Grand Rapids Institute for Information Democracy

Editor’s note: GRIID was asked to post this information by the local group, Grand Rapids for Education Justice. Since GRIID has worked with them before, we were happy to post this on their behalf.

As a non-partisan student and teacher advocacy group, Grand Rapids for Education Justice (GREJ) promotes educational justice and academic excellence within Grand Rapids Public Schools. Our diverse membership includes educators, parents, and community leaders with decades of experience.

We’ve received answers to our questions from six of the seven candidates (the ballot shows eight candidates, but Norma M. Lopez has pulled her candidacy). Candidates Tonya Williams and Richard Williamson replied as individuals. Candidates Jordoun Eatman (incumbent), Amber Kilpatrick, Eleanor Moreno, and Ismalis Nuñez opted to reply as a collective slate composed of the four individuals.

Below, you’ll find candidates’ responses to 11 questions, addressing key issues and challenges facing our district. Our commentary and analysis accompany responses, providing context and insights grounded in GREJ’s commitment to educational justice and academic excellence.

We appreciate the candidates who took the time to address our questions and share their visions for GRPS. Our commentary aims to foster constructive dialogue, promote transparency, and advance the values central to our mission of good and equitable education for all students of Grand Rapids. 

Question 1:

GREJ previously reported academic disparities between GRPS schools, disproportionately impacting minority students, due to inadequate facility conditions, unequal transportation access, and systemic barriers. Have you reviewed recent data on these disparities and, if so, how would you address them to achieve equity across schools?

Tonya Williams:

Yes, I have viewed and helped assess the research that was needed to gather the data. As with other priorities, all must receive the focus needed to be addressed. One of the ways I would like to combat these issues is with community engagement.  Getting the community a chance to assist in ways of engagement. Accountability, to design a point of contact who would remain accountable to those in the community as well as work with the community to provide a line of communication, to work together to address and eliminate inadequate facility conditions, unequal transportation and Systemic barriers and so on. 

Eatman, Kilpatrick, Moreno, Nuñez:

As a slate, our priority is to ensure equity across GRPS so every student has the opportunity to succeed. We recognize that systemic barriers disproportionately impact students of color, and closing these gaps requires a thoughtful review of how resources are allocated throughout the district. After reviewing recent data, we see a clear need for targeted improvements in areas like safe and well-maintained transportation. Our approach will focus on collaborating with the community to create sustainable solutions that uplift all students.

We will advocate for a district-wide assessment of school buildings, ensuring that funding is directed where it’s most needed to create safe learning environments for all. The data shows significant gaps in infrastructure, with some schools lacking essential upgrades such as proper heating, cooling, and technology. This reinforces the urgency of equitable investment so that every student, regardless of their school, has an environment that supports students’ learning. 

In addition, equitable resource distribution must include improving transportation access. Feedback from families and educators has made it clear that inconsistent transportation creates barriers to success. We will maintain communications with Dean’s Transportation to explore solutions to ensure all students have access to reliable transportation and the support needed to thrive.

(GREJ response:

While agreeing with a number of your points regarding educational disparity within GRPS, we strongly concur with the transportation issues you have raised. Those problems have been prevalent since the privatization of the busing service with Dean. We focused on the problem years ago and are convinced that the difficulty is systemic and inherent to privatization and private control. No amount of interaction with Dean will reverse that reality. We believe that public schools should return to public drivers with retirement benefits, including insurance and pensions.) 

Richard Williamson:

I believe our district must refocus our investments at the building and classroom level where student learning occurs, rather than administration. We must use the successful programs, cultures, and practices in many of our schools as models and replicate them across the district. In reviewing data on our district, it is clear one of the best ways to overcome learning disparities is through equitable investment in our neighborhood schools and for students with unique and greater needs. As someone who benefited tremendously from speech therapy and reading and math intervention, I know from experience the difference this can make for our students.

(GREJ response:

The GREJ concurs with your objective to increase investment in facilities housing minority studies and would add all academic accoutrements, including equal curriculum updates, teacher appreciation and recognition, extracurricular activities, food services, and transportation. The positive experiences and wisdom attained in previous school programs, which you suggest, should indeed be emulated. That includes the reinstatement of past alternative education buildings and programs, which for irrational reasons were eradicated by GRPS.) 

Question 2:

GRPS faces a significant challenge with teacher compensation and retention, exacerbated by a larger pay gap between teachers and administrators compared to neighboring districts. Furthermore, parents have expressed concerns about teacher vacancies and the reliance on long-term substitutes. How would you address these interconnected issues to attract and retain top teaching talent, ensure stability in the classroom, and promote student achievement?

Tonya Williams:

This has been an issue for teachers to gain competitive wages for decades. As like myself, teachers are under a union contract. As the teachers union contract comes to an end, I would like to see the leadership and spokesman on both sides, strategize prior to the end of the contract, to meet the wage compensation for teachers . Eliminating bargaining, and meeting the need as well as attract dedicated, compassionate and committed teachers back to the district, with resources and support.

(GREJ response: 

We appreciate the acknowledgment of GRPS’ teacher compensation challenges. Although, we do see a lack of concrete solutions. Our investigation revealed alarming disparities: GRPS has the lowest teacher pay and highest administrator pay among neighboring districts. 

As a board candidate, we expect bold action, not just recognition. Prioritizing teacher compensation and retention is crucial for stability, student achievement, and restoring fairness to GRPS. Strong leadership on this critical issue will be vital in addressing these long-standing inequities.) 

Eatman, Kilpatrick, Moreno, Nuñez:

To address these challenges, we strongly advocate with and for our educators. As champions, we are committed to raising educator salaries to compete with neighboring districts, ensuring they are fairly compensated for their hard work. Competitive pay is essential for attracting and retaining top talent. Beyond compensation, we must improve working conditions by addressing issues like manageable class sizes. Creating a healthy, positive, and supportive environment is key to retaining educators long-term.

Additionally, we will push for stronger recruitment efforts by expanding partnerships with local universities, such as the West Michigan Teacher Collaborative and the partnership with Michigan State University. We’ll also focus on improving support for new educators, ensuring they have the resources needed to succeed from the start.

We recognize the importance of expanding successful programs, including exploring ways to broaden tuition reimbursement benefits for support staff. Investing in our current workforce can build a sustainable pipeline of future educators and foster loyalty to GRPS.

Together, these strategies address the interconnected issues of compensation, retention, and classroom stability, ensuring educators and students are successful. 

(GREJ response:

Your plans for teacher compensation are sound, and we’re glad you’re prioritizing this critical issue. Having battled previously with the blatant teacher shortage, we recommend gathering data on full-time teacher substitution and comparative pay levels with other Kent County schools for teachers and administrators.) 

Richard Williamson:

As a Board Member, I am committed to reviewing salaries at surrounding school districts and adjusting educator compensation to be competitive with these rates. We miss out on many excellent educators who chose to teach in neighboring districts where they can make as much as 35% more. If we want great educators, we must pay them what they deserve and offer respect for their profession. We must also foster a culture of learning and teaching that supports classroom level educators to be innovative and play an active role in leading our schools and entire district.

(GREJ response:

We believe the anemic pay scale inherent in GRPS is a piece of a larger problem, reflective of a national conservative campaign to denigrate teachers, reducing their educational role and gravitas, making privatization easier, eliminating public schools and public school unions. Pay should be a consideration, given the overwhelming impact and academic importance of teachers, and not necessarily based on the rate of adjoining districts, which have also suffered wage atrophy indicative of conservative attacks against public schools and public school teachers.) 

Question 3:

What role do you think charter schools, privatization, and contracted services should play in Grand Rapids Public Schools, and how does that align with your vision for the future of public education in the district?

Tonya Williams:

(no answer) 

(GREJ response:

We’re concerned that the candidate’s non-response to the privatization question indicates a lack of understanding about the significant challenges public schools face. Charter school expansion in Michigan, largely driven by Betsy DeVos’ philosophy, has raised concerns about the potential undermining of public education. Not to mention attempts of privatization of every other area at GRPS. We believe it’s crucial for candidates to address this critical issue. Ignoring it may suggest they’re not prioritizing the well-being of our public schools.) 

Eatman, Kilpatrick, Moreno, Nuñez:

As a slate, we believe that public education should be centered on the needs of students and the community, with resources directed toward strengthening our public schools. While charter schools and contracted services may have a role in education, we do not support privatization efforts that undermine public schools or redirect funds away from GRPS.

Our focus is on building a robust public school system that serves all students equitably. We will advocate for investment in GRPS to ensure it remains a strong, community-centered option for families. This includes prioritizing transparency, accountability, and collaboration to meet the needs of our diverse student population.

Richard Williamson:

There are some situations in which privatized services make sense for GRPS. However, whenever possible we should seek to provide services in-house, particularly when it relates directly to student learning, wellbeing, and growth. I am not interested in expanding GRPS’s charter schools. Rather, we should focus and invest in our incredible neighborhood schools whose mission it is to help all students in our city learn and grow, regardless of their background.

(GREJ response:

The GREJ again has zero tolerance for privatization, as its existence in any capacity is the antithesis of public institutions’ philosophy and destructive to public teacher pensions and appreciation. This disdain extends to provided services, such as privatized substitute teacher organizations, busing, food services, and concession stands, to name a few.) 

Question 4:

Do you support or oppose school voucher programs in Grand Rapids, and why?

Tonya Williams:

I am not in favor or opposed to school vouchers. I believe that a parent has the right to make the best choice they feel for their child or children.  I would like to continue with the tools used by the superintendent, which has GRPS enrollment rates at its highest in 20 years.

Eatman, Kilpatrick, Moreno, Nuñez:

We oppose school voucher programs in Grand Rapids. Vouchers divert public funds away from public schools, which weakens the resources available to serve all students, especially those who rely on public education the most. We believe in strengthening GRPS and ensuring equitable access to high-quality education for every student, regardless of their background or income. We believe public funds should remain in public schools to support teachers, students, and staff in creating the best learning environments.

(GREJ response:

The GREJ has a zero tolerance for Charter Schools, privatized services, and vouchers. We remember well the previous support GRPS gave to Betsy DeVos, who has engaged in a decades-long battle here in Michigan and nationwide to eradicate public schools. We hope to see a board that recognizes this formidable challenge and will stand strong against the tide of privatization.) 

Richard Williamson:

I firmly oppose voucher schemes in Grand Rapids and all of Michigan. It diverts public funds away from the community benefit only to harm families and students all across our community.

Question 5:

Teachers have reported feeling unsupported by school administrators. How would you address this issue and ensure that teachers receive the necessary resources and support to excel in their roles?

Tonya Williams:

I am one who believes that teachers should receive all the resources available as they teach and lead our children.  One way to develop that support and transparency is to open a line of communication, to the teachers, parents and community as a whole. 

Eatman, Kilpatrick, Moreno, Nuñez:

We know that teachers need strong support from school administrators to do their best work. To address this issue, we will focus on the following strategies:

We will promote a culture of open dialogue between teachers, the teacher union, and administrators. This ensures that teachers feel heard and valued. Regular feedback sessions will help us understand where support is needed.

We will invest in ongoing training opportunities for teachers, giving them the tools and strategies they need to succeed in the classroom. We will ensure that classrooms are well-funded and that teachers and staff have the necessary materials and resources on time. This includes addressing class sizes and providing support staff to help manage workloads.

Recognizing and celebrating the hard work of our educators is essential. We believe that acknowledging their commitment to students and the community fosters a supportive environment.

By prioritizing these areas, we aim to create an environment where teachers feel supported, empowered, and capable of providing the best education for our students.

Richard Williamson:

I believe we need to reorient innovation and district leadership back towards our educators who spend all day each day with our students. We must foster a district culture that invites classroom educators to play a role in decision making and crafting how the district supports our students’ learning.

Question 6:

What process would you use to evaluate and address concerns about GRPS curriculum and instructional materials, including book challenges, while balancing diverse perspectives, promoting critical thinking, and upholding academic freedom?

Tonya Williams:

As a member of the board there would have to be a governance over the superintendent. and her operations concerning curriculum period, including book challenges, while balancing diverse perspectives, promoting critical thinking, and upholding academic freedom? This would connect with teachers’ resources and our scholars’ educational advancement. 

Eatman, Kilpatrick, Moreno, Nuñez:

As a slate, we will advocate for a comprehensive approach to evaluating and addressing concerns about the GRPS curriculum and instructional materials. We will push for open communication where parents, educators, and community members can share their perspectives and concerns. We would like to see a push for review committees with diverse voices to examine the curriculum and address specific challenges, such as book challenges. Our goal is to balance honoring diverse perspectives with promoting critical thinking, ensuring students are exposed to multiple viewpoints while learning to engage with different ideas thoughtfully. The curriculum must reflect the experiences of our scholars. Through this process, we aim to create a curriculum that embraces our community’s diversity, fosters critical thinking, and prepares students for a well-rounded education.

(GREJ response:

We appreciate your commitment to a comprehensive approach to curriculum evaluation and open communication. We agree that diverse perspectives, critical thinking, and community representation are essential. Your emphasis on reflecting students’ experiences and promoting a well-rounded education aligns with our values.

However, we have concerns about review committees potentially undermining the expertise of our professional teachers and administrators. We believe curriculum development should remain their primary responsibility.

Let’s ensure community voices are heard while respecting the critical role of educators in shaping our curriculum.) 

Richard Williamson:

I believe our curriculum should be designed and adopted by the professionals who spend each day working with and supporting our students’ growth and learning: our educators. They have the training and experience to know how to support student learning. This is the approach vibrant school districts across Michigan do and I want to help move GRPS towards this model.

(GREJ response:

The GREJ believes that all GRPS curriculum creation should be developed internally by the trained teachers of GRPS. This especially pertains to the acquisition of private, out-of-district curriculum, which the district has previously purchased. We also believe that a pertinent issue is the absolute resistance to non-expert community groups regulating book purchases and usage. Censorship attempts should be rejected and opposed by effective board members.) 

Question 7:

What specific policies or procedures would you implement to ensure administrative accountability, particularly in cases involving allegations of threats and intimidation, such as those made against Chief of Staff & Executive Director of Public Safety & School Security Larry Johnson, and how would you balance accountability with fairness and due process?

Tonya Williams:

(no answer) 

(GREJ response:

Recent board meetings have seen a united and urgent call to address concerns about a member of the administration’s reported threatening behavior toward community members. This issue, initially raised years ago, remains unresolved. We feel it irresponsible to escape comments on this issue, which has been so crucial to the Grand Rapids parents and teachers.) 

Eatman, Kilpatrick, Moreno, Nuñez:

To ensure accountability among school administrators, particularly in cases involving allegations of threats and intimidation, we would like to see clear and accessible ways for scholars, staff, and the community to voice their concerns confidentially. We would also advocate for transparent investigation policies and procedures, including independent review committees with diverse community representation to oversee allegations and ensure impartiality. Regular training for administrators on conflict resolution and ethical leadership would be essential, alongside clearly defined accountability standards and consequences for violations. Importantly, we would balance accountability with fairness by respecting due process, allowing administrators to respond to allegations, and maintaining confidentiality throughout investigations. By fostering a culture of transparency and support, we aim to build trust and integrity within our school community.

(GREJ response:

Your structure for accountability and review of administrative threats and intimidation is comprehensive. It appears this chronic situation has continued with a specific administrator, so now the question is one of enforcement and acting on empirical evidence from previous incidents.) 

Richard Williamson:

I believe system wide success begins with a culture that encourages and welcomes accountability, honestly, and a willingness to acknowledge problems. One particular procedure I will work towards is requiring executive directors to provide written reports at regular intervals for the Board of Education to read and review before public hearings and a period of open questions and discussion between board members and executive directors. I also support hiring and promotion based on merit, rather than longevity in the district. 

(GREJ response:

Administrative accountability issues in GRPS have gone beyond policy issues, now causing real problems. There has been a clear and unequivocal violation by a GRPS administrator, and there needs to be specific action and concrete application of existing policies to ensure this ongoing misconduct is terminated.) 

Question 8:

Allegations of administrative nepotism at GRPS have raised concerns. What steps, if any, do you believe should be taken to address this issue and ensure fair, transparent, and inclusive decision-making in district leadership?

Tonya Williams:

I do not follow allegations, nor have I seen only that which is proven factual. With that being said, I am not able to elaborate on this question.  

Eatman, Kilpatrick, Moreno, Nuñez:

We acknowledge that allegations of administrative nepotism in GRPS can undermine trust and create concerns about fairness in decision-making. To address this issue, we propose the following steps:

We will advocate for clear policies regarding hiring and promotion practices within the district. These policies should explicitly prohibit nepotism and outline the criteria for all hiring decisions.

We will ensure that hiring processes are transparent and include input from diverse stakeholders. This could involve public job postings, clear selection criteria, and diverse hiring panels to promote inclusivity.

We will support regular audits of hiring and promotion practices to ensure compliance with established policies and identify patterns that may indicate nepotism or bias.

By taking these steps, we aim to foster a culture of transparency, fairness, and inclusivity in district leadership and ensure that all decisions are made in the best interest of our students and community.

Richard Williamson:

In order to achieve fair, inclusive and transparent leadership in GRPS and solve other challenges in the district, we need to orient decision making around the building level and involve our classroom educators in the process. We have a district with hundreds of thoughtful, dedicated staff with the experience and skills to make our schools thriving learning environments for our students. This is a strength and not something we should shy away from with an over reliance on a small group of administrators. This type of “democratization” is something I have advocated for throughout my campaign and am deeply committed to if elected.

Question 9:

GRPS has eliminated alternative education programs and sold former neighborhood schools to charter operators. Should alternative education programs be restored or reimagined, and if so, how?

Tonya Williams:

Yes, alternative education can look like different things, but are resources to help those facing challenges in education, or different career paths. I believe this resource like those involving curriculum, community communications, are all meeting a need. 

Eatman, Kilpatrick, Moreno, Nuñez:

We believe restoring or reimagining alternative education programs in GRPS is crucial to meeting diverse student needs. We must gather input from scholars, families, and educators to assess the necessary programs to achieve this. As a district, we must continue exploring personalized learning options, career and technical education, and project-based learning to engage students better. Collaborating with local organizations and businesses will help us design relevant programs while advocating for necessary funding and resources to ensure their success. Finally, we will establish a system to continually evaluate and improve these programs, creating pathways for all students to thrive.

Richard Williamson:

GRPS property exists for the public benefit and I oppose any efforts to sell GRPS property to charter or private school operators. I support continued investment in alternative education programs. As someone with family members who benefited from alternative education, I know the difference they can make in whether someone successfully completes their education and moves on to future opportunities to thrive. I also support investment in programs for students who do not wish to pursue four-year college degrees, such as pre-apprenticeships in the skilled trades. I am committed to strengthening GRPS’s collaboration with labor unions and other organizations to provide our students with these opportunities.

Question 10:

Do you believe the benefits of charter school expansion in Grand Rapids outweigh concerns, and how would you ensure equitable access to quality education for all GRPS students?

Tonya Williams:

I believe that the expansion of the charter school would take away from public schools, and the expansion in no way outweighs the concerns in Grand Rapids public schools.

Eatman, Kilpatrick, Moreno, Nuñez:

While charter school expansion in Grand Rapids can offer innovative educational options, we must carefully weigh these benefits against equity and resource allocation concerns. We believe every student deserves access to quality education, regardless of their school. To ensure equitable access, we will advocate for policies that promote transparency in funding and enrollment practices, ensuring that all families have access to information about their options. Additionally, we will work to foster collaboration between charter schools and GRPS to share best practices and resources, ultimately enhancing educational opportunities for all students. By prioritizing equity and collaboration, we can create a more inclusive education system that benefits every student in our community.

(GREJ response:

We appreciate your willingness to consider the complexities of charter school expansion in Grand Rapids. However, based on our experience and analysis, we remain deeply concerned that charter schools pose an existential threat to our public school system. While innovation is crucial, we cannot compromise on equity and the well-being of our public schools.

Rather than fostering collaboration, we fear that charter schools will divert resources and undermine the foundation of our public education system. Business interests should not influence our educational priorities, and we must ensure that our schools remain free from undue external pressures.

We share your commitment to quality education for all students, but believe this goal is best achieved through strengthening and supporting our public schools, not proliferating charter schools.) 

Richard Williamson:

I do not believe charter schools are superior to public schools. As someone who needed speech therapy and remedial reading and math classes, I needed a public education that served all students regardless of ability or background. My priority is making GRPS the first and best choice for all families and students in Grand Rapids.

Question 11:

Would you make a conscious effort to include diverse perspectives and sensitive topics, such as slavery, Civil Rights, colonialism, systemic racism, LGBTQ+ rights, and social justice movements, in GRPS’ history curriculum, and how would you navigate any disagreements or controversies?

Tonya Williams:

Yes, to be culturally inclined, to include topics that are sensitive in nature, to GRPS curriculum; a value to educate our scholars to diverse communities, cultures and ethnicities, to help each teacher, scholars and administrators work together for a better understanding relationship for all.

Eatman, Kilpatrick, Moreno, Nuñez:

Yes, we believe it is essential to include diverse perspectives and topics such as slavery, Civil Rights, colonialism, systemic racism, LGBTQ+ rights, and social justice movements in the GRPS history curriculum. These topics are crucial for fostering an understanding of our past and its impact on the present. To navigate any disagreements or controversies, we will advocate for open dialogue among educators, parents, and community members to discuss the importance of these topics and address concerns in a healthy, productive way. Additionally, we will advocate for training and resources for teachers to facilitate discussions thoughtfully and inclusively. By embracing diverse perspectives, we can create a curriculum that educates and promotes empathy and understanding among our students.

Richard Williamson:

I went to college to be a history teacher, I have a particular interest in the way we study and teach history in our public schools and am serious about including diverse perspectives and a thorough understanding of sensitive topics in that study. The study of history at its best includes diverse perspectives and a thoughtful and comprehensive analysis of sensitive topics. Studying history prepares our students with the tools to understand the world and analyze sources and information with a critical eye.