Campaign position · Updated October 4, 2026
Academic outcomes and foundational learning
I believe district averages should not hide gaps in literacy, mathematics, student groups, or individual campuses.
The issue
Students need strong reading and mathematics foundations, timely intervention, and meaningful preparation for what comes next.
Why it matters in Katy ISD
Early gaps can compound across grade levels. Public reporting should make it possible to see where students are progressing and where support is falling short.
What the Board controls
The Board sets goals, adopts budgets and policy, reviews progress measures, and evaluates the superintendent against adopted priorities.
My approach
I would set high expectations, insist on understandable progress reporting, and focus resources on proven instruction and intervention.
What I would ask and measure
- Early literacy and mathematics readiness
- Growth as well as proficiency
- Results by campus and student group
- Intervention access and student-level progress