and blog posts, as well as four volumes of poetry and four nonfiction books, including books about science teaching.
Outstanding Professional
Cindy Ouillette ’97 (ED), ’98 MA
A graduate of the Neag School’s Integrated Bachelor’s/Master’s Program, Cindy Ouillette serves as a library media specialist for Tourtellotte Memorial High School in North Grosvenordale, Connecticut. In that role, she impacts the school’s educational community by building collegial collaborations, including integrating literacy skills into the curriculum, and delivering and facilitating special events to support student and staff literacy. Ouillette co-chaired the steering committee for the school’s accreditation process and also collaborated with colleagues in writing technology grants that have awarded the district more than $200,000 to date. In addition, she develops rigorous academic opportunities and assists students with finding specific resources for individualized needs. Recognized as a forward thinker, Ouillette initiated and continues to advise a student writing center, and also collaborated with the school’s alumni association to plan and facilitate a yearly “Alumni Career Day.”
Outstanding Early Career Professional
Wura Olusekun ’16 MA
Wura Olusekun has served as a program assistant with the National Hockey League (NHL) since 2017, where she oversees social impact, growth initiatives, and legislative affairs. In that role, Olusekun collaborates with stakeholders across the NHL to plan internal and external talent-related projects and events, and produce content for social impact campaigns. Through her work at the NHL, she has highlighted the importance of diversity and inclusion in hockey and beyond, evidenced, for instance, in her collaborations with NHL Studios and Marketing to develop the Off-Ice with Wyclek Jean four-part series, and to pitch and manage the process for Black Bolden’s Be Bold Players’ Tribune Story. Most recently, she accepted a new role with Major League Soccer (MLS), where she is oversees social responsibility. As a master’s student in the Neag School’s Sport Management program, she initiated the “Beyond the Field” speaker series, which continues today, enhancing students’ experience in the sport management program while also informing the greater Neag School community.
Outstanding School Administrator
Siobhan O’Connor ’12 6th Year, ’16 ELP
Siobhan O’Connor has served since 2017 as principal of Highcrest Elementary School in Wethersfield, Connecticut. A tireless advocate for student resources, she is a visible presence who is deeply connected to the school community and focuses on her students, including leading the school during a pivot to remote learning during the COVID-19 crisis. During the pandemic shutdown, O’Connor ensured her students were receiving meals, with her efforts helping to create a satellite meal distribution site in town. As the 2020-21 school year began, O’Connor proactively planned for school safety. As a result, 100% of her staff returned to school during the pandemic. She has shared her extensive knowledge of educational strategies, including being integral in helping to create student learning plans as well as strategies during individualized education program meetings. Recognizing the need to increase collaboration between general and special education teachers, O’Connor worked with her leadership team to adjust the daily schedule to increase collaborative time; this model proved so effective that other schools within the district have also looked to implement it.
Outstanding School Superintendent
Jody Ian Goeler ’07 ELP
A graduate of the Neag School’s Executive Leadership Program, Jody Ian Goeler has served as superintendent of Hamden (Connecticut) Public Schools since 2014. He leads a dynamic and diverse urban/suburban district with a student enrollment of approximately 5,700 students, 880 full-time staff, and a budget of $92 million. A dedicated and passionate leader, Goeler is implementing a multiyear plan that provides bold, innovative, and transformative leadership to address equity for Hamden Public Schools. He is leading Hamden Reimagine, Restructure, Results (R3), a forward-thinking approach to change the fabric of Hamden Schools to provide educational equity for all schools. Known throughout the state as a literacy expert, Goeler began his academic career in Connecticut teaching, supervising student activities, and developing individualized education programs. Additionally, he is an innovator with technology and brought technology in Hamden classrooms to a new level.
Outstanding Higher Education Professional
Bidya Ranjeet ’84 MA, ’90 Ph.D.
Bidya Ranjeet has served as a director of the UConn Center for Academic Programs (CAP) since 2013, where she manages the daily operations of the University’s TRIO Programs (Student Support Services, UConn College Access and Success, and UConn Rising Scholars Program and McNair Scholars Program). While recruiting, enrolling, supporting, retaining, and graduating low-income and first-generation students through the CAP’s umbrella programs, she has successfully secured local, state, and federal funding — including, most recently, $1.4 million in grant support from the U.S. Department of Education. Her advocacy for students and collaboration with campus support services at UConn began almost 30 years ago, when she started as a counselor at UConn Student Support Services, advising students on personal, academic, career, and financial aid issues. Ranjeet, who began her professional career in education as a teacher, then principal, in Kathmandu, Nepal, earned her master’s in educational administration and her doctorate in adult education from the Neag School.
Outstanding Diversity, Equity and Inclusion Professional
Michael D. Corral ’19 Ph.D.
A lead researcher for Promise54, a national nonprofit designed to support and build up education systems to improve diversity, equity, and inclusion (DEI) experiences, Michael Corral is a graduate of the Neag School’s doctoral program in learning, leadership, and education policy. At Promise54, he collects data to inform the organization’s research and reporting and recently was lead author of a published report summarizing 50,000 staff experience surveys and 700 organizational profiles sharing the current DEI work and antiracism in the education sector. As a doctoral student, Corral taught courses throughout the Neag School, focusing on multicultural education, equity, and social justice, and providing professional development sessions and leadership for UConn’s Husky Sport program. Driven by his own experiences navigating the educational system as a student of color, Corral began his professional career in education teaching in a rural, lower-income, and predominantly Latinx community.
Distinguished Alumna
Donna Bandelloni ’77 (ED), ’80 MA
Donna Bandelloni has served as a director of gift planning for leading healthcare organizations and as senior director and director of charitable gifts for world-leading financial institutions for more than 25 years. Her capacity to lead and execute produced significant growth in gift planning programs for large healthcare foundations in Northern California. In addition, Bandelloni has held director positions at large financial institutions such as Merrill Lynch Trust, Wells Fargo Charitable Management, and Mellon Financial, successfully expanding their charitable services to the nonprofit sector. She is actively involved with the National Association of Charitable Gift Planners, Association for Healthcare Philanthropy, American Council on Gift Annuities, and Marin Estate Planning Council. At UConn, she is a member of the Neag School of Education Dean’s Board of Advocates and the UConn Foundation’s Women’s Philanthropy Forum.
The 24th Annual Neag School Alumni Awards Celebration will be held on March 12, 2022. Register by March 7 to join the virtual event. Questions? Contact neag-communications@uconn.edu.
3 Tasks You Should Be Prepared to Do Before You Run for School Board
Editor’s Note: Written by Professor Casey Cobb, this article about school board elections originally appeared in The Conversation.
More than masks and critical race theory: When people run for school board these days, they often are motivated to campaign on a controverisial topic.
When people run for school board these days, they often are motivated to campaign on a controverisial topic. That’s according to Ballotpedia, a nonprofit that tracks political elections in the U.S.
In an analysis of school board elections in 463 school districts in 2021, the organization found elections that were once uncontested had drawn candidates who were “galvanized by one issue or another.”
Three issues came up the most. The most oft-cited issue was race in education, more specifically, the teaching of critical race theory. The second most frequently cited issue was school policies on the pandemic – that is, requirements to wear masks or get vaccinations, or school reopening. The third most-cited was sex and gender in schools, such as gender-specific facilities.
As of January 2022, Ballotpedia discovered 287 school districts in 25 states where candidates took a position on race in education; 199 school districts in 23 states where candidates took a position on responses to the coronavirus pandemic; and 144 school districts in 18 states where candidates took a position on sex and gender in schools.
A Worrisome Trend
As a former school board member – and as a researcher who studies educational leadership and policy – I find it worrisome when polarizing issues generate so much attention from candidates. The reason I worry is that I know from firsthand experience that being an effective school board member is never just about taking a stance on a few hot-button topics. Rather, it’s about much broader issues, such as meeting the educational needs of all students in the school district.
“As a former school board member – and as a researcher who studies educational leadership and policy – I find it worrisome when polarizing issues generate so much attention from candidates.”
Too often, support for candidates hinges on the positions they take on the most controversial issues. For instance, in Florida, Gov. Ron DeSantis, speaking on behalf of his state’s Republican Party, pledged to withhold support from “any Republican candidate for school board who supports critical race theory in all 67 counties or supports mandatory masking of schoolchildren.”
As impassioned as people may be about issues like mask requirements, keeping schools open or confronting issues of race in the curriculum, running a school district is about much more than any one of those single issues. With that in mind, here are three actions that future school board candidates should be prepared to take.
1. Set district policy
A primary function of the school board is to develop, review and approve district policy. These policies can include implementing state mandates – such as establishing high school graduation requirements – or formulating a plan to evaluate teachers.
Some policies take on broad issues that affect all students. For instance, a policy might express a goal to make sure all students have access to the internet at home. Other policies might deal with smaller matters, such as whether home-schooled students can participate in extracurricular activities at the local public school.
2. Make tough budget decisions
One of the most difficult tasks that school board members must do is decide how to spend the school district’s limited revenue.
The vast majority of a district’s budget – about 80% to 85% – goes to personnel costs, such as salaries and benefits for school staff. Paying for these employee expenditures is becoming more challenging because of the rising cost of health insurance.
To stay within budget, school board members may have to cut positions or programs. It’s usually a matter of assessing tradeoffs: Do we cut our gifted and talented program to keep our school safety officer? Do we cut teaching positions to make the budget, and if so, which ones?
Each decision comes with consequences. For instance, cutting a gifted and talented program would make some families upset. Continued funding of a night school program might require a series of budget reductions in other areas, such as field trips or late buses.
A tough budget choice I remember facing as a school board member was deciding whether to renovate an outdated and undersized school theater. The board members all agreed the theater was in desperate need of an upgrade but decided to put off the theater upgrade to deal with other needs. The high school would soon need a new roof and boiler that ultimately took priority.
3. Select a superintendent
Selecting a district leader is critically important. So is deciding whether to keep or get rid of one. A good superintendent can make or break a district. The superintendent is the face of the school community and the district’s instructional leader.
Superintendents work with the school board to set the vision and goals for the district and then make sure they are achieved. They also hire and manage principals and other district leaders. Superintendents are expected to provide for the safety of children and staff and be good stewards of district finances.
Finding a good superintendent involves looking for leaders who have a proven track record in the areas of importance. Do they have a history of improving student achievement? Have they created a positive school climate and culture? Are they effective communicators?
If a school board chooses an ineffective superintendent, it usually sets a district back and the board ends up having to spend time and money to replace them.
A key distinction of American democracy is that candidates can develop platforms as they see fit, and it’s up to voters to decide if a particular candidate will represent their concerns. But when it comes to running a school system, it’s important to keep in mind that it involves much more than taking a stance on a few controversial issues. It’s also about making sound financial decisions and implementing policies that ensure all students get the education they deserve.
