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The questions were prepared by the Leagues of Women Voters of Santa Clara County and asked of all candidates for this office.
See below for questions on
Funding,
Instruction,
Future
Click on a name for candidate information. See also more information about this contest.
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1. How would you determine that the schools are using federal, state, and local funds wisely and fairly and how would you report your findings to the community?
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Answer from Miyuki Iwata Goldman:
I would like to review the budget and expense reports, and reevaluate the money distribution and compare with the other districts. The report will be sent by emails and annual newsletters to the public.
Answer from Monet Goldman:
By frequently visiting resources that show how funds are being used in the district, we can keep our budget in check. Websites such as www.ed-data.k12.ca.us report where funds are going. Comparing our findings with other neighboring high school districts would be another way to see if funds are being allocated as efficiently as possible. The conclusions made from our investigation would be presented to the community through e-mail groups, newsletters, and websites.
Answer from Hung Wei:
Fremont Union High School District manages school finances from federal, state and local funding with prudent planning. The district exercises an open and transparent Profit Sharing model with all employee groups. This is how the district has been able to weather the recent economic crisis without cutting any student programs or laying off any teachers. Our teachers, staff, management teams and board members work together as ONE team in exercising sound financial decisions in order to provide our students with challenging academic courses as well as extracurricular activities in music, art, athletic, business and leadership training. Please visit the district website at http://www.fuhsd.org for most recent news and updates.
Answer from Barbara Ann (Filippi) Nunes:
Studying the student data provided by state testing and comparing our district schools to other schools that have the same student body make up. Through the study of yearly reports presented to the board by the schools on the success of students and their plans to improve achievement and/or goals that have been determined appropriate to meet the needs of their students. Accreditation status of the schools. Plans for and use of the school's resources that support the school plans.
Answer from Michael S. Goldman:
I will consult all state and local regulations, carefully examine all comparable district budgets, and the auditors' reports.
The best scrutiny comes from opening the budget to the general public for examination. The budget should be presented in a clear and easily read format for anyone to examine and question. The board meetings should be televised and available on the web and by DVD and audio. The methods of arriving at the budget should be available in clear and open ways with recordings of all open meetings kept and readily available for download by the public for at least 34 years.
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2. Are the schools offering instruction appropriate to the diverse educational abilities of all the students?
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Answer from Miyuki Iwata Goldman:
In order to equip our students with the necessary skills and education to match in-demand jobs, we need to invest more in technology and infrastructure to support our educational system. My focus is more choice for the wide variety of kids in our schools and making sure that they are successful in building confidence and developing a passion for learning. The most advanced students need to be provided greater challenges so they can succeed in college and career.
Answer from Michael S. Goldman:
Emphatically not! Not for those seeking a challenge and college readiness classes or for those struggling in key basic subjects! For those seeking a challenge, AP classes are either entirely absent (there are no AP World or AP European History classes in the entire district although every neighboring district offers them) or hard to get. E.g., Wilcox HS has more AP English classes than Fremont, Cupertino, or Homestead combined, Mountain view HS has 50% more AP test takers than Cupertino or Homestead, etc,
For those economically disadvantaged struggling with Algebra 1, the last four years have been a disaster, as their scores have slipped from above the state average to far below the state average.
Answer from Hung Wei:
All five of our high schools - Cupertino High, Fremont High, Homestead High, Lynbrook High & Monta Vista High - offer a rigorous academic program that challenges students of all levels. The district offers 29 different Advanced Placement courses (AP courses) and each high school offers between 22-26 Honor and AP courses. In addition, the district has more than 15 educational options available to students who have special needs. The district is committed to educate all students and believe that all students can learn to their potential All of our five high schools have excellent programs in music, art, athletic, business and leadership training. All five high schools offer after-school tutor center for students who need extra help in study or homework. Fremont Union High School District believes in educating the Whole Child; that is, the district offers a comprehensive educational program that challenges each student academically and at the same time, also providing a wide variety of opportunities for each student to develop strength and skills in his/her interest area.
Answer from Barbara Ann (Filippi) Nunes:
Our schools are very successful. We are ranked third in the state as a result of our current API scores. All five schools are CA State Distinguished Schools and are ranked in the nations top 6% in AP test taker survey by Newsweek. Four have received the National Blue Ribbon designation. Our fifth school has a wonderfully diverse community of students and it serves both high achievers (who have the highest GPA of all district students reported by UC) and it provides a variety of support programs for its large limited English and less skilled students. All schools in the district make it a high priority to study the needs of the diverse student bodies that they serve. A detailed self study is done on a cyclical basis. That study is the basis for yearly plans to address the needs of all students. Detailed targets are reviewed on a yearly basis to determine if the activities and resources are meeting the needs of the students.
Answer from Monet Goldman:
The district has put up roadblocks that keep FUHSD students from learning and achieving academically. One of these roadblocksis the "no doubling up" policy. I would like to see the "no doubling up" policy removed so that FUHSD students will not be blocked from taking two classes in the same subject. This policy blocks students from taking Biology and Chemistry the same year. This policy acts as a roadblock to students trying to get a taste of what their major will be like in college. Students should have the choice to take classes offered without restriction. Another roadblock to our student's education is our highly paid administration. Right now we have one of the highest paid administration in the state of California. We rank 7th in administration $/student, but only 209th in Instruction $/Student. We have the worst student-teacher ratio of any school district in Santa Clara County because of this. In the past four years, money going towards administration has doubled from around $500/ pupil to over $1000/ pupil. As a result, money for instruction has shriveled. Since 2006, our STAR test scores in key subjects such as 9th grade Algebra have gone down, while the California average has increased. If support is not given to the disadvantaged, then they will not succeed in school. If they do not maintain a healthy G.P.A., then they will be forced off of their sports team. By removing a positive outlet for these kids, you replace it with a negative one such as drug use and gangs. This district can not afford to turn its backs to both the economically disadvantaged and non-disadvantaged groups. An efficient use of the budget, by providing the kids with the greatest academic support and extracurricular outlets, will be a great challenge but one I will work towards with fellow board members, administrators, teachers, students, and parents.
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3. Where do want the district to be 5 years from now? What steps should the district take to get there?
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Answer from Miyuki Iwata Goldman:
Refocus spending on students not administrators. The "No doubling up" policy should be removed. The policy effectively prohibits students from taking two subjects from the same area in the same year so students cannot take Chemistry and Biology in the same year. Some AP classes cannot be taken until junior year, this policy should also be removed - no other neighboring schools have this policy.
Answer from Hung Wei:
All of our five high schools develop an annual school plan that targets the unique challenges each school faces. The Board continuously reviews targets and progresses made by each school. Five years from now, all five high schools should have accomplished the targeted goals of the school plans and see results such as narrowing achievement gaps, implementing the school-wide Guidance Program, achieving fully developed Professional Learning Communities in all departments. Our district is determined to not stand still even during the most challenging economic climate. Therefore, teachers,staff and district management teams are constantly working together in brainstorming new ideas to provide our students with more opportunities to learn and achieve. Our summer program offers not only remedial courses, but also enrichment classes through cooperation with the Cupertino Park and Recreation Department. The district is researching online course options as additional academic or enrichment opportunities for students. We work with our two feeder school districts - Cupertino Union School District and Sunnyvale School District - in identifying incoming 9th graders who need to work on math and English and provide them with summer programs before entering 9th grade. The steps that the district takes in providing more opportunities for students of all levels come from TEAM WORK of everyone in our school district - teachers, staff, assistant principals, principals, district staff/managers as well as all five board members. Added to this TEAM WORK are our dedicated parents and wonderful community members who volunteer, fund raise and support our students with Facility Bond funding and Parcel Tax renewal. It takes a village to educate a child and all of us are in the same village together in providing the best education and opportunities for our teens.
Answer from Barbara Ann (Filippi) Nunes:
The district should continue to review educational research to determine creative ways to prepare students in the skills/abilities needed for the 21st century. We need to embrace new technologies to provide updated curriculum and instructional practices. Our expenditures of bond dollars should provide for facilities that allow flexibility in the use of technology. We still need to provide for the opportunity to develop interpersonal relationships that build confidence in our students to succeed.
Answer from Michael S. Goldman:
I want the district to refocus money on hiring more teachers, cutting administrative overhead, offering more AP and advanced science and math classes, and offering far more support for those struggling with basic math and other key elements to success in college and work. Currently the district is a distinct laggard in AP classes, math, and science classes and I want the district to be a leader in those areas.
Most of the changes are free - it costs no more to offer an AP class than a regular class, the teachers are the same. To hire more teachers we need to cut back on administrative overhead which has gotten way out of line with state norms.
Answer from Monet Goldman:
Being able to properly allocate the budget to maintain art, music, sports, and academic programs while hiring enough teachers to keep a low student to teacher ratio. To achieve this goal, we will have to reduce the tremendous amount of money going towards the administration, and redirect those funds to the students and teachers.
Responses to questions asked of each candidate
are reproduced as submitted to the League.
Candidates' responses are not edited or corrected by the League. Answers must not refer directly or indirectly to another candidate.
The order of the candidates is random and changes daily. Candidates who did not respond are not listed on this page.
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League of Women Voters of California Education Fund
