To help inform voters on who’s running for Chicago’s elected school board, the baiduhai education team posed a series of questions to the candidates in each district. These questions ranged from basic information on their background and campaign platform to their stance on several issues facing Chicago Public Schools.
See the answers from Carmen Gioiosa, candidate for elected school board in the 4th District, below.
About the Candidate
Name: Carmen Gioiosa
Age: 47
Neighborhood: Lincoln Park
School District: 4
Education: Doctor of Education in educational organization and leadership, University of Illinois Urbana-Champaign; Illinois type 75 general administrative endorsement
Current Job: Adjunct professor at National Louis University
Previous Political Experience: None.
Questions and Answers
In the interest of transparency, the candidate’s responses shown here are published as written and have not been edited by the Tribune.
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Did you attend Chicago Public Schools or is anyone in your immediate family a CPS student? Yes, an immediate family member.
Have you worked at Chicago Public Schools or another school? What is your background in education?
My 23 year background in education is extensive and varied. My experience will have a direct impact on effectively leading conversations, building consensus, and analyzing policy. I have a Doctorate in Education Organization Leadership from the University of Illinois at Urbana-Champaign, with a Type 75 administrative certificate. I am an adjunct professor educating future CPS teachers through a culturally responsive framework through National Louis University’s Teacher Residency Program. I started my CPS career at Schurz High School as a teacher for 8 years, and led a team to earn a $1.25M grant to reorganize our high school into Small Learning Communities (a Freshmen Academy and 4 career-focused academies for upperclassmen). I then worked at CPS Central Office, bringing an MTSS resolution before the Board of Education, with the accompanying academic and social-emotional interventions for students identified in need. After serving on the board of my local neighborhood association, I served as a community member to our neighborhood Local School Council prior to having children in CPS. I have subsequently been elected to our LSC 4 times as a parent representative, and have been nominated 3 years in a row as LSC Chair.
I actively and directly participate with CPS daily. In addition to teaching future CPS teachers, I am in CPS classrooms observing lessons and coaching teachers throughout Chicago. My husband is a CPS alum, our two children attend a CPS neighborhood elementary school, I’ve served as a PTA room parent, PTA officer, support fundraising events, and take every opportunity to support and improve our school. Families, community members, teachers, and administrators all work together to make my childrens’ school a well-rounded and successful place to learn. I want all schools in District 4 and in Chicago to have the same wonderful, enriching experiences and traditions we have at our local school.
Why are you running for a seat on the Chicago Board of Education?
I have the immense privilege of knowing nurses, teachers, lawyers, police officers, carpenters, and business owners who live and work in our great city, who once sat in my classroom. My students grew up and are now taking care of my family and your family. This is what education is about; it is about creating community. That is why I am running for the Chicago Board of Education.
The potential in our young people is infinite, and education is the key to that potential! At this time in Chicago, leadership must be transformative. Three common elements that are central to transformative leadership are social betterment, equity, and a vision that reshapes belief and knowledge structures (Shields, 2010). Chicago’s Elected School Board has an opportunity to be transformative and inject CPS with fresh ideas from independent voices.
I have both the background and proven record of challenging the status quo for the benefit of real improvement. My focus has always been on ensuring students receive the best education possible. I am well suited for this position as an independent, data-driven, experienced education professional.
Here are some key policy proposals, developed through my CPS experience and doctoral research:
1) Increase preschool enrollment and attendance: Children may miss critical language, numeracy, and social emotional skill development by delaying entry to school until the age of 6.
2) Laser focus on two core benchmarks. First: Ensuring reading proficiency by the end of 2nd grade. This allows a timely shift from students learning-to-read to reading-to-learn by the end of 4th grade, and acquiring new information/knowledge. Second: Algebra proficiency in 8th grade. Algebra is a gateway toward more advanced mathematics courses in high school and beyond, and is often tied to successful high school graduation.
3) Career exploration and developing a career portfolio in grades 4, 8, and 10 prepares students for a productive future. The path needs planning and for our students and parents to understand Career and Technical Education (CTE) is a very real and good option. CTE jobs are in high demand and will provide upward mobility. In addition, CTE pathways lead to postsecondary degrees. All students must leave their high schools with “the ability to select an occupation that does in fact have a career pathway associated with it rather than simply taking the first job that comes along” (Conley, 2010, p. 5).
4) Emphasis on mental health. Our students cannot achieve it if they are not in a safe environment, focused, and well nourished. We must create spaces where children heal, feel safe and supported, and thrive. This includes no tolerance for bullying and reviewing the cell phone policy.
5) Board of Education meeting agendas should reflect renewed priority. BOE meetings should be focused on the same ratio of students in CPS as adults working at CPS. This would suggest a 75% focus on students [and student outcomes] and 25% on other matters. This is an example of what I mean: Students first.
My education career and experiences have trained me for 23 years to earn a seat on the Board of Education.My own lived experiences have shaped me to have a public school soul with a Chicago heart. I came to Chicago as a non-English speaking student; I thrived in a learning environment with caring, supportive teachers all around me. Those same teachers are here in CPS. I was one of those teachers, and I want all CPS students to thrive today and be prepared for a successful future. Families, community members, teachers, and administrators all work together to make my children’s’ school a well-rounded and successful place to learn. I want all schools in District 4 and in Chicago to have the same wonderful, enriching experiences and traditions we have at our local school.
A successful CPS school system benefits all Chicagoans, even those without children or without students in CPS. Good stewardship of our school system is a collective investment in Chicago’s prosperity (both culturally rich and monetarily), vibrance, safety, and future. CPS does not exist in a vacuum, it exists in this microcosm of a great city.
How would you describe your district?
This North Side lakefront district includes the neighborhoods of Lincoln Park, Lake View, North Center and most of Uptown. It’s home to 34 schools — 11 rated “exemplary” by the state and none as needing “intensive support” — and 275,000 residents. District 4 student population is approximately 8% Black, 71% white, 10% Hispanic and 10% Asian. The students who attend CPS schools are 16% Black, 36% white, 32% Hispanic, 9% Asian and 6% multiracial — and 38% of those children come from low-income backgrounds. Our schools represent almost the entire CPS school portfolio and that is extraordinary! Our District includes various school models: Dual language, Montessori, alternative high school, selective enrollment schools, private schools, neighborhood schools, magnet programs, International Baccalaureate program, fine and performing arts programs, and parochial schools. Our schools welcome students from all over the city and that is something to celebrate.
How would you describe your campaign platform?
I am the Independent, Student First candidate. My focus is on student achievement and outcomes. I am not affiliated with Mayor Johnson, the Chicago Teachers Union, trade union or any local or state elected officials. I firmly believe no good idea can come from a single source and requires a triangulated view.
If elected, families, students, taxpayers will find that my views, answers or ideas will come from a combination of research, whether academic and experiential. I will lean on experts from various fields of study, families, educators, students and community leaders. I will cite my sources so that the public understands how my stances were formulated. With a focus on triangulation and seeking equitable answers, I believe it will force my independence.
What is the single most important issue facing CPS students?
The single most important issue facing CPS students is early literacy deficiencies. Early literacy encompasses: Print motivation, print awareness, letter knowledge, vocabulary, narrative skills, and phonological awareness. Early literacy is the foundation of our PK-3rd grade classrooms. Early literacy skills are foundational to reading, writing, and math skill development. CPS must shift its focus to providing wraparound education services (i.e., speech pathologists, occupational therapists, physical therapists, reading and math specialists trained in scientific research-based practices that identify and teach specific skill gaps), to our youngest learners. This model and focus is where we will garner the biggest return on investment in public education. By 4th grade, students shift from learning-to-read to reading-to-learn and acquiring new information/knowledge…that cannot happen if all our students are not proficient in reading or mathematical/logical calculations.
Provide three to four key points you want voters to know about your campaign.
First, I am the only true independent candidate in our District. My sole focus is improving student achievement. . Second, I am the only candidate with a Doctorate in Educational Leadership with classroom-based, research-based, and executive experience in CPS’ C-Suite. Third, I am an immigrant that understands the second language experience, a former CPS educator for 8 years, a CPS mom, and a servant leader that has supported communities and schools through volunteer and LSC service…there may be no stronger force!
Given this year’s budgetary problems and disagreements on how to solve them, what do you propose for the district’s funding in future years? Would you support the district in taking on any loans in future years to fund the annual budget?
First, I will 100% not support loans to pay for an annual operating budget. I believe a forensic accounting of CPS’ budget must be completed and transparent to all Chicago residents.
Hard conversations and questions must be asked about the taxpayer’s return on investment in public education. We need to have hard conversations here and understand that our neighborhood schools are the foundation of our city’s public education; they provide rigorous, high quality, well rounded education to all learners. Magnet, selective, charter, dual language, and alternative schools are funded to continue to provide options for students to achieve their learning goals; not a route to high quality education.
I know we need more money to improve schools, but we cannot resort to increasing the annual property tax levy to the max as an automatic. I also fully understand we need to make Springfield fund our schools. We cannot continue to serve as an economic engine for the state without educating our students in fully funded schools. As a Board, we have a fiduciary responsibility to the community, children and taxpayers that the money we receive is not wasted, is accounted for, and goes toward advancing student achievement (academically and social-emotionally).
The Chicago Board of Education recently adopted a new 5-year Strategic Plan. Which aspects do you support and which would you change, if any?
I do support the general core values of CPS’ 5-year Plan. My policy positions were written before CPS announced their Plan and you should see how closely my positions align to Whole Child, Equity, and Community Partnerships values. With a laser focus on these three values, I believe all schools will directly impact academic excellence and continuous learning with a student centered education with an if, then statement.
If a student has wraparound supports to springboard and elevate their learning (whole child), in the neighborhood they and their families rely on for food, housing, medical needs, jobs, shopping, faith services, and enrichment through play and mind (community partnerships) and in a school environment that questions and challenges underlying obstacles to accessing high quality education and instruction (equity), then we will have created an education environment built upon the cultural assets students bring to school and unlocked the infinite potential in CPS students.
One issue with the recently launched CPS’ Five-Year Strategic Plan is that not all school leaders, families, and Chicago residents have had a chance to read or digest the Plan. Like CPS’ Opportunity Index, the change to school budgeting was announced quickly and without time to think through the consequences or account for outliers. I do support elements of CPS’ Opportunity Index as a means to equitably fund our schools and school programs, but the formula needed time to pilot, review, assess, and revise before launch. Time and time again, in CPS, there is a rush to launch or scale programs, initiatives, and policy before investing time in research and digesting plausible outcomes. We also have to look at the financial aspects of the plan.
As thousands of migrant families settle in Chicago, how should the District handle the influx of English learners? What more should be done to ensure consistent bilingual education is provided and funded?
State and federal laws exist because of a need and a fundamental right to protection. We have a fiduciary responsibility to ensure we are meeting the legal requirements for students; that’s more than just a legal responsibility. I understand the challenges and have witnessed the courage and compassion CPS schools and teachers have extended as they have welcomed migrant children and families into their classrooms. There will always be problems and challenges in education, but let’s have faith that the systems and laws in place are starting points for providing the fundamentals and check our biases. There is no reason for CPS to struggle with compliance, we need more creative problem solvers, open dialogue with multiple stakeholders, and remain focused on our number one priority…children.
CPS should have a universal MTSS program for student identification so data flows consistently and in real time across the board to all educators and school leaders. General education teachers should be proactive in identifying students that show a need for growth at all age levels, but especially in the primary grades. Parents should be provided outside resource materials from clinicians so they can seek support outside of the classroom to ensure consistency and support. Through MTSS data collection and progress monitoring, CPS will have data to support financial resources to fund bilingual education.
Do you believe the district has historically underinvested in South and West side schools? Yes.
If yes, what solutions would you propose to address inequities and opportunity gaps in the school system?
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I agree there are major inequities and opportunity gaps district wide. I believe CPS is only adequately educating our students at best. According to preliminary data from spring 2024 administration of the Illinois Assessment of Readiness (IAR), approximately 31% of elementary students (3rd-8th grades) in CPS are meeting state standards in reading and 19% are meeting math standards. In reading, our Black students lag 8% behind and our Latino students, 6% behind. Our high school graduation rates are rising, yet our SAT scores have declined since 2018. Our CPS graduates are enrolling in college, yet about 30% graduate in 4 years. This is unacceptable for a world class city like Chicago.
There is no reason Chicago, this great city, does not have the best education resources to meet students where they are and remediate or close gaps before 3rd grade. I have met and worked directly with teachers and school leaders from many of our CPS schools and will forever champion drivers of excellence in all of our CPS schools.
Along with CPS’ Equity Framework, the district’s Five-Year Strategic Plan is focusing on closing opportunity gaps in comparison to the achievement gap.
Throughout my research, I reference scholars and researchers who challenge educators to consider the way education systems or schools access or restrict capital and the empowering role of educators as institutional agents. In particular, I address how educators often fail to use their role or power as empowering institutional agents to build upon the cultural assets students bring to school.
Opportunity gap scholars (Darling-Hammond, 2010; Fine, 2004; Noguera, 2007) believe that focusing on concrete, underlying obstacles to accessing high quality schools and instruction shifts the focus of achievement away from blaming students and their families. Specifically, the opportunity gap is the space between having unequal educational opportunities and the difference in achievement among groups of students who do not have access to quality education (Darling-Hammond, 2010; Fine, 2004; Noguera, 2007). Examples of unequal education opportunities include, but are not limited to, the lack of qualified or experienced teachers and their unequal distribution within schools and districts, insufficient educational funding, inadequate school resources in racially isolated schools or schools serving disadvantaged groups of students, overcrowded schools, lack of school counselors, and high teacher turnover rates (Cairo, 2012). The Board of Education must shift its focus to the structural obstacles within all schools that inhibit academic excellence for all students.
We have amazing teachers creating classrooms that welcome, engage, and support all students. However, we need to do more to support students where they are and not where they should be. Students come into our classrooms and schools with a variety of life experiences and some students have needs that are just not being met from a whole-child perspective.
Since his election, Mayor Johnson has indicated a desire to move away from school choice and bolster neighborhood schools. This was recently reinforced by in the District’s 5-year Strategic Plan. Do you share this position? Why or why not?
Children are individuals with unique talents, abilities, and needs…they deserve to have high quality schools that will build their capacities. A balanced approach is necessary. Therefore, there is a need for a variety of school options including: neighborhood, selective enrollment, magnet schools/programs, Dual Language Schools, Montessori programs, CTE programs, and charter schools. There are invaluable benefits to supporting all types of schools and those benefits outweigh any unintended consequence. Our students deserve to have a school or schools that will build their capacities, their curiosities, their knowledge at any given point in their PK-12 career. To this end, I do not support prioritizing one type of school over another.
Chicago should be one of the best public school districts in the nation by offering excellent, high-quality neighborhood schools and for-choice schools for one reason: Students come first. Chicago can take it one step further by remaining independent from political pressure. Chicago needs to continue CPS’ trajectory in supporting or creating excellent schools as an option for every child in every neighborhood as a baseline.
What solutions do you propose to provide busing for students at selective enrollment and magnet schools?
We have a fiduciary responsibility to the community, children and taxpayers that money is not wasted or ill spent. I welcome all external audits of our bussing plans and policies as I believe it will highlight efficiencies not previously considered.
My next action will be to discuss the March 20, 2024 aldermanic letter with proposed solutions with the new Board. Concurrently, I will outline for the community all the steps CPS has taken to address the busing dilemma compared against solutions proposed and costs or savings to CPS. In addition, I will reach out to all civic, city, and corporate leaders that have worked with CPS or BOE on bussing/transportation as well as state representatives that have proposed legislation. By bringing together as many pieces of information before the Board I believe a solution can be found that is triangulated, thorough, and brings together families, students, and all CPS stakeholders.
Please share your thoughts on how the District and the Chicago Teachers Union can settle on a new 4-year contract.
Please begin all meetings or discussions with your mission statements. CPS and the Chicago Teachers Union should then form a joint mission statement. Without completing this exercise, the two parties will continue to see themselves representing diverging thoughts when in fact, I believe, they are more closely aligned. Once the joint mission statement is agreed upon, both parties will be able to share the routes they believe they can take to meet that end (joint mission) and find consensus on how to meet the needs of CPS students and families. We do also need to have a reality check on what is realistic to achieve fiscally. To reiterate I do not support taking out a short-term loan nor can we always resort to increasing the annual property tax levy to the max.
I also don’t think it’s appropriate for the Chicago Teachers Union to push for financing non-education-related measures like housing assistance for teachers and students out of the CPS budget.
Although these are important issues, I fully believe it falls outside the purview of CPS’ budget and the Board of Education. I will devote my time and resources to work closely with CPS (STLS Department), private charities, City of Chicago and other governmental agencies to secure housing and resources for students in temporary living situations. We must ensure students, together with their families, have the clinical, social, and academic wraparound services needed to support them and reduce learning loss or engagement with school activities.
On the issue of housing for teachers, I would not support subsidizing housing. One way to help alleviate housing pressure is to grow the economic pie of our city by attracting investment, jobs, and encouraging proper development of housing. I certainly love to recruit teachers and will devote my time to helping our future educators navigate housing opportunities throughout our many wonderful neighborhoods where they can live and build community. This question, though, does highlight an opportunity for colleges and universities to partner with CPS, City of Chicago departments, and the CTA on affordable housing opportunities and in closest proximity to public transportation.
I believe any entity that can center and focus on student needs will positively impact public education. If the Chicago Teachers Union can focus on advocating for student needs they can be most effective, many times this past decade it has focused on adults more than students…that is where I question their actions, agenda, and rhetoric. I support teachers as a whole, I am a teacher educator at National Louis University and am incredibly humbled and honored to support the future of CPS education…there is no better job in this world in my opinion. I will forever champion teachers and educators as our worlds most critical profession.
In 2024, Chicago Public Schools’ average literacy proficiency rate is 31%, an increase from pre-pandemic years. These rates, however, were lower for students from low-income families, English learners and students with Individual Education Plans (IEPs). How should the district seek to improve literacy rates going forward?
First, I need data. From schools, I need to understand what curriculum or curricular materials they are using, number of years in use, professional development teachers completed and local school decisions on reading and math policies. Next, I believe we, as a board, need to review the instructional supports CPS provides schools and determine gaps. This will also need to include a review of professional development contracts or partnerships CPS has with vendors, schools of education or other education-backed entities. Data analysts will provide us with the overarching picture that the question describes above, but when school-specific and CPS-specific details are included (data collected from my review and community-based data), a story will unfold that will inform our next steps. Implementing a culturally responsive curriculum with fidelity, ensuring a focus on practice, data review, professional development and family engagement.
We have amazing teachers creating classrooms that welcome, engage, and support all students. However, we need to do more to support students where they are and not where they should be. Students come into our classrooms and schools with a variety of life experiences and some students have needs that are just not being met from a whole-child perspective.
CPS is failing to meet the needs of far too many students. CPS must maintain a universal Multi-Tiered System of Supports (MTSS) program for student data collection so data flows consistently and in real-time to all educators and school leaders. We must staff our schools with Diverse Learner teachers and paraprofessionals that our students require! Delays in specialized support and services in the learning environment are beyond detrimental; it is a violation of federal law under the Individuals with Disabilities Education Act (IDEA). General Education teachers should be proactive in identifying students that show a need for growth at all age levels, but especially in the primary grades.
What is your position on expanded funding and renewal terms for charter schools?
I fully support without question having charter schools as an option for students in Chicago. There are a myriad of reasons families and/or students select charter schools as their option. I, however, may have reservations with some charter rules of operations or in their curriculum. I also question the funding structure of buildings owned by charter organizations and/or tax implications for CPS or residents of Chicago. I would like to learn more and look forward to that open dialogue on how we can keep charters as a key part of CPS for the students that need them.
Please provide your thoughts on how to keep Chicago Public Schools as safe havens for students to learn and flourish fear of violence. How do you propose the district approach this?
Please ask your teachers, students, families, community members, and caregivers what they need and want for their children. One plan, one policy cannot take into account all the lived experiences of our children and communities. I appreciate CPS ‘Safety Plan with a full heart, but there are components or work flows that do not support the immediate needs of all our schools. School leaders working alongside their LSCs will create the systems that are needed, I have full faith in this community based model.