Denver School Board Candidates Respond to Questions from RMEQ

RMEQ invited all school board candidates in Denver School District to complete a questionnaire to share their positions on issues important to our community. Nine candidates provided responses:

Jeremy Harris (District 4)

Scott Esserman (District 3)

Dr. DJ Torres (District 3)

Michelle Quattlebaum (District 4)

Mariana Del Hierro (District 2)

Caron Blanke (District 3)

Timiya Jackson (District 4)

Alex Magana (At-Large District)

Amy Klein (At-Large District)

Read their responses below to ensure you are making informed decisions when you vote this November.

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Why are you running for a seat on the school board, and what drives your commitment to public education?

Jeremy Harris (District 4)

I'm running for the school board to restore excellence, transparency, and accountability in Denver Public Schools. As a father and community leader, I’m driven by a deep belief that every child, regardless of zip code, deserves a high-quality education rooted in safety, academic rigor, and opportunity.

Scott Esserman (District 3)

I am running for re-election to the Denver School Board because I believe public schools must be places where every child—regardless of race, income, or identity—is seen, valued, and supported. As a lifelong educator as well as a DPS parent, I’ve spent my life in service of young people. And the stakes are higher than ever: extremists are targeting our classrooms, our educators, and our LGBTQIA + students. I’m running because I refuse to let Denver go backward. I will continue standing up to protect the truth in education, fight for inclusive policies, and ensure that public schools remain a space where all children thrive.

Dr. DJ Torres (District 3)

I am running for the Denver Public Schools Board of Education because I believe every student deserves to feel safe, seen, and supported at school, no matter their race, gender identity, sexual orientation, ability, or background. I am a proud gay man, a Latino, a DPS parent, and a lifelong educator who has dedicated my career to advancing equity, inclusion, and student success in public education. If I am elected, I will be the first out LGBTQ member ever to serve on the DPS Board of Education, and I carry that responsibility with pride and purpose.

What drives me is the belief that public education is one of the most powerful tools we have to build a more just and compassionate society. Schools are where young people begin to imagine their futures, and they deserve classrooms that reflect their identities, honor their histories, and prepare them to lead with courage and empathy. I know what it is like to be a queer kid navigating a system that was not built for me, and I have spent my life working to change that experience for the next generation of students.

In Denver Public Schools, I led key racial equity initiatives and helped implement districtwide policies and curriculum that reach tens of thousands of students and staff. I have trained educators and school leaders to build inclusive classrooms, designed programs that center student voice, and partnered with families to strengthen trust and transparency across the system.

I am running to bring bold, student-centered leadership to the board—leadership that listens deeply to community members, fights for every student’s right to an excellent education, and ensures that DPS lives up to its promise of equity and opportunity. I am committed to building schools where every child, not just some, can thrive.

Michelle Quattlebaum (District 4)

I'm running for re-election because every child, regardless of zip code, identity, or background, deserves access to a high-quality public education rooted in equity, dignity, and opportunity. As a DPS Board Director, I've worked to center student voice, elevate community wisdom, and protect public education from privatization and polarization. My commitment to public education is personal and generational. I'm the proud parent of DPS graduates, and I carry forward a family legacy of union labor and civic leadership. I am dedicated to building a school system that uplifts all children and reflects the brilliance of our diverse communities.

Mariana Del Hierro (District 2)

I'm running for school board because I believe every child deserves to be truly seen, supported, and challenged in the classroom. As a DPS mom, my son was in a class of 35 and his progress report didn’t reflect his abilities; it reflected a struggling system. I want to fix that. Too many of our Latinx, immigrant, and multilingual students are falling through the cracks. I’ve built trusted community programs, created local jobs, and delivered results in Southwest Denver. I will bring that same community-rooted, student-centered leadership to our schools to improve outcomes for our future generations.

Caron Blanke (District 3)

I am running for the DPS school board because I believe every student deserves the opportunity to thrive in a school system that is equitable, inclusive, and responsive to their needs. That system requires leaders who provide competent, transparent board oversight and hold leadership accountable for results.

I am a courageous leader who will boldly advocate for change and stronger schools. Every child should have access to schools that best serve them, led by principals held accountable through data and community feedback.

Students deserve adult leaders who prioritize their well-being over politics. I’ll re-evaluate decision-making to ensure academics, safety, and mental health go hand in hand.

Timiya Jackson (District 4)

I’m running for school board because I believe every child deserves a school that sees their potential and prepares them for a strong future. As a DPS parent, a Re-Engagement Specialist for Dropout Intervention, and an education non-profit executive, I’ve spent my career working alongside families in communities that are too often overlooked. I’ve seen firsthand how the right supports - great teachers, safe schools, and real-world opportunities - can change a young person’s path. I’m stepping up because our kids, teachers, and families can’t wait for better. They need leaders who will listen to their communities, lead with equity, and bring trust and transparency back to the district.

Alex Magana (At-Large District)

I'm Alex Magaña, an educator with 25 years of experience in Denver Public Schools—as a teacher, math coach, assistant principal, principal, and now Executive Principal of Grant and Kepner Beacon Middle Schools. I’m running for the DPS Board to put students first by creating safe, welcoming environments and ensuring that all students succeed both academically and emotionally.

Amy Klein (At-Large District)

I’m running for the at-large seat on the Denver Public Schools Board because I believe every child deserves a safe, supportive, high-quality neighborhood school no matter their zip code, income, or background. Education is the great equalizer and I feel a deep responsibility to protect that right.

My commitment to public education is personal and lifelong. I grew up with a learning disability and experienced firsthand how the support of dedicated educators can change a students trajectory.

As a parent of two DPS students, I’ve seen both the promise and the pain points in our system. I’m running to rebuild trust, support and retain our educators, keep our schools safe, and make sure every student is prepared for the future. Strong public schools build strong communities and I’m committed to fighting for them.

What personal and professional experiences have prepared you to serve effectively on the school board?

Jeremy Harris (District 4)

As a small business owner, father, and community advocate, I bring a unique blend of leadership, financial oversight, and real-world problem-solving to the school board. I’ve managed budgets, built trust with diverse families, and led with integrity during difficult moments. My lived experiences have taught me the value of second chances, the importance of strong schools, and the power of public service rooted in accountability and hope.

Scott Esserman (District 3)

I’ve taught students from preschool through high school and trained adults through anti-bias programs. I served on a number of non-profit boards prior to my election. I coached nationally recognized speech and debate teams, helped launch Northfield High School and served on numerous Collaborative School Committees. As a Board Director, I’ve focused on policy that has supported pay increases for educators, expansion of community hubs, and stronger protections for marginalized students including co-authoring Denver’s Gun Safety Resolution. I bring the lived experience of an educator, the perspective of a parent, and the resolve of someone who has never backed down from doing what’s right for kids, even when it’s politically inconvenient.

Dr. DJ Torres (District 3)

My commitment to public education is grounded in both lived experience and years of professional leadership. As a DPS parent, I understand what families expect and deserve from their schools. I have also worked across the entire education system, including teaching, special education leadership, district administration, city government, and national nonprofit work.

In DPS, I served as Director of Special Equity Programs, where I designed districtwide curriculum and professional learning that reached all 12,000 staff and 90,000 students. I collaborated with board members, senior leaders, and community partners to pass major equity initiatives, improve hiring practices, and create tools for transparency and accountability. Earlier, I led special education programming at the high school level, partnering with families and educators to improve student outcomes.

At the City and County of Denver, I was the Deputy Chief Equity Officer, managing citywide policy and equity strategy across 30 agencies and overseeing a budget of over $1 million. I worked to embed equity into budgeting, recruitment, and service delivery while building structures for public accountability.

Now, as Vice President of National Program Strategy at Sandy Hook Promise, I lead a portfolio of programs that reach more than 6 million students in 50,000 schools. I oversee national teams focused on curriculum, training, and youth engagement, and I lead our efforts to ensure equity remains at the center of all we do.

These experiences have prepared me to navigate complex systems, manage large budgets, engage diverse stakeholders, and most importantly, center students and families in every decision.

Michelle Quattlebaum (District 4)

I bring lived experience, governance expertise, and a deep sense of community trust. As a DPS Board Director, I’ve supported policy and budget priorities that advance student success, including a record-setting graduation rate, increased support for Black and Latinx student success, and a $20 minimum wage for all school employees. I’ve also championed mental health resources, community hubs, and culturally responsive leadership. I proudly supported student-led efforts to secure bond funding for gender-neutral bathrooms, affirming that every student deserves dignity, safety, and access in our schools.

In my previous role as a Community Engagement Manager for a leading community mental health organization, I led cross-sector partnerships, developed training programs, and elevated the community voice in systems design. I also bring academic training in organizational leadership and nonprofit administration, which supports my ability to lead with strategy, accountability, and care.

Mariana Del Hierro (District 2)

I bring a unique combination of lived experience, public health expertise, and a track record of delivering results in Southwest Denver. As the Executive Director of Re:Vision, I’ve expanded our no-cost grocery program to 800, created living-wage jobs for immigrant women in our community, and launched an apprenticeship program so our young people can see a future where they live. I authored Denver Health’s first health and racial equity strategy for their community health centers, helped shape youth health policy statewide, collaborated on bond initiatives, and built cross-sector partnerships to deliver for families. I’m also a DPS mom. I know what families need because I live it.

Caron Blanke (District 3)

I hold master’s degrees in social work and nonprofit leadership. I’ve managed multi-million dollar budgets, supervised educators and senior professionals, secured grants and donor support and built deep relationships with children and families for the last 25 years. I coach educators and school directors to build child-centered cultures where children are seen, educators are valued, and parent voice is encouraged. I consult with boards across the country on culture, vision and oversight.

As director of the JCC Early Learning School in Denver, I led a redesign of the school resulting in full, year-round enrollment infant through Pre-K, 100% teacher retention and 100 family waitlist. I’ve served on various non-profit boards in the community, including as chair. I build consensus and strive to align my beliefs with action.

Timiya Jackson (District 4)

I bring over 15 years of experience in education and youth development, including my time as Executive Director of the Heart & Hand Center, which provided free after-school, summer, and college readiness programming for students in Northeast Denver. I started my career as a director of before- and after-school programming and have worked closely with schools, nonprofits, and families to improve outcomes for students by bringing resources into the most overlooked parts of our education system. As a nonprofit director, I learned how to manage organizations by setting the vision, managing a budget, and using data to inform my decision-making. I’m also a proud DPS parent, which gives me a daily perspective on what’s working in our schools and where we must do better. My approach is grounded in collaboration, accountability, and a deep belief in using community feedback to constantly improve our outcomes.

Alex Magana (At-Large District)

In my 25 years of experience in DPS I have served many roles. I have been a teacher, coach, assistant principal, principal, and now executive principal. I’ve turned around struggling schools by working side by side with students, staff, and families. I understand how to build systems that support growth while honoring community voice. As a DPS parent, I’ve also experienced firsthand what families need from our schools. I’m uniquely suited to serve because I understand the importance of this role. Finally, I have interacted with students in these roles and know how to support them during the formative years. I strive to always give them a school setting where they can be safe to be their authentic selves.

Amy Klein (At-Large District)

Both my personal journey and my professional career have prepared me to serve effectively on the school board. As a student growing up with a learning disability, I learned early on the difference a committed teacher can make. That experience fueled my lifelong commitment to public education and equity.

Professionally, I studied public policy with a focus on education, led youth programs, and raised millions of dollars for at-risk students while working with nonprofits and foundations. I founded a venture-backed education technology company that delivered safe, engaging, and future-ready learning tools to students around the world during the COVID-19 pandemic. Wanting to be closer to the realities of the classroom, I became a special education paraprofessional in Denver Public Schools, supporting students with the highest needs.

As a parent of two DPS students, I understand the hopes and concerns of families. My background in policy, fundraising, technology, and direct classroom support gives me the skills to navigate complex challenges, bring people together, and keep our focus on what matters most: students.

How do you believe public schools should balance teaching accurate, standards-based information in subjects like history and social studies with responding to recent parental rights movements and efforts to ban or restrict books?

Jeremy Harris (District 4)

Public schools have a responsibility to teach accurate, standards-based history and social studies that reflect the full scope of our nation’s story, including its triumphs, struggles, and ongoing efforts toward justice. While I respect parents’ rights to be involved in their children’s education, I do not believe those rights should be used to censor diverse perspectives or erase historically marginalized voices. Students deserve an honest education that equips them to think critically, engage civically, and understand the world around them. Book bans and curriculum restrictions undermine that mission and set a dangerous precedent.

Scott Esserman (District 3)

Public schools must teach the truth. Efforts to ban books and censor history are not about protecting children—they are about erasing marginalized voices. As a historian,and longtime history educator I believe in teaching history honestly, in all its complexity, guided by professional educators and state standards. We must resist the politicization of our classrooms and protect the right of every student—especially LGBTQIA + and BIPOC youth—to see themselves in the curriculum and to learn in an environment grounded in truth, empathy, and critical thinking.

Dr. DJ Torres (District 3)

Public schools must teach the truth. Our students deserve honest, standards-based instruction that reflects the full complexity of our shared history, including topics like racism, colonization, resistance movements, and the long struggle for civil rights. Sanitizing or restricting curriculum robs students of critical thinking skills and denies them the chance to see themselves and others reflected in the content they learn. During my time at Denver Public Schools, I co-authored the Know Justice Know Peace board resolution in the wake of the murder of George Floyd. That resolution committed the district to teaching Black history accurately and systemically. It was a community-driven effort that brought students, educators, and families together to demand truth-telling in our curriculum. I helped lead the development of the systems, training, and accountability structures needed to make that vision real. I know what it looks like to bring diverse communities together to build curriculum that is both academically rigorous and deeply inclusive.

At the same time, I believe families should be valued partners in public education. But partnership does not mean censorship. Many of the efforts to ban books or restrict curriculum are not about protecting students; they are about erasing marginalized voices. As someone who grew up not seeing my own identity reflected in the classroom, I know how vital it is for students to read stories that affirm who they are and broaden their understanding of others. We can honor both instructional integrity and family engagement by standing firm on academic standards, empowering educators, and creating transparent processes where curriculum decisions are made with student learning, not political pressure, as the guiding priority.

Michelle Quattlebaum (District 4)

Public schools must teach an accurate, inclusive curriculum grounded in truth, critical thinking, and historical context, rather than being limited by political pressure or fear of controversy. Our students deserve the whole story, including the complexities of race, identity, power, and resistance, so that they can grow into informed, empathetic leaders. I support educators' professional judgment and their right to teach honest history that reflects the diversity of human experience. Efforts to ban books or sanitize curriculum do a disservice to students and undermine the integrity of public education.

Mariana Del Hierro (District 2)

Every student deserves a fact-based, inclusive education that reflects their history and identity. I oppose efforts to censor curriculum or ban books. Let’s be clear: these attacks aren’t about parental rights—they’re about erasing marginalized voices. I support culturally responsive, standards-aligned instruction that equips students to think critically, engage with diverse perspectives, and understand the full history of our country: the good, the bad, and the unfinished.

Caron Blanke (District 3)

We must trust our trained educators and school leaders with the autonomy to teach the given curriculum. We must also rely on the advocacy of our elected, democratic officials, to protect our rights and access to historically correct information.Classroom instruction should also be inclusive and culturally responsive, allowing every student to be seen and heard.

Timiya Jackson (District 4)

I believe students deserve an honest, age-appropriate education that reflects the full truth of history and prepares them to think critically. Our teachers are professionals trained to teach state standards, and they should be trusted to do so without political interference. Book bans and censorship campaigns not only fail to work - restricting an idea only makes that idea spread faster - but they also distract from the real work of supporting students and teachers with more pressing issues, such as improving math and literacy scores. We can and should engage families in partnership, but we must always protect the integrity of what’s taught in our classrooms so that our students graduate with a balanced education that serves them in the real world.

Alex Magana (At-Large District)

I believe the Social Studies standards adopted by the State Board of Education in 2022 are fair, accurate, representative, and thorough. As a local board member, it would not be my role to supersede those statewide standards. Furthermore, I believe it is integral for a civic minded citizenry to understand all facets of our country's history, including the good, bad, and oftentimes uncomfortable. As an educational leader of color, I have always encouraged my students to see themselves in our country's history. Representation matters. I have always included parental voices in my decision making; with that said, banning or restricting information that is grade-level appropriate is not the answer. I will always encourage students to learn about all facets of the past.

Amy Klein (At-Large District)

Public schools have a responsibility to provide students with accurate, standards-based instruction that reflects the full diversity of our history and society. Students learn best when they can see themselves in the curriculum and also grapple with perspectives different from their own. Shielding them from complex truths does not prepare them for college, careers, or civic life, it limits them.

Parental voices matter, and families should be engaged partners in their children’s education. But public education must serve all students, not just the preferences of a vocal few. Efforts to ban books or restrict teaching accurate history undermine our responsibility to give students the knowledge, critical thinking skills, and empathy they need to navigate the world.

The balance comes from transparency, open communication, and trust. Schools should clearly communicate curriculum goals and materials, invite constructive dialogue with communities, and stand firm in protecting academic freedom, inclusive learning environments, and the right of every student to access a complete education.

Do you support school policies that respect how the students, staff, and administrators choose to be addressed including chosen names, pronouns, and honorifics? Why or why not?

Jeremy Harris (District 4)

Yes, I support school policies that respect students, staff, and administrators by honoring their chosen names, pronouns, and honorifics. Doing so fosters a safe, inclusive environment where everyone feels seen and respected. It also aligns with principles of dignity, equity, and belonging, core values that are essential for student well-being and academic success. Respecting how people identify is not only the right thing to do it’s a fundamental part of creating a supportive public school culture.

Scott Esserman (District 3)

Yes, I strongly support school policies that honor chosen names, pronouns, and honorifics. Every student and educator deserves the dignity of being addressed as they identify. This isn’t just about inclusion—it’s about safety, mental health, and academic success. Schools must be safe harbors for LGBTQIA + students, and that begins with affirming their identity and humanity in every classroom, hallway, and policy. In the last four years I have advocated for this in policy.

Dr. DJ Torres (District 3)

Yes, I fully support school policies that respect chosen names, pronouns, and honorifics. Every student deserves to feel seen, valued, and safe at school. Calling someone by their chosen name and pronouns is not about politics. It is about recognizing their identity and treating them with the dignity every person deserves.

As an educator and school leader, I have worked closely with schools to build inclusive environments that affirm student identity. I have led trainings for educators on how to support LGBTQ students and helped develop policies that make respect and belonging a part of everyday school culture. These practices are directly tied to student mental health, academic engagement, and safety. When students know they can show up as their full selves, they are more likely to thrive. Respecting how someone asks to be addressed is a small but powerful step toward building schools where everyone belongs. It is what every child deserves.

Michelle Quattlebaum (District 4)

Yes, I support school policies that honor the names, pronouns, and identities of students, staff, and administrators. Respecting a person's identity is foundational to fostering dignity, safety, and belonging, values that should be core to any public education system. Every student deserves to be seen and affirmed. When we honor identity, we reduce harm, improve academic outcomes, and send a powerful message: YOU MATTER, and you BELONG here.

Mariana Del Hierro (District 2)

I support policies that affirm students’ names, pronouns, and identities. When students are respected for who they are, they thrive, not just academically but socially and emotionally. I've spoken with LGBTQ+ students and families who say that being misgendered or having their identity questioned by staff makes them feel invisible or unsafe at school. That is unacceptable. This is about dignity, safety, and creating a culture of belonging where every child can focus on learning, not defending who they are.

Caron Blanke (District 3)

I absolutely believe there are no other acceptable options other than to support all individuals in their request to be called by their chosen names, pronouns and honorifics. Not doing so is hurtful, insulting and disrespectful of a human's individual rights and potential. Supporting individuals in this way is directly linked to one's mental health and wellbeing. I don't believe there should be any public debate about this and the schools absolutely have to be a place where this right is protected.

Timiya Jackson (District 4)

Yes, I support school policies that respect how students, staff, and administrators choose to be addressed, including their chosen names, pronouns, and honorifics. Every individual deserves to feel seen, valued, and safe at school, and that starts by respecting each person for whom they say they are. When we affirm people for who they are, we create school communities where everyone can feel safe, supported, and thrive.

Alex Magana (At-Large District)

Yes. As stated on my website, I support safe and welcoming schools for every student. Every child deserves to walk into a school where they feel safe, seen, and supported. That’s more than just security—it’s emotional safety, a sense of belonging, and school culture that keeps kids coming back because they want to be there. A core tenet of this belief is honoring a student's true inner self.

Amy Klein (At-Large District)

Yes. Every student, educator, and staff member deserves to feel seen, respected, and safe in our schools. Using a person’s chosen name, pronouns, and honorifics is a basic act of dignity and inclusion. For many students, especially those who are LGBTQ+, this is not just about preference; it’s about mental health, belonging, and safety. Research shows that when students’ identities are respected, they have better academic outcomes, higher attendance, and stronger relationships with peers and teachers. Respecting chosen names and pronouns also models for all students the importance of empathy, understanding, and treating others with respect. Public schools serve everyone, and policies that affirm identity help create the kind of supportive environment where all students and staff can thrive.

What are your top priorities for ensuring schools are physically and emotionally safe for all students, including addressing bullying and harassment, which we know disproportionately affects historically excluded students, and how will you ensure that the school climate supports LGBT students in their academic success?

Jeremy Harris (District 4)

My top priorities for ensuring schools are physically and emotionally safe include enforcing strong anti-bullying and harassment policies, expanding access to mental health support, and ensuring staff are trained to respond with empathy and cultural competence. I believe in creating school climates where every student especially those from historically excluded communities, including LGBTQ+ youth, feels respected, affirmed, and empowered to succeed. That means supporting inclusive spaces like GSAs, addressing harmful behavior early, and fostering a culture where diversity is seen as a strength, not a threat. When students feel safe and valued, their academic success naturally follows.

Scott Esserman (District 3)

My top priorities include expanding mental health supports, investing in restorative justice, and holding schools accountable for preventing bullying and harassment. LGBTQIA + students, especially transgender and nonbinary youth, are at heightened risk of exclusion, violence, and harm. I will continue advocating for inclusive dress codes, gender-affirming policies, accessible all-gender restrooms, and comprehensive anti-bullying measures. Schools must be places where all students can learn free from fear, and where LGBTQIA + students are not just tolerated but celebrated. DPS has all-gender restrooms for students in every building and we have begun expanding multi-stall all-gender restrooms in numerous schools.

Dr. DJ Torres (District 3)

Every student deserves to feel physically and emotionally safe at school. Safety is not just about locked doors or drills. It is also about building a culture of connection, belonging, and respect. That is especially true for students who have historically been excluded or harmed by school systems, including LGBTQ students, students of color, and students with disabilities.

As Vice President of National Program Strategy at Sandy Hook Promise, I lead national teams focused on school-based violence prevention, youth mental health, and student empowerment. Our programs are rooted in the belief that connection is prevention. We teach students and staff how to recognize warning signs, build inclusive school cultures, and intervene before harm happens. These programs reach over six million students a year and are designed to center equity at every step. I have helped create and expand programs like Start With Hello and Say Something, which give students tools to build belonging and speak up when they see bullying or isolation. I also led the development of programs specifically for adults working with youth, ensuring that teachers, staff, and community members know how to support LGBTQ students and other marginalized youth in practical and affirming ways. If elected, I will work to ensure that every school in DPS has access to proven, research-based strategies that build safety through relationships and inclusion. I will advocate for training that helps staff support LGBTQ students with confidence and care, and I will support the use of climate and culture data to ensure every school is a safe place to learn. Students cannot succeed if they do not feel safe. We owe them nothing less than our full commitment to their well-being.

Michelle Quattlebaum (District 4)

My top priorities include expanding mental health supports, strengthening anti-bullying efforts, and building inclusive climates where every student feels safe, especially those from historically marginalized groups. That means culturally responsive training for staff, clear policies against harassment, and direct investment in social-emotional learning. For LGBTQ+ students, I will continue to advocate for affirming spaces, accessible resources, and responsive systems that remove barriers to academic success. Safety must include emotional safety, not just physical infrastructure.

Mariana Del Hierro (District 2)

A truly safe school is one where students are physically secure, emotionally supported, and free to be their authentic selves. For historically excluded students, especially LGBTQ+ youth, students of color, and multilingual learners, safety also means knowing that their identities will be affirmed and that harassment will not be tolerated. I support district-wide implementation of comprehensive anti-bullying programs, mandatory training in trauma-informed and restorative practices for staff, and mental health teams that reflect the communities they serve. I’ll also push for inclusive curriculum, accessible complaint reporting systems, and stronger accountability measures to track and respond to school climate data. Every student should walk into school knowing it is a place where they are protected, valued, and able to succeed.

Caron Blanke (District 3)

Safety is a complex concept that has physical and psychological aspects. Safety includes protection from physical harm, but it is also having people you trust who will listen to you; feeling respected and seen. For the LGBTQ+ community in particular, we need to put safeguards in place in our schools to protect these students, as well as specifically all-gender bathrooms, school-supported GSA groups, and expectations of all professionals that students will be called by their chosen names and preferred pronouns. Training about these inclusive practices should also be required for all school staff. Safety has to involve community voice; solutions to fixing safety threats aren’t always “one size fits all.” What one population may consider safe, another may perceive as a threat. We need better dialogue with communities to understand root causes of safety threats to know how to address the challenges in community-specific ways.

Timiya Jackson (District 4)

We need strong districtwide protocols, but policies alone aren’t enough. Every school needs consistent practices and resources that build belonging, relationships, and trust. That includes ensuring staff are equipped with training in trauma-informed care, restorative approaches, and how to affirm students of all identities not just to prevent harm, but to create spaces where students feel seen and valued.

As a board member, I’ll advocate for policies that center student voice, strengthen how we track and respond to incidents, and hold the system accountable for providing follow-up and support when harm occurs. This work isn’t just about safety, it's about dignity, equity, and ensuring every young person can show up to school as their full self and thrive.

Alex Magana (At-Large District)

Mental health is a top priority for my campaign. We must take a holistic approach to physical and emotional safety. This means increased support to teachers to better understand students and examine their own biases. At Beacon, I led this work by creating advisory classes, celebrating students, and rewarding positive character. The whole environment of the school must be one where students feel safe, heard, and connected. We must incentivize all district schools to implement stronger systems that foster true emotional and mental well being. Schools must be communities of acceptance and safety.

Amy Klein (At-Large District)

My top priority is to make sure every student feels safe, valued, and supported. Physical safety means secure buildings, clear emergency protocols, and well-trained staff. Emotional safety means a culture where bullying, harassment, and discrimination are not tolerated, and where students know they have trusted adults to turn to.

Addressing bullying and harassment requires proactive measures: strong anti-bullying policies, consistent enforcement, staff training in de-escalation, restorative practices, and ongoing bias training for all staff to help prevent issues before they occur. Because we know LGBTQ+ students and other historically excluded groups are disproportionately affected, we must ensure that curriculum, policies, and extracurricular opportunities are inclusive and affirming.

For LGBTQ+ students in particular, that means supporting student-led groups like GSAs, respecting chosen names and pronouns, integrating representation in curriculum, and ensuring access to mental health services. Prevention is key. When we build awareness, address bias, and create welcoming environments, students feel safe to be themselves, which leads to stronger engagement, better academic outcomes, and a more connected school community. And ultimately, a better world.

With Colorado’s school funding strained by TABOR restrictions and anticipated federal budget cuts to education, what principles would guide your budget priorities? What three areas, if any, would you consider reducing funding for? Where would you protect or increase investment?

Jeremy Harris (District 4)

In a challenging fiscal environment, my budget priorities would be guided by the principle that every dollar should support student learning, equity, and classroom outcomes. I believe we must protect what matters most—high-quality instruction, student mental health, and inclusive, safe school environments. That means maintaining or increasing investment in areas like literacy, special education, and school-based support services.

To balance the budget, I would look at reducing spending in areas that do not directly impact students, such as excessive central office administration, outside consulting contracts, and duplicative programs that lack clear evidence of impact. Ultimately, our budget must reflect our values. I’ll work to ensure DPS spends wisely, protects what works, and reinvests in what students and educators need to succeed.

Scott Esserman (District 3)

Our budget should reflect our values, and equity must be the guiding principle. In times of constraint, we must prioritize what directly impacts students, especially those most vulnerable. I will protect or expand funding for special education, LGBTQIA + student supports, mental health services, and living wages for educators and support staff. Given the nearly 90% of our budget that goes to salaries and benefits, I prefer not to consider reducing funding and, if reductions are necessary, I would look at contracts that don’t directly serve students, nonessential administrative costs, and initiatives that fail to meet equity benchmarks.

Dr. DJ Torres (District 3)

My guiding principle is simple: our budget should reflect our values. Every dollar must be used to support student success, especially for those who have historically been left behind. I will prioritize equity, transparency, and community voice in every budget decision. I would protect and increase investment in three key areas. First, student mental health and wellness, which is essential for safety, focus, and academic engagement. Second, educator recruitment, development, and retention, particularly for teachers of color, special education staff, and those serving in high-need schools. Third, culturally responsive curriculum and instructional resources that affirm students’ identities and prepare them to lead in a diverse world.

If cuts are unavoidable, I would look to reduce funding for initiatives that do not directly impact students. This includes excess spending in the central office, underperforming third-party contracts, and outdated or redundant administrative systems. These decisions must be made with input from the community and a clear understanding of what we are sacrificing and why.

Budgets are moral documents. Even in times of scarcity, we must center students, protect classroom learning, and invest in what works. That means being bold, strategic, and honest about what is truly essential.

Michelle Quattlebaum (District 4)

Budgets are moral documents. In a climate of restricted funding, we must prioritize equity, transparency, and student-centered investment. I would protect or increase funding for mental health services, teacher and paraprofessional pay, and supports for high-need schools. If reductions must be made, I would scrutinize central office costs, non-essential contracts, and programs that lack evidence of impact. I would not cut classroom support, community programming, or the services that make schools safe and welcoming. Every dollar should reflect our values and our belief in every child’s potential.

Mariana Del Hierro (District 2)

With Colorado’s school funding constrained by TABOR and the threat of federal budget cuts looming, we must be intentional and values-driven about every dollar we spend. My budgeting philosophy is guided by one core question: Does this investment improve student outcomes? I will prioritize funding that supports smaller class sizes, high-quality instruction, mental health supports, and targeted resources for the students who need them most, particularly multilingual learners, students with disabilities, and those from low-income communities. We cannot allow budget cuts to undermine equity, and we must safeguard the supports that make a meaningful difference in student success.

If cuts must be made, I would start with areas that have the least direct impact on classrooms. That includes trimming inefficiencies in central administration, reducing spending on outside consultants, and pausing or reevaluating underperforming pilot programs that lack clear, data-driven outcomes. Budgeting is about choices, and I will always choose students first.

Caron Blanke (District 3)

As the Chief Program Officer at the Denver Jewish Community Center, I was responsible for $6.77 million program budgets out of a total of a $10.1 organizational budget. I had to oversee annual budget drafts and narratives for 8 departments, monthly forecasting and compliance with all accounting and reporting procedures. Comprehensive, wrap-around supports in schools is critical and this cannot be an area that is cut. I think central office staffing remains an area for district cuts. My priorities are centered around investments that directly impact students - closing the academic achievement gap for students of color, improving safety measures for all students, increasing mental health and special education resources, increasing access to quality early childhood programs and early intervention services and improving our investments in teachers. If elected, I would work with local and state officials to work towards repeal Tabor because this will be the only path forward to putting more money in our schools. At minimum, we need a ballot measure that will remove schools from the terminal issues that Tabor has created for school funding.

Timiya Jackson (District 4)

Budgets are statements of values. When money is tight, I believe we must protect what matters most: the people and programs that directly support student learning and well-being. I would prioritize funding for teachers, mental health supports, and culturally relevant curriculum, including before and after-school programming. Specifically, I will always support student mental health, classroom level resources, multilingual learning, and college and career pathway opportunities. If cuts become necessary, I would first look to central office inefficiencies, costly outside contracts, legal fees, and redundant programming that doesn’t serve clear outcomes and has no method of evaluation. I will always push for transparency and community input in these decisions, and I’ll advocate at the state and federal level for the funding our students deserve. Funding education in Colorado under TABOR makes us unique, but if the current spate of cuts and budget gaps continues, I believe the appetite for TABOR reform will grow to the point where the state legislature must address it. When that happens, I’ll be ready to partner with our elected officials at the city, state, and federal levels to find a solution that works best for our students.

Alex Magana (At-Large District)

Two years ago, I was fortunate enough to be a member of the School Finance Task Force. This task force created a comprehensive set of recommendations that led to the first school finance rewrite in thirty years. We fought to increase the weights for some of our communities' most vulnerable students, including at-risk, ELL, and Special Education learners. I will fight to see those increases maintained, if not increased further. We also must address the mental health crisis occurring in our district by advocating for more mental health support. Better mental health leads to better academic outcomes.

Amy Klein (At-Large District)

First, our public schools needed more funding before these federal cuts and now more than ever. I will fight to increase resources by taking funding proposals directly to voters, working with state and federal leaders, and partnering with nonprofits and private donors. As a proven fundraiser who has raised millions for my company and nonprofits, I’m confident I can bring additional resources to DPS.

Second, while our schools are already doing more with less, there are still opportunities to reduce waste. That includes (a) eliminating outside vendors, contractors, and tech tools that don’t demonstrate clear value for students (b) reducing extraneous spending at district headquarters, including unnecessary positions and (c) reviewing underperforming after-school and sports programs with consistently low participation.

Third, I will protect investment in our schools and educators who are directly serving students and improving outcomes. Funding decisions should be guided by multiple measures: student progress, graduation and attendance rates, and parent satisfaction, to name a few; not just test scores. Keeping students safe, engaged, and developing life skills is just as important as academic performance.

Do you believe that all recipients of public education funding, including charter schools and voucher programs, should be required to comply with the same state standards, regulations, nondiscrimination laws, and structural accountability as traditional public schools? Why or why not?

Jeremy Harris (District 4)

Yes, I believe all recipients of public education funding, including charter schools and any voucher-supported programs must be held to the same standards, regulations, nondiscrimination laws, and accountability measures as traditional public schools. Public dollars should come with public responsibility. When schools receive taxpayer funding, they have a duty to serve all students equitably, uphold civil rights protections, and meet the same academic and financial transparency standards. Without this consistency, we risk creating parallel systems that lack oversight and fail to serve the public good. Equity and accountability must be non-negotiable wherever public funds are spent.

Scott Esserman (District 3)

Absolutely. Any school (charter or otherwise) that receives public funding must be held to the same standards as traditional public schools. I do not and will not support any voucher program in Denver Public Schools. Every school in the DPS family of schools must provide full transparency, compliance with nondiscrimination laws (including protections for LGBTQIA + students and staff), and equal accountability. Public dollars must serve the public good, not fund exclusion, discrimination, or unregulated experimentation on children.

Dr. DJ Torres (District 3)

Yes, I believe that any school receiving public education funding must be held to the same standards, responsibilities, and protections as traditional public schools. That includes meeting state academic standards, following nondiscrimination laws, ensuring access for students with disabilities, and complying with the same accountability and transparency requirements around finances, data, and student outcomes. Public dollars come with a public obligation. When we allow voucher programs or charter schools to bypass the rules that govern traditional public schools, we create an unequal and unfair system. It opens the door to discrimination and undermines the core promise of public education; that every child, regardless of their identity, background, or zip code, has a right to a safe, inclusive, and high-quality school.

In my work with both Denver Public Schools and the City and County of Denver, I have helped design systems to ensure that public investments reflect our values of equity and accountability. I have seen the impact of transparency in building trust and improving outcomes, especially for communities that have long been excluded or underserved.

We should not allow any publicly funded school to opt out of basic protections for students. That includes honoring student identity, serving students with disabilities, and ensuring representation of all communities. If a school wants public money, it must serve the public good and be accountable to the public it serves.

Michelle Quattlebaum (District 4)

Yes. Any entity receiving public education dollars, whether a traditional public school, charter school, or voucher program, must be held to the same standards for academic accountability, transparency, equity, and civil rights protections. There should be no parallel systems with different rules. Public dollars demand public oversight. That includes meeting state standards, complying with nondiscrimination laws, and ensuring governance that is accessible and accountable to families and taxpayers alike.

Mariana Del Hierro (District 2)

Every school that receives public education dollars must be held to the same high standards. That includes complying with state academic benchmarks, following nondiscrimination laws, submitting to transparent financial oversight, and demonstrating student outcomes. Public funding should never come with fewer obligations. It should guarantee a deeper commitment to equitable, accessible, and accountable education.

That is why I will fight to protect and increase investment in the areas that directly improve student success. We must prioritize smaller class sizes, robust mental health supports, competitive compensation for educators—especially bilingual and special education teachers—and stronger family engagement systems. These are the tools that make public education work, and they must be available to every student in every school, regardless of the governance model. If we are going to ask our schools to deliver for all children, we have to resource them like we mean it.

Caron Blanke (District 3)

I strongly believe that recipients of public education funding should be required to comply with state standards, regulations and nondiscrimination laws. Our public schools are a reflection of the community we want to create. They should be inclusive, diverse and every child should have access to the resources they need to be successful. Their personal rights should be protected and they should be safe from political infighting and divisive ideologies.

Timiya Jackson (District 4)

Yes, I believe any school receiving public dollars whether traditional, charter, or otherwise must be held to the same standards of accountability, transparency, and nondiscrimination. Public funds come with public responsibility. Families deserve consistency and fairness, not a system where some schools play by different rules while serving the same students. I oppose vouchers and any program that diverts public funds to private schools. Voucher systems lack oversight and often fund schools that don’t serve all students equitably. I’m committed to strengthening our public education system, not dismantling it.

Alex Magana (At-Large District)

I do not support voucher programs. I believe strongly that no public school should be able to discriminate against a student, family member, or staff.

Amy Klein (At-Large District)

Yes. Any school receiving public dollars should be held to the same standards, regulations, nondiscrimination laws, and accountability measures as traditional public schools. Public funding comes with a public responsibility—to serve all students equitably, provide a safe and inclusive environment, and meet the same academic and operational benchmarks.

When we allow publicly funded schools to operate under different rules, we create inequities, reduce transparency, and undermine public trust. Families deserve to know that no matter which publicly funded school their child attends, they will receive a high-quality education in a safe, nondiscriminatory environment, and that the school is accountable to the district and the community it serves.

Consistent standards and oversight are not about limiting innovation, they are about protecting students and ensuring fairness across the public education system.