• Office: School Board
• Election Date: November 5, 2024
• Candidate: Virginia Cheung
• Due Date: May 31, 2024
• Printable Version

Thank you for seeking GrowSF's endorsement for the November 5, 2024 election! GrowSF believes in a growing, beautiful, vibrant, healthy, safe, and prosperous city delivered via common sense solutions and effective government. Our work includes running public opinion polls to understand what voters want, advocating for those changes, and ensuring that the SF government represents the people.

The GrowSF endorsement committee will review all completed questionnaires and seek consensus on which candidates best align with our vision for San Francisco.

This questionnaire will be published on growsf.org, and so we hope that you use this opportunity to communicate with voters.

Please complete this questionnaire by May 31, 2024 so we have enough time to adequately review and discuss your answers.

Note: This questionnaire will use the initialism “SFUSD” when referring to the San Francisco Unified School District.

• Your Goals
• Executive experience
• The Issues
  • Budget
  • Curriculum
  • Bullying & violence
  • Teachers
  • School assignment system
  • General information
• Personal
• Thank you

Your Goals

We'd like to get some details about your high-level goals and how you intend to use your elected office to achieve them.

Why are you running for School Board?

As a proud parent of a second grader attending Alice Fong Yu, I am deeply committed to ensuring every child in San Francisco receives a culturally affirming, high quality education that nurtures their individual growth and empowers them to reach their full potential.

I'm the daughter of refugees and survivors of communist persecution. As a very young child my parents worked multiple jobs and I lived a very isolated life. On my first day of school my mother dropped me off at the bus stop and she wasn't able to stay with me till the bus came. I was terrified, standing among children I didn't know who didn't speak my language and didn't know where I was going. Because I was not socialized early, for the first 5 years in school I was mute and did not play with other kids. I was lucky that I had a caring kindergarten teacher who created a differentiated learning program track for me which included accelerated math, reading specialists, and therapist. Because of those interventions, I’m the first in my family to attend and graduate from a 4 year college.

But here's the thing: for years, I always considered myself lucky for the help I got so early in life. But now, as an adult with a child of my own, I have come to believe that early interventions for children who need it shouldn't be considered luck. It should be considered education.

That’s why I'm running for San Francisco Board of Education to not only protect our early interventions but to expand on them because for many of our families, our public school system is not an option. It's a lifeline.

What is your #1 policy goal?

To meet educational outcomes for students by addressing chronic absenteeism and enabling fully supported classrooms where each and every student has maximum quality instruction time with trained and supported teachers in safe, healthy environments that optimize learning.

To address chronic absenteeism, we have to understand why students are not showing up in the classroom ready to learn. From my experience with Head Start programs, families struggle with basic needs such as food, shelter, transportation, and healthcare. Zip codes are indicators of life outcomes due to historically discriminatory policies, lack of infrastructure in historically disenfranchised neighborhoods, and exposure to environmental hazards that impact early brain development. We need to partner with parents and community organizations to support the families well-being so their children can show up in the classroom healthy and safe. By developing the Community Schools model, families can get their basic needs met and teachers can focus on quality instruction with students in the classroom.

How will you build the coalition and political capital to enact your #1 goal?

I recognize the power of collective action in effecting change. The educator union plays a vital role in advocating for safe working conditions, fair wages, and policies benefiting students and families. I pledge to work in partnership with educators, parents, students, staff, elected officials, community organizations and stakeholders to set goals towards prioritizing research based approaches, and policies that show measurable student outcomes. Addressing chronic absenteeism requires a collective approach across sectors such as healthcare, transportation, housing, and mental health support.

For the past seven years, I have been a leader in San Francisco’s early education community through my role as Director of Advancement at Wu Yee Children’s Services. I have dedicated myself to championing the rights and well-being of children and families, particularly in underserved communities. Some of the historic victories of our early childhood coalitions include the passage of Proposition C (also known as “Baby C”) to raise and direct approximately $146 million dollars per year to a fund that supports early child care and education infrastructure in San Francisco, increases teacher wages, expands child care payment subsidies to reach more low-income families, reduces the child care waitlist, and enhances early childhood wraparound programs for children under age six. These early interventions are proven strategies that prepare students for kindergarten at SFUSD—ultimately improving their outcomes in school and in life.

Other significant projects I've led include launching a citywide public awareness campaign to count our babies and kids in the 2020 census, which ensures our children are included in federal funding allocations that are crucial to the continued operation of public schools and supportive services in San Francisco. In working to ensure a complete count, I was able to depend on the strong relationships I have built with coalitions throughout the city. These relationships developed over my years working at Wu Yee, where I spearheaded a range of projects; for example, in 2021, we convened a Children's Hub Advisory Committee of over ten neighborhood based organizations to develop early child development programming and family resource connections for Bayview Hunters Point residents.

Will the power of the office of School Board be enough to achieve this goal?

Yes, if we partner with families, staff, and community stakeholders to understand their lived experiences and barriers that prevent them from meeting student outcome goals. Together, we must hold the administration accountable to collecting relevant quantitative and qualitative data and efficient implementation of policies and outcomes.

What are your #2 and #3 policy goals?

2) Maintaining and developing robust early interventions and high-quality curricula that are culturally responsive and differentiated to meet the needs of all students, and to close equity gaps in math, literacy, and college readiness. To prepare children for 8th grade algebra, merit based high school, and meet requirements for college, we have to invest in special education, IEPs, tutoring, therapists, counselors, behavioral specialists, social workers, social emotional and mental health supports as early as possible in the student’s educational journey.

3) Working towards fiscal solvency by attracting and retaining families throughout their educational journey and working with stakeholders to cut costs in areas that divert resources away from students and classrooms. Funding decisions must prioritize optimizing instructional time between students and teachers, meaning fully supported classrooms in safe environments with trained and qualified teachers, and early interventions for children who need it. That may include making difficult decisions like closing school buildings that pose health hazards for children and diminish their ability to learn. We must also streamline administration costs from the central office by increasing oversight over large infrastructure projects, ensure proper vetting of contractors, and reduce our reliance on consultants. We must invest in current staff and provide continuous quality improvement training to improve continuity, sustainability, and cohesion across the district. By developing a culture of excellence, we can attract and retain students and teachers to protect and optimize quality instructional time for every child.

Will the power of the office of School Board be enough to achieve these goals?

Yes, if we have good data. We must regularly track and monitor student outcomes from every entry point and progress towards meeting short, mid and long term goals. We must develop oversight and good governance over large infrastructure projects.

What is an existing Board of Education policy you would like to reform?

It’s time to implement the zone-based and pathways lottery enrollment system that has already been planned to reduce the costs of the central office.

The enrollment lottery system requires vast resources and does not yield the intended results to desegregate schools. Families who face high socioeconomic barriers are the most impacted. We need disaggregated data to assess how the lottery system contributes to chronic absenteeism. Streamlining the enrollment system will reduce the need for enrollment counseling staff and The Enrollment Center.

As a parent navigating the lottery system, there were many factors to consider such as location, accessibility, school reputation, pathways, and safety. While most families get into one of the top schools of their choice, a large percentage of families are still left struggling to find a good fit for their child. Perceptions of different schools also contribute to overemphasis on some schools while some schools are under enrolled which contributes to uneven distribution of resources, segregation, and inequitable experiences.

The timing and unpredictability of the lottery system contributes to anxiety among families who are juggling multiple schedules, commutes, applications, caregivers, and more. Parents opt to leave the school district due to poor communication and late acceptance announcements compared to private schools.

The unpredictability of the enrollment process disproportionately affects those with limited English proficiency, single parent households, students with special needs, low-wage earners, and families living in low-income and underserved neighborhoods that lack transportation options and infrastructure.

Do/Did you have children in SFUSD? If so, what have you learned about SFUSD that other parents would benefit from? If not, why not?

I have a 2nd grader at Alice Fong Yu (AFY), the first Cantonese immersion public school. I’ve also worked at Chinese American International School (CAIS), the first private Mandarin immersion program; and Wu Yee Children’s Services, the first and largest Head Start and Early Head Start provider in San Francisco that serves over 5,000 children under age five each year.

My countless mentors are educators who founded these award winning schools and programs that have set the course for multilingual and multicultural education in San Francisco and the nation.

What I’ve learned from my mentors and from writing numerous grants about early childhood development is that patterns for learning are established at a young age, within the first five years of life. Children under age five have extraordinary ability to acquire languages and we lose that ability as we age. Learning different languages helps children to build skills in communication, problem solving, and math.

At SFUSD, we are fortunate to have robust, diverse language pathway programs within the public school system, which would otherwise cost parents hundreds of thousands in tuition at a private school. We must preserve and continue to build excellence in our public schools and improve access for all children at the earliest ages to close equity gaps for families.

Executive experience

Please describe your experience running or governing large organizations, managing teams (including hiring, firing, and performance management), driving cultural change and clear communication throughout all levels, effective financial management (budgets, reporting, audit, etc.), and any other relevant experience.

I was most recently Director of Advancement at Wu Yee Children's Services with a $80M budget. Working with stringent budget constraints for a small Advancement department, I have developed job descriptions, hired, fired, and implemented performance evaluations for my team.

Due to government grants restricting overhead expenses, I’ve had to juggle multiple functions on a relatively small budget including strategic outreach and partnerships, branding and communications, system and business operations development, in addition to submitting government grants and developing a nascent philanthropic giving program.

As part of the senior leadership team overseeing branding, communications, and fundraising, I led the organization of 250 staff members through a 40th Anniversary celebration year, established citywide program outreach protocols, implemented organization-wide rebranding, increased government and philanthropic revenue. My efforts shifted the culture of the organization from a start-up mentality to one of innovation and excellence.

As the fundraising lead, I coordinated with program and fiscal staff to write grants, design programs, develop narrative and reports, and develop program budgets. I also joined in and supported citywide coalition and advocacy work for early childhood programs, developing messaging and talking points for staff. In 7 years, our budget grew from $20M to $80M.

As a result of my brand development, we won competitive contracts for new child care centers and increased philanthropic interest and giving.

I also led the senior leadership team through a yearlong strategic clarity planning process that resulted in a 3-5 Year Theory of Change to streamline decision-making across the organization, develop differentiated approaches for our focal populations (Black/African American, Native American, Pacific Islanders, English Learners, foster children, special needs, families experiencing homelessness) and identify focal programs that had the most potential to lead us to our intended impact.

Recognizing an opportunity to create a better experience for families we served through a multitude of services and programs, I advocated for and initiated the implementation of a centralized intake and database system to improve infrastructure, reduce barriers for families, and help staff work more collaboratively and efficiently.

Please describe a time when you had an underperforming subordinate and how you handled the situation, including (and especially) how you were able to increase their performance.

Note: Please remember that this questionnaire will be public, so do not include any personally identifiable information.

Because my area of expertise is very niche, I often recruit talent from different sectors when I recognize they have transferable skills and talent for nonprofit development. For example, I’ve recruited a temp from the accounting department who had no experience in development. New hires often don’t immediately meet my expectations for the role. When onboarding new staff members, I take into account their skills and background and set expectations accordingly. I provide robust professional development plans so staff can engage in continuous learning. I promote staff according to their ability to take initiative and problem solve.

I set weekly, monthly, quarterly and annual goals. I prefer to have a master calendar of major activities planned ahead of the year and maintain stringent project management to meet deadlines. If staff are not growing in their abilities year over year, they are not elevated in their roles and will be terminated. Because I have worked in nonprofit development for most of my career, the nature of my work involves continuous growth and elevating skills and keeping up with evolving markets and technology and funder interests with tight budgets. Thus, my staff have to be continuously evolving and growing their skills to meet ever growing funding expectations.

Please describe a time when your organization faced an extreme challenge and how you got the organization through it.

Everyone suffered during the pandemic, and families who were already in crisis like most of the families who seek services at Wu Yee, were disproportionately impacted. As communications lead for the organization, I was tasked with keeping up morale with staff and families to prevent panic, and provide support, leadership, and cohesion. I developed talking points for our leadership team when the city was ordered to shelter in place. When it became apparent that frontline workers could not perform their essential functions due to schools and child care centers closing, Wu Yee opened the first emergency child care center in the city. I worked with my team to maintain a list of emergency resources and up-to-date information in multiple languages on the pandemic protocols. We coordinated with other nonprofits on the ground to distribute basic necessities such as food and diapers. As the situation progressed, we had to be agile and prepared to pivot our strategy and outreach to keep stakeholders informed of available resources and safety protocols. I helped the organization to adopt new tools such as video conferencing and text/social media to mobilize staff and community members. As a result of the willingness of our dedicated staff to step up and support the community, Wu Yee is highly regarded in the community as innovators and frontline workers in the fight to uplift children and families in need.

The Issues

Next, we will cover the issues that voters tell us they care about. We hope to gain a better understanding of your policy positions, and we hope that you use this opportunity to communicate with voters.

Budget

SFUSD faces an existential crisis in its budget deficit. In your view, what factors have led to this crisis?

The fiscal mismanagement has been well documented by UESF’s Payday Loans and Pumpkin Patches:

1. Lack of oversight on trending downward enrollment. Central office should have been monitoring enrollment over the decade and consolidate schools and infrastructure accordingly each year. Instead they increased spending on upper management as attendance stayed consistent. Administration costs were at 25% of the general operating costs vs 18% as an industry standard in comparable districts.

2. Reliance on Revenue Anticipation Notes over reductions in spending when enrollment has declined that has resulted in $30 million in deferred fees and interest since 1986.

3. Poor implementation and adoption of projects such as the EMPower payroll system. The failed system cost the school district $30 million when the initial contract was for $9.5 million.

4. Mismanagement and lack utilization of property holdings which could have potentially provided over $11 million in annual revenue.

SFUSD was deemed to be “no longer a going concern” and to be at risk of insolvency by the 2025-26 fiscal year unless it restructures and corrects its budget deficit. Please explain the current budget situation.

SFUSD has launched the Resource Alignment Initiative to inform its decision-making on impending school closures and program reductions. As I see it, we need to closely examine the plan and monitor the engagement with community and board members as the plan progresses.

The Resource Alignment Initiative decisions should be done with clear data, planning and engagement with the community: parents, educators, staff, and students. I believe that school consolidations cannot solve the budget deficit alone, although it is a necessary one. As a leader, I understand the need to make tough decisions with compassion but keeping the focus on children – and their educational outcomes – as the basis of those decisions.

Transparency, data-driven planning, and community engagement are paramount in this process. Decisions must be made collaboratively, with input from parents, educators, staff, and students. While school consolidations alone won't solve the budget deficit, they are a necessary step forward in ensuring the long-term viability of our educational system.

How does the role of the CDE’s Fiscal Advisor to SFUSD inform your perspective and priorities on the responsibilities of a Board of Ed commissioner?

The CDE Fiscal Advisor has made it clear that Board of Ed Commissioners have fiduciary responsibility for the school district. The Commissioners should be monitoring expenditures and its impact on student outcomes and develop policies accordingly. They need to approve a budget annually and monitor financial reports regularly. Commissioners work with the Superintendent to implement board policies and district goals that represent the values of the community.

Please summarize the recommended solutions in the SFUSD Fiscal Health Risk Analysis report, and tell us how you would prioritize them.

Budget monitoring, cash management, collective bargaining, internal controls, enrollment and attendance, and position control are areas of highest risk.

The first priority would be to ensure permanent, well-trained leadership in the central office who are able to perform their functions competently and reduce the district’s reliance on consultants. Teachers should be paid reliably and there should be enough redundancy to ensure continuity of knowledge and services. It is extremely concerning that the audit shows that only 2 personnel members are able to pull financial reports. It is impossible to make informed decisions when there are siloes, lack of data and reporting, poorly managed financial system, and lack of leadership. The recent hire of a business operations officer should provide some relief and oversight to implementing system improvements.

Secondly, SFUSD needs to follow industry standards and best practices in implementing a position control system. It is impossible to monitor the budget when the district can’t answer how many positions are open and funded. The process of developing staffing positions is decentralized and makes it impossible to allocate funding accordingly to areas of need.

The budget deficit will require hard and unpopular decisions, like closing schools, laying off teachers, reducing or changing available courses, and renegotiating the teachers’ union contract. Regardless of your stance on those specific issues, what credentials or work experience do you have in handling those sorts of challenges?

As an organizational leader and development professional, fundraising is never a popular topic with staff. It takes time to build trust with community members to understand concerns and opportunities across many stakeholders. We have to ensure there is consensus with mission, vision, values, and goals. We have to build a culture of accountability for agreed upon outcomes. Frequent communication, updates, and transparency with the decision making process is key to streamlining adoption and implementation.

At Wu Yee, I led the leadership team over a yearlong process to design our theory of change to streamline decision making and build consensus on priority areas of focus. That included identifying the target populations, defining the outcomes, and developing the approaches that would help us reach our goals. This was then distributed to the staff to collect feedback and make revisions as necessary. There is always new information to be considered and leadership must make the effort to collect data that informs their decision making. As plans progress, we must always be flexible and take into account areas of success and opportunities for improvement. As part of the district culture, we must be open to continuous quality improvement and make decisions that lead to the best outcomes for our students.

How do you approach making difficult decisions that you deem necessary even if unpopular? Please share a relevant example, if applicable.

When making difficult decisions that are necessary but potentially unpopular, I build out an inclusive engagement plan that, in the case of education related issues, is linguistically and culturally competent and allows stakeholders to provide input in different formats, including outreach events, focus groups, surveys, and interviews. We need transparent decision making and oversight to build trust with stakeholders and bring them into the process early and frequently. We have to articulate the benefits and how communities will benefit from tough decisions. At Wu Yee, I was tasked with rebranding a legacy grassroots nonprofit. It took a year to gather input, develop some variations, share progress, weigh the feedback, before making the final decision. Then, I developed a yearlong engagement plan to introduce the new brand to ensure the community would be well informed of the changes and understand the “why.” We developed an engagement plan for each group of stakeholders with different approaches to distributing information which included leadership, staff, community members, educators, parents, and students. As we collected feedback from the implementation, we made adjustments accordingly to address blind spots that we might have overlooked. I took into account language access, cultural interpretations, historical legacies, conflicting narratives, stereotypes, perceptions, and implicit bias. Over time, the new brand was well received and became recognizable throughout the city.

SFUSD facilities are in poor condition, with reports of some bathrooms being so dirty that students refuse to use them. What will you do to remedy this situation, especially given the budget constraints you will have to operate under?

Unfortunately, we will have to close schools and consolidate resources to preserve our school buildings that are the most salvageable. This will lessen the cost for cleaning and maintenance. Every child deserves a safe and healthy environment to be able to learn.

One reason for the budget deficit is declining enrollment. Approximately 30% of children attend private schools, and that percentage is growing. Each student not in SFUSD takes away nearly $15,000 in State funding. How will you make SFUSD more attractive to prospective students and parents?

It is critical for SFUSD to adopt a district-wide culture shift towards excellence, ensuring every child and family receives a world-class experience, regardless of their background and neighborhood. Parents should feel confident that their child will receive an excellent education at every entry point.

To increase enrollment, we must build trust by delivering high-quality curricula with qualified, well-trained teachers across all schools. Addressing the perception of disparities among schools is crucial to retaining students and parents who may otherwise seek alternatives, such as private schools or leaving the district altogether.

By working to improve the academic outcomes of K-8 schools, we will make SFUSD enrollment more attractive to parents that are considering leaving the district for private schools. By continuing merit-based pathways in upper grades as a differentiated learning approach, we can assure parents that children will have the opportunity to access advanced or specialized courses that suit their abilities and interests. We must develop and maintain robust early interventions to prepare every student to qualify for merit-based pathways, 8th grade algebra, and college readiness so they have greater access to opportunities.

Our enrollment system can be daunting, particularly for immigrant, limited English proficient, and low-income families who face disproportionate systemic barriers. We must simplify the process and provide support to ensure all families can navigate it effectively.

Additionally, individualized support and counseling services will help students and parents make informed choices that optimize their educational journey. Parents should be partners in their child's education and be supported to improve retention of students from elementary through middle and high school.

Drawing on my background in early education and family services, I will foster stronger relationships between early education programs and SFUSD, streamlining the enrollment process for incoming students. We can create a seamless experience that empowers every child to thrive.

What is your perspective on SFUSD’s school closures and approach to pandemic recovery?

It was necessary to close schools early on during the pandemic to prevent spread and casualties. As evidence showed that preventative safety protocols were effective in preventing the spread of the virus, SFUSD should have been prepared with a reopening plan and made it a priority. The BoE should have supported the Superintendent in developing a plan.

Curriculum

What changes are coming to the SFUSD curriculum over the next few years?

SFUSD is reintroducing 8th grade algebra with multiple prototypes, a new math curriculum for grades 6-8, and interventions for students below proficiency. SFUSD is also introducing a new literacy curriculum for grades PK-5 to build foundational skills and improve 3rd grade literacy proficiency to improve equity throughout the district.

SFUSD student performance is low, with some of the widest achievement gaps among student populations in the state, with many students being left unprepared for high school and college. How and why are we failing our students?

SFUSD has set low standards for students. There's also a high vacancy rate for teachers and staff which leaves students without quality instruction for long periods of time. This leads to lack of student engagement, boredom, risky behaviors, and learning loss.

Every parent wants the best possible life and outcome for their child and every child has the potential to be a positive contributor to our society. The public school system has the most power to close the racial equity gap by providing the best experience and education for young children in their academic and individual development to become global leaders and lead us into a brighter future.

To achieve that, I believe that the San Francisco Board of Education decisions must be data-driven. That includes not just high-level assessments, but also narrative information derived from its families.

For example, SFUSD must increase parent engagement and create a better understanding of families’ socioeconomic barriers. The Resource Alignment Initiative must consider family constraints when making RAI decisions because it will affect the many decisions parents need to juggle for their families livelihoods.

We must incorporate culturally affirming best practices to fully engage students of all cultures and lived experiences. We must equip our teachers with the tools and training to engage with families with cultural competence.

We must close the equity gap for our historically marginalized populations, including Black/African American, Latino/x, and Asian American, Native Hawaiian, and Pacific Islander populations by working with parents to understand the many systemic barriers they face to ensure the success of all our children.

SFUSD will be reintroducing 8th grade algebra over the next couple school years. Do you support this change?

Yes, I unequivocally support 8th grade algebra. Furthermore, I would also like to see effective early intervention in math education in order to prepare the maximum number of students to enroll in 8th grade algebra.

How should SFUSD balance instructional minutes for core curriculum subjects with access to electives?

I believe that core curriculum subjects must be prioritized. While we certainly should have opportunities for students to engage with electives, proficiency in core subjects should certainly be SFUSD’s first priority.

Accordingly, SFUSD should implement best practices for a minimum standardized instructional time of core curriculum subjects that is appropriate for the students’ age and level of development. Teachers also need adequate time to prepare lessons and engage in professional development. There should be some time allocated to extracurricular activities and electives. Sports, physical activity, art, and other electives are important for well rounded development, expression, and mental health.

Many of SFUSD’s language pathways have difficulty hiring and retaining qualified educators and classrooms are under-enrolled as early as grade 4, how would you address this?

It is imperative to collaborate across sectors and institutions to establish clear career pathways and rebuild a robust pipeline of qualified educators. This includes streamlining certification processes and providing support for educators to obtain necessary permits without compromising instructional quality. We have to work with higher educational institutions to recruit teachers and offer classes.

For instance in my previous position, I have worked to create a Early Care and Education Career Pathways program, which effectively coordinated services to recruit parents and transitional-aged youth into early education. This comprehensive program offered financial support, coursework, mentorship, internships, and career readiness training.

Eventually, when our budget is in order, I would like to see a program in which we sponsor a portion of college students’ cost of education, with the condition that they spend a certain amount of time teaching in SFUSD. We could utilize this program to create a pipeline for teachers in the subjects that are suffering from shortages of qualified educators.

What is your position on supporting lottery-based access to language immersion programs for some versus access to second language instruction for all as part of general education instruction?

Each approach yields different outcomes which should be parent and student choice. Parents should understand that language acquisition is most effective when children are exposed early, particularly during the first five years. Language immersion was an important factor in my decision for my son because as a second generation immigrant, I did not have opportunities for immersion programs in early childhood and my ability to have a conversation with my parents and relatives is limited. Because we don’t have a shared language to communicate, it affects my ability to develop deep relationships with my family. Language immersion is an important program for new immigrant parents to develop relationships with their children. In general, I support any second language instruction for all students. It helps students to build relationships, appreciate and understand other cultures, and enhances their abilities to problem solve and improves math abilities.

What is the current state of advanced education at SFUSD?

The current state of advanced education has been undergoing significant challenges due to budget constraints and equity concerns.

What should SFUSD be doing to ensure more students have access to more advanced education, including classes above their grade level, accelerated courses, and advanced subjects including those currently only offered by outside institutions such as community colleges?

We must equip every teacher with the support and training necessary to provide differentiated instruction and course referrals outside SFUSD that engages students of all levels and interests. Regular assessments, surveys, and communication can help tailor programming to meet diverse needs and interests. SFUSD can partner with higher education institutions to provide accelerated courses, specialized, and advanced subjects.

Equitable access to advanced coursework, such as AP and A-G plus courses, is essential. We need to create more pathways to success in various interest areas, mirroring the successful models of Lowell and Ruth Asawa School of the Arts. Collaborating with parents and the wider community will enrich our curriculum and expose students to a broader range of opportunities as they prepare for their futures in college and beyond.

What is the current state of special or remedial education at SFUSD?

SFUSD offers a range of programs, including IEPs, Section 504 plans, and Extended School Year. However, the district has challenges with recruiting, hiring, and retaining teachers and paraeducators across all programs making access for students inconsistent.

What should SFUSD be doing to ensure students who need special education (either due to disability or academic performance) have access and the support they need to thrive?

This can not be solved through SFUSD alone. For far too long, educators and paraeducators have faced undervaluation, discouraging many from pursuing education as a profession. The program suffers from persistent understaffing and high turnover. Offering incentives like affordable housing and secure retirements can make special education a viable and attractive career option, bolstering recruitment and retention efforts in the long term. In the short term, to retain long term educators and paraeducators, SFUSD needs a plan to provide dignified retirement options.

With a fully staffed program, every child in our district should have access to high quality and differentiated instruction to reach their full potential. My experience at Wu Yee has taught me the transformative power of early interventions for children with special needs in shaping lifelong success and outcomes. We provided robust coordinated support and referrals for students with special needs.

When I was a child, I struggled with verbal communication throughout elementary school, and I am grateful for a dedicated kindergarten teacher who recognized my potential and placed me in the Gifted & Talented Education program. Through GATE programs, I was exposed to complex concepts early on, laying the foundation for advanced studies (including taking algebra in 8th grade). In 2nd grade, I was unable to read aloud and I was assigned to a reading specialist. In 3rd grade, I was terrified of writing and sharing stories and I was referred to a psychologist. In retrospect, for years I thought of it as divine intervention, but now I believe it should be considered standard practice.

On the other hand, I've also experienced firsthand the detrimental effects of teachers who did not believe in my abilities. This further underscores the urgent need for cultural competence in our public education system.

Bullying & violence

Last school year SFUSD was beset by reports of rampant bullying and both in-school and after-school violence. Has the School Board done enough to fix and prevent these issues? And what more should be done, if anything?

No, we need a plan for preventative measures and curriculum that helps students to identify risky behaviors early on. Students also need access to mental health support, counselors, and therapists.

What failures in administration allowed such violence to happen in our schools?

Teachers and students should not be in fear of reporting risky behaviors. For example, it was reported that teachers did not report incidents in fear of retaliation from their leadership. The anonymous tip line is a start, but we can do more to educate our students, connect families to resources, and protect teachers to create a safer environment. SFUSD needs robust early interventions and socioemotional development programs to support student mental health. Traumas prevent students from learning and discourages teachers from continuing with the profession.

What is your opinion about the new "Say Something Anonymous System"? Are other interventions warranted, as well?

The tip line is helpful and it would be better to combine other interventions, such as developing socioemotional skills in primary school, mental health support, restorative justice practices, art therapy, etc.

Cyberbullying remains a problem. What is SFUSD doing to stop it, and what else should they be doing?

From my conversation with a teacher, it seems that there is not enough being done to effectively stop it. Technology is changing exponentially and we must keep our children informed of the risks of using social media and create a code of conduct that reflects evolutions in technology and of course, ensure that expectations are being met.

Teachers

State regulators have ordered SFUSD to balance its budget by laying off some teachers. What experience do you have with union negotiations, labor disputes, and corporate finance?

As a nonprofit executive, I am experienced with fiscal management as I often have to work with tight budgets to execute a lot with very little. There is no room to spend on nonessential activities and staffing. I have not worked with unions or labor disputes. As part of the senior leadership team at Wu Yee, I worked with fiscal and program staff to develop budgets for numerous programs and grants. With a budget of $80 million, Wu Yee had complex funding structures that layered federal, state, and local dollars.

Given SFUSD’s budget crisis, how will you ensure that we are able to attract and retain the best teachers?

Teachers deserve livable wages, dignified retirement, reliable and affordable housing, and the utmost respect for their invaluable contributions. Elevating teacher wages not only removes a significant barrier for aspiring educators but also acknowledges the vital role they play in shaping our future.

Recruitment efforts must begin early, guiding students towards educational pathways and instilling in them the value of teaching as a career choice. For far too long, educators have faced undervaluation, discouraging many from pursuing teaching as a profession. Offering incentives like affordable housing and secure retirements can make teaching a viable and attractive career option, bolstering recruitment and retention efforts.

We need collaborative efforts across sectors and institutions to establish clear career pathways and rebuild a robust pipeline of qualified educators. This includes streamlining certification processes and providing support for educators to obtain necessary permits without compromising instructional quality.

For instance in my previous position, I have worked to create a Early Care and Education Career Pathways program, which effectively coordinated services to recruit parents and transitional-aged youth into early education. This comprehensive program offered financial support, coursework, mentorship, internships, and career readiness training.

Moreover, it's imperative to invest in professional development opportunities that focus on culturally affirming and inclusive instructional practices. By strengthening a sense of belonging for all educators, students and families, we create an environment conducive to academic success and personal growth.

In summary, I support a combination of pay increases and robust benefits to attract and retain dedicated educators, supporting pathways to professional growth in their careers, and continuous quality improvement training, recognizing their invaluable contributions to our community and the future of our children.

I will work with the Board of Supervisors to support the creation and further development of the construction of affordable housing for teachers. If we are able to provide affordable housing for teachers in the amazing city of San Francisco, we will be effectively addressing major compensation concerns as well as providing a tangible reason for teachers to stay in the profession.

Additionally, outside of compensation, teachers often cite poorly run schools and incompetent administration as a major source of dissatisfaction in their work. As I seek to encourage accountability and stability in our school system, I will work to create systems that can alleviate, or at least mitigate, these challenges and, accordingly, will improve teachers’ satisfaction in their roles.

School assignment system

Please summarize the changes needed for the SFUSD school assignment system. How do you see it working best for preK through high school?

Enrollment preferences should prioritize families facing the most barriers, ensuring accessibility and support where it's needed most. Families deserve predictable placement to make sustainable lifestyle decisions, empowering parents and caregivers to plan effectively for their children's education journey. For example, as I heard from a student advocate and as a single parent myself, many students from single parent households must prioritize proximity to work or their homes so that they can keep their jobs with a reasonable commute. For those families, SFUSD should forgo the lottery and assign them a location that works best for them to thrive.

To drive consistent excellence across all SFUSD schools, we must establish a standard of quality that attracts families regardless of the school’s location to lessen parent anxiety of receiving a poor or an inequitable educational experience for their children. It's also crucial to engage with parents and caregivers, particularly from focal populations, to understand their experiences and the systemic hurdles they encounter in preparing and getting their children to school.

Indicate how you will ensure the changes to the assignment system proceed with minimal problems.

We must work with the Superintendent to ensure there is strong project management, staff training, change management protocols, clear communication, and a stakeholder engagement plan.

The BoE has, at times, suffered from overzealous meddling in the day to day running of the school system. I believe that the BoE should ensure that excellent leaders are running SFUSD and then provide oversight and ensure accountability.

In this particular instance, I think we need a consistent policy that if effectively implemented by SFUSD administration and is stable—i.e. not constantly being changed in ways that both confuse parents and lead to poor implementation.

In your opinion, how should any changes to the system balance equity concerns with convenience and the needs of children and parents?

SFUSD can do more to coordinate with community organizations to provide a reliable safety net to meet the basic needs of students and families. The Community Schools framework is a proven strategy to improve school responsiveness to student needs within their community network and environment. We must support the whole child if we expect them to meet academic outcomes.

My experience with Head Start programs has given me perspective on the multitude of socioeconomic factors that hinder children's ability to focus on learning, including food, housing, transportation, and health. Student outcomes are undeniably linked to their zip codes, with underserved and low-income families facing disproportionate exposure to environmental hazards and lacking essential infrastructure.

By collaborating closely with parents, educators, paraeducators, community members, and professionals across sectors, we can identify and remove barriers that hinder children from arriving at school ready to learn. Together, we can create a more equitable and supportive educational environment for all San Francisco students.

How will you measure if these changes are beneficial for students and parents?

Data will show in student outcomes and attendance.

General information

In your view, why were San Francisco Board of Education members Alison Collins, Gabriela López, and Faauuga Moliga recalled?

Former Board of Education members did not listen to the needs of parents and did not address parents’ concerns around learning loss for their children, and the need to resume in-person education. This was reinforced by the demoralizing contrast between SFUSD and other school districts and private schools that were open significantly earlier. Additionally, many San Franciscans found the BoE’s focus on issues such as school renaming to be emblematic of the Board’s poor prioritization of the issues facing our city’s children.

Did you vote for or against the recalls of Board of Education members Alison Collins, Gabriela López, and Faauuga Moliga?

Yes, I voted for the recalls.

Who are your mentors? Are there current or former Board of Education commissioners you believe have been most effective, and why?

Commissioner Jenny Lam has instilled in me the importance of equity, excellence and good governance to improve student outcomes. She has been a champion for children and families in San Francisco and comes from a grassroots community of activists. She has earned the respect of parents and educators citywide for her work to shift the Board of Education’s focus toward student outcomes. I am proud to have earned her endorsement for this upcoming election.

Former BOE Commissioner and Board of Supervisor President Norman Yee is an educator whose life work includes establishing the most progressive early care and education infrastructure in the country, founding the first public school immersion program (Alice Fong Yu), and paving the way for all children in San Francisco to have access to bilingual language education. I am proud to have earned his endorsement for this upcoming election.

I will also continue to seek support from parents, students, educators and community leaders. Other mentors and supporters include Alice Fong Yu Principal Liana Szeto, Wu Yee Family and Community Services Director Easter Calvit, Wu Yee Child Development Director Cheryl Horney, and Greater Life Church Reverend Sonya Brunswick.

In what ways are we succeeding in public education?

Our public education offers exceptional programs, such Lowell and SOTA, and language pathway programs that are innovative and are amongst the most progressive in the country. Additionally, our public schools continue to offer wonderful opportunities for uplifting students in need. Each year, SFUSD sends many first generation students to college while simultaneously providing deeply enriching artistic and socially constructive activities. Our successes are what should motivate us to ensure that we expand, build, and develop the parts of our school system that are working so that all SF students can benefit.

In what ways are we failing in public education?

We have high disparity rates amongst communities of color, children with special needs, and low income families. Our public education system lacks cultural competence and coordination of care for families in need and it shows in the chronic absentee rates. We need to provide robust early interventions to support children and families throughout their educational journey so children can show up in classrooms ready to learn.

How can the school district use its land to help deliver housing for teachers, school staff, and San Francisco families?

The school district can work with the city to rezone its land to build affordable housing units for teachers, school staff, and low income families

I support rezoning of District-owned properties for 100% affordable housing. Additionally, I believe in streamlining programs such as first-time homeowner and below market rate housing initiatives to make it more accessible for educators and working families. I recognize that family circumstances, including unstable housing, can profoundly impact students' ability to engage and succeed academically. Therefore, ensuring stable housing for educators and families is crucial for creating a conducive learning environment for our students.

If elected, I will work with the board and city officials to identify surplus or underutilized properties and explore other opportunities to increase housing options for educators, families, and students. By addressing housing challenges, we can create a more supportive and equitable educational environment for all.

Personal

Tell us a bit about yourself!

Did you attend SFUSD or public primary schools in other cities? How do our schools differ from when you were a student?

I attended a public primary school in the suburb of Los Angeles. My parents did their research on the best school districts and worked hard to buy a home in the best district they could afford. My primary school was within a safe walking distance from my house.

How long have you lived in San Francisco? What brought you here and what keeps you here?

I moved to San Francisco from Los Angeles in 2008 when I got a job in the development department at the Chinese American International School. I have stayed in San Francisco because I'm committed to improving the lives of our most marginalized communities. My son is a San Francisco native and I want to contribute to creating the best possible future for our children to thrive.

What do you love most about San Francisco?

I love that I have close proximity to people of all backgrounds and all walks of life. I love the diversity, beauty, rich culture, and history.

What do you dislike the most about San Francisco?

I dislike seeing people suffer on the streets with no shelter and lacking basic necessities.

Tell us about your current involvement in the community (e.g., volunteer groups, neighborhood associations, civic and professional organizations, etc.).

Because of my lived experience of growing up with new immigrant parents who could not speak English and struggled with predatory and discriminatory systems, I devoted my life and career to serving others. We struggled with health crises, eviction, bankruptcy, and more. As I got older I realized that my parents struggled, not because they were incapable, but because the system was not built for them to succeed. I have over 20 years of work experience rooted in service and education and I am passionate about championing immigrant, women, and children’s rights.

My background working with immigrant and underserved communities in the fields of early childhood development, education, arts, children and family services would bring an invaluable perspective to the board of education as we endeavor to improve our public school system and provide the best possible education for every student. My tenure at Wu Yee, a local community-based nonprofit founded by Chinese American women and a pioneer in multicultural early childhood education, has equipped me with invaluable insights into best practices, particularly in providing early exposure to languages, math, and literacy. Most of the children served by Wu Yee in their early childhood will transition to SFUSD as preschoolers and kindergarteners. After over 7 years of organizing with the community to build the most comprehensive early childhood care and education infrastructure in the nation, I am eager to leverage my knowledge and relationships to support children transitioning to kindergarten and beyond at SFUSD.

As a former Director at Wu Yee Children’s Services, I played a pivotal role in propelling the organization’s funding from $20M to $80M within seven years. I have fostered strong relationships citywide with board members, staff, educators, parents and community leaders from diverse backgrounds to address the needs of our children and families. My dedication to listening to and understanding the challenges faced by families has driven me to spearhead initiatives to improve infrastructure and streamline service delivery at Wu Yee to better serve our children. I believe in building bridges between organizations, sectors, donors, volunteers, and community members to create a more inclusive and supportive educational environment for all.

Other community involvement includes raising funds for the Jewish Community Federation, Chinese American International School and Artspan. Beyond my professional endeavors, I co-founded Give a Beat Foundation, providing arts education to facilitate healing in communities affected by mass incarceration. I recently joined the parent advisory board of the Wah Mei ExCel program. I've also recently been accepted to join the Committee of 100 Next Generation Leaders Program. I'm a member of the Asian Leaders Alliance and Women of Color in Fundraising and Philanthropy. I believe that early engagement, education, and collaboration across sectors is essential for all communities to thrive.

Thank you

Thank you for giving us your time and answering our questionnaire. We look forward to reading your answers and considering your candidacy!