1) State Science Standards: Do you support the teaching of evolution in the science classroom? Do you support the teaching of intelligent design in the science classroom? Please give yes/no answers and explain your reasoning.

Teaching of evolution – yes
Teaching of intelligent design – yes
There is scientific data to support the ideas proposed by both schools of thought. Science should never be limited by consensus opinions. All scientific data, discoveries and evidence should be researched, critically analyzed and revised as new technology provides more answers. Some science questions/topics such as origins, which is historical and for the most part not repeatable, will always be open to debate as new methods and evidence are discovered. Let’s allow for that expansion of knowledge rather than limit it!

2)  Sex Education: What level of sex education, if any, do you believe belongs in our school system and at what ages and in what context do you believe it should be taught?  

Sex education because it intrinsically involves values, belongs primarily in the home. Parents need to model, as well as instruct, their child about appropriate dress, behavior and choices, related to the child’s sexuality. If a local school district determines that sex education is a need for their student population, then it must be suitable for the age of each group of children. Beginning at the lower elementary level it usually includes topics such as good/bad touch, the birth of pets, dramatic role play in the housekeeping center, etc. After the 3rd grade most topics would be better presented by gender – girls + boys in separate classes. The local district also needs to determine if an opt-in or opt-out method for inclusion best meets their needs, and the chosen curriculum must be available for parents to examine. My recommendation would be that one of the excellent “abstinence until marriage” programs be selected and presented to teen groups.

3)  How much importance should be placed on taking standardized tests in Kansas schools? 

Standardized tests can be used to check a student’s achievement (and can provide a measure of accountability) as compared to other children of the same age or grade level. Unless there is an apparent functional purpose for such testing – such as college admission, awarding of scholarships, placement in special programs of study, or determining adequate yearly progress for a school, it should be minimal. Formative tests and criterion referenced tests are much more useful for teachers and students, to help determine instructional level, identify weak areas and guide further teaching. Too much emphasis on state assessments and the accommodations necessary to complete them, takes away substantial learning time and opportunities.

4)  How would you balance school funding interests between small, rural school districts and larger, urban districts?

Practical and economical distribution, and flexible usage of their funds for a local district are as much an issue as balance of funding among districts. Various formulas and allowances for the increased costs associated with certain programs have been devised to minimize imbalance. Additional count days for student attendance, as well as other legislated opportunities for supplementing funds, such as local option budgets, are also attempts to assure adequate and equal funding of schools across the state. Forming partnerships with local businesses and industries, and seeking grant opportunities are also beneficial in supplementing school budget dollars. Building – based budgets and large-group purchasing can help a district stretch it’s dollars even further.