School Committee Candidates Weigh in on Program Priorities, Budgets, and School Rankings

As we have done in previous elections, the Indy has offered candidates for the offices of Town Council and School Committee, an opportunity to respond to a brief questionnaire in order to give voters a clear indication of where they stand on some of the pressing issues facing our town. Invitations were sent to all candidates in contested races in early October.

The unedited responses of candidates for School Committee to three questions appear below. Deb Leonard did not return a candidate questionnaire. Responses to questionnaires for town council can be found here.

Questions for School Committee Candidates

1.What would be your top two priorities as a member of the School Committee? 

Esther Azar
1.  Creating emotional, physical and social safety for all members of our school community especially those being targeted by supremacist systems. 

2.  Work to increase school funding.

Andrew Hart

1). Making sure the superintendent has everything she needs to successfully lead the schools through redistricting, transitioning Fort River’s sixth-grade academy to the middle school, beginning work on the middle school roof, and continuing to fix the problems caused by the learning-hours increase (especially at the middle school).

2). In concert with others (the superintendent and my colleagues on the school committee), I seek to overhaul how the schools communicate with the public and the committee communicates with the town council. As a parent of two students in the district (a fifth grader at Fort River and a freshman at the high school), at times I feel both overly informed on daily issues and uninformed about important overarching decision-making. Additionally, I feel midterm and long-term strategic planning is desperately needed to help all of us see past the current, constant struggles, finger-pointing, and misinformation about school funding. 

Laura Jane Hunter
For the long-term health of our district, we need a new evaluation process to support and guide the superintendent. At regular intervals during the year (every quarter), we should implement a 360 degree evaluation which brings in structured feedback from all the constituents; families, students, educators, and staff.  Annual reviews of the superintendent will continue, but will be informed by both qualitative and quantitative data. There are multiple sources for accessing the best practices of this evaluation style.

As a corollary to this, I want to create a collaborative team of educators for each school to help inform the practice and policies in the schools. A top-down approach has not worked for Amherst, and when we have attempted a more egalitarian model, we have not given it the necessary three year cycle to evaluate the efficacy. For example, one school year at ARMS  two “Teachers on Special Assignment” (TOSA) were put in place to support and guide the principal- for one year. Unfortunately, due to the instability and challenges in the district, the TOSA model was never allowed enough oxygen to test if it was a benefit to the schools. That is the kind of thing we ought to be thinking creatively about – how do we get our educator voices to be heard? We are not relying enough on the institutional knowledge of our amazing educators, and are leaning too heavily on our principals to manage everything.

The other critical issue is of course, the budget. We should be using the recent financial data analysis by current school committee members Bridget Hynes and Deb Leonard to understand what the schools need. Rather than starting from a deficit model, I would like to develop a budget that meets all the needs of all the students, beginning with a focus on the most vulnerable and marginalized populations. We must vote in a town council that supports the schools, and prioritizes fully funding the district.

Bridget Hynes
As a 20 year citizen of Amherst, someone with a sincere commitment to small “d” democracy, I take my role serving my constituents seriously. I listen with heart and work for solutions —-aligning the needs of families and students with my knowledge as an educational leader. My career has focused on academic access, equity, and excellence in education, for all. I have been a PI directing federal and state grants, and have worked in educational program evaluation and research, on school improvement teams, and managing budgets – experience I put to good use on the School Committee.

My top priorities for the coming term builds off my work in my first term. They are:

• Equity and Inclusion: I’ve championed efforts to strengthen anti-bullying policies, pushed forward the Welcoming Schools initiative, and embedded equity goals into district leadership evaluations. I led the revitalization and expansion of the School Equity Advisory Committee including a thorough review of what progress is still needed. I believe every student deserves a safe, affirming learning environment, and I’ll continue working to ensure our schools reflect the diversity and values of our community.

• Fiscal Sustainability aligned with Academic Excellence: As an active member of the Fiscal Sustainability Subcommittee, I’ve helped identify new funding streams and advocate for fairer, smarter budgets from the state and the town. I’m committed to stabilizing our schools financially while improving academic outcomes—especially in areas like math progression. In addition, foregrounding the innovation and inclusive academic programming we have in our elementary buildings as we move into a new school is win-win ——attracting more families to our district helps our bottom line while providing more opportunity to the students we have.

Sarah Marshall
1. For our elementary schools, ensuring that the rezoning of our elementary schools happens with minimal disruption for students and families and, at the same time, successfully launching programs at the new k-5 elementary school and the 6th-grade academy in the Middle School building. To me, a successful launch means well thought-out programs, services, and schedules that meet children’s needs, all provided by educators and administrators who have been empowered to deliver an excellent education and are supported in their efforts.

2. For our elementary and regional schools, maintaining core general and special educational programs and services – academic, guidance, mental health, etc. – as well as the beloved “extras” that are important for children’s development and well-being, such as arts and athletics, in the face of extreme budget pressures. I have a particular interest in improving elementary math instruction so that all children are prepared for algebra in 7th grade.

2.The rankings of Amherst Schools have fallen precipitously over the last decade. Do you think that should be a concern of the School Committee?

Esther Azar
While i would never gauge the efficacy of our school system on a national system that employs racially biased test scores as an indicator of a schools effectiveness,  I will say that our schools are not living up to their potential.  But this should not be a surprise due to the major stressors being faced by our schools. Federal pressures, the continued implications of covid, mismanagement over many years, structural issues and social emotional issues around safety with  a town that is not providing our schools the money we need to be succesful. Anyone that speaks about school rankings without acknowledging the systemic stressors of an undervalued system is seeing a symptom of a larger problem.

Andrew Hart
Rankings are an important way to communicate our values to other communities and to attract new families to the community. And, as in higher education where I’ve worked for close to 20 years, rankings are also a limited, sometimes superficial way of measuring the health of schools. Overall, rankings are important, and low rankings are a concern, but they are a symptom of our larger issues.

Laura Jane Hunter
Absolutely. The Amherst schools are a major pull factor to the town, and many people, who were able, have moved here for the schools. Education lifts the floor for everyone, and despite my personal distaste for ranking systems from for-profit institutions, it is indisputable that our rankings have fallen. Years of mismanagement from the district, illogical hiring practices, paying off incompetent or destructive administrators, and instability in principals at ARMS and Fort River have damaged our systems. We must not apply canned curriculum nor teach to the test. With the correct strategies and supports, I believe that Amherst can once again be an educational gem that allows every child to thrive.  A side benefit of reinvigorating our district will be that the rankings will reflect that.

Bridget Hynes
The rankings of Amherst schools have indeed fallen precipitously over the last decade, and yes, that should absolutely be a concern of the School Committee—but not in isolation. Our sense of place in Amherst is deeply rooted in the value of knowledge and education. Our schools must reflect that commitment in every classroom, every hallway, and every decision we make.

Amherst is a district where winning educators, dedicated and welcoming building leaders, and staff in all positions go above and beyond for our students. That’s part of the fabric of who we are. And yet, we face real challenges—some local, like a struggling middle school, and some global, like the lingering impacts of the pandemic on student learning and mental health.

Falling rankings are a symptom of broader systemic issues. Years of budget cuts driven by shifting state policies have shrunk our share of funding, and our town’s contribution has dropped from 54% in 2009 to just 47% today. I had the privilege of choosing to move to Amherst, and, I did so for the schools. At that time, our high school ranked in the top ten in the state. Today, it’s mid-tier. That decline is a call to action.

The School Committee must respond by reinvesting in staff, curriculum, and students. We need evidence-based strategies, equitable resource allocation, and strong community partnerships. We must also ensure that basic needs—like food security, housing stability, and mental health supports—are integrated into our educational framework. These are foundational to student success and academic excellence.

Rankings don’t tell the whole story, but they do signal where we must do better. Our schools should be a reflection of the values Amherst holds dear—and that starts with bold, compassionate leadership.

Sarah Marshall
Our students’ academic success and preparation for life after High School are the concerns of School Committees, not school rankings as such. I am not familiar with the ranking systems used by different groups or whether they have changed over time. That said, I am definitely concerned about the academic performance of our students. Learning losses since the pandemic have yet to be reversed. Repeated budget shortfalls at the elementary and regional levels mean our schools have eliminated or reduced many programs and supports for students.

Changes in our rankings could be caused by numerous factors. Factors could be:

• student-related, such as a change in preparedness of students before they enter school, a change in the number or percent of students who are English-language learners, or chronic absenteeism
• program-related, such as availability of intervention services, a change in time on learning, poor choice of curriculum, or program offerings (e.g., vocational classes)
• staff-related, such as a loss of experienced teachers and staff, or insufficient staff, or too little coordinated professional development, or
• something else, such as departure of high-achieving students for charter schools, or extreme learning loss during the pandemic.

All of these can certainly impact student success. What I might propose the Committee do to change the situation would depend on the underlying causes. I would certainly press the Superintendent, the chief education officer of the district, for explanations and potential remedies. Correction of problems might then drive budgetary decisions around staffing and programs.

3.The local and regional schools have experienced dramatic budget cuts over the last three years resulting in reduction in staff and the elimination of programs. Members of the town council have proposed offering voters a tax override to raise additional funds for the schools.  How do you think the schools should deal with repeated budget shortfalls?

Esther Azar
We live in a town that espouses certain values on paper. I hear town councilors speaking of diversity, equity and inclusion however some of  their voting has indicated otherwise. While the schools receive the largest portion of our town budget it is less than what is needed in order to support the largest stakeholders in our communities, children and families. If the town council continues to claim values of equity and inclusion then that needs to start with our most diverse and vulnerable population, our children. To be honest at this point it is clear to me that the best step to ensuring our schools get the funding they need is by electing new council members who don’t just say they support the schools but will actually prioritize them during budget negotiations. As a community we must come together to support each other during this time when the federal government is cutting so many services.

Andrew Hart
Constant economic instability is a fixed reality for us, both locally and nationally. We need to move forward with a strategic planning process for our schools that gives us a shared vision for the future. Without a clear vision for what we want Amherst schools to be and become, we will continue to reduce our schools—the community’s most important contribution to its future—to being just a budget line item. I would advocate for the inclusion of members of the town council to take part in this process.

Additionally, my hope is that the next school committee goes above and beyond to communicate the value of more-than-adequate school funding and educate the community and town council on how schools determine funding needs, how money is spent, and what happens to children and educators when cuts happen.  

All aspects of our town face funding challenges. We all will likely have to invest big, take on debt, and spend down large parts of the town’s budget surpluses to expand the tax base and prepare for Amherst’s future. My hope is that we can collaborate on a shared vision that helps us navigate the debates and disagreements ahead.

Laura Jane Hunter
We need to vote in new town councilors who prioritize fully funding the schools as part of the regular budget plan. There should be (separate) open door meetings with the town finance committee, members of the school committee, and Amherst College and UMass. The town manager should not be meeting privately with Amherst College or UMass, and should not have the sole discretion to engage in a dialogue about the contributions to the town. Blaming the schools for draining town resources has been a strategic diversion from the bloated spending on other town services, including the library, the replacement of police vehicles every three years, and approximately two million dollars on first responder/police radios. We need to ask hard questions about why our town spends money the way it does. Why does our town manager make more money than the governor of Massachusetts? Why are our roads in such terrible shape, while the vanity project of the Jones Library is moving ahead full steam? All of this is the poor management and shortsighted oversight of the current town council. We need fully staffed schools that draw families in and send students off well prepared for life after high school, and we need a town council that values education. At large candidates Ellisha Walker (incumbent), Allegra Clark, District 2 candidate Amber Cano Martin and District 1 candidate Jill Brevik value the schools – and they deserve your vote.

Bridget Hynes
We need a multi-pronged approach to address repeated budget shortfalls in our schools—one that is strategic, long term, community-driven, and grounded in equity.

1. Advocate for Additional Funding:
I’ve worked to move charter school reimbursement from petitions to bills at the State House and have consistently pushed for fairer funding formulas. Advocacy must be ongoing and collaborative, involving families, educators, and local leaders. We need to ensure Amherst’s voice is heard in state-level decisions that impact our students. Transparency and community engagement in our local budgeting processes are also essential to building trust and shared responsibility.

2. Maximize Efficiency and Partnerships:
Through my work on the Fiscal Sustainability Committee, I’ve helped explore grants, campus partnerships, and internal efficiencies. I’ll continue to champion smart investments—like solar infrastructure and HVAC upgrades—that reduce long-term costs and free up resources for teaching and learning. We must also look at regional collaborations and shared services that preserve quality while reducing duplication.

3. Protect Core Programs and Staff:
Budget decisions must prioritize student learning and educator support. Cuts should be a last resort, and any reductions must be made with equity and impact in mind. We must protect programs that serve vulnerable students and ensure that basic needs—like food, housing, and mental health—are not sidelined. These are foundational to academic success.

As a School Committee member, I will bring a deep understanding of both fiscal responsibility and student-centered policy. Our schools are the heart of Amherst, and we must treat them as such—investing wisely, advocating fiercely, and putting students first.

Sarah Marshall
The school committees and four towns’ authorities were recently told by the Massachusetts Association of Regional Schools that the budget difficulties facing Amherst and the Region are not unique but common across the state and are largely due to damaging funding calculations at the state level. School committees have been addressing this problem by lobbying our state legislators for changes in the laws that calculate our state aid, how much money we must send yearly to charter schools, and our state reimbursements for charter costs, bus transportation, and special education services. We can also continue to ask for contributions from our local colleges and university, and perhaps businesses involved in our technical programs.

Nevertheless, we have to face this unhappy financial reality every budget cycle. In the past two years, the committees and members of the public have effectively lobbied our local funding authorities to provide more money to the schools than they initially proposed.  An Amherst-only Prop. 2 ½ override could help our elementary schools, but all four of our regional towns would need to pass overrides to permanently increase funding to the secondary schools. Overrides might be a tough sell in all towns.

In the end, School Committees control only spending, not revenue, and I expect they will continue to do what we have been doing, unwillingly: cutting services and programs as needed to meet the funds allocated to the schools.  Our budgets are largely spent on employee compensation and mandated services, so unless a government entity relieves us of obligations, significant reductions in spending require significant reductions in educators, administrators, and staff. There is no way to accomplish such reductions without diminishing the school experience for students and employees. Committees must take a hard look at their educational goals and policies and decide what to prioritize.