Engineering Better Outcomes: Why D49 Needs Evidence-Based Educational Policy

As an engineer and technical professional, I’ve built my career on solving complex problems using data, logic, and systems thinking. I believe those same principles should guide how we shape educational policy, especially here in Falcon District 49, where every decision we make as a board affects thousands of students and families.

I’m running for the Board of Education because I see a gap between how decisions are often made in education and how we approach problem-solving in the technical world. In engineering, we don’t guess or rely on our gut feelings. We design, we test, we analyze results, and we iterate. In education, we should do the same.

From Gut Feelings to Measurable Outcomes

Too often, school policy is driven by emotion, headlines, or ideology rather than what the data actually tells us. As a parent with kids in D49 schools, I care deeply about their learning experience. But as an engineer, I also believe passion alone isn’t enough. We need evidence-based policy that delivers measurable results for our students.

That means using real-world research, academic performance data, and proven best practices to guide decisions, from curriculum selection to program evaluation. We must ask: What outcomes are we trying to improve? What inputs actually move the needle? How will we know if a policy is working?

This isn’t just theory—it’s what successful school systems already do. The districts seeing the most academic progress are those willing to analyze the numbers, pilot ideas, evaluate results, and adjust based on evidence.

Prioritizing What Works

If elected to the board, I’ll advocate for a more rigorous, data-driven approach to academic strategy in D49.

That starts with early literacy. National and state-level data show that reading proficiency by third grade is one of the strongest predictors of long-term academic success. We should be laser-focused on ensuring every student reaches that benchmark using instructional methods that are backed by cognitive science, not just tradition or popularity.

We also need to strengthen our Science, Technology, Engineering, and Medicine (STEM) and Career Technical Education (CTE) pathways, not just because they align with workforce needs, but because research shows that hands-on, skills-based learning boosts engagement and improves graduation rates. But again, it’s not enough to offer these programs. We have to track outcomes: enrollment rates, completion data, industry certifications earned, and long-term success after graduation.

Even for broader strategies, like tiered academic support, special education interventions, or enrichment for gifted students, we should be setting clear goals and measuring impact over time.

Data Isn’t Cold, It’s Honest

Some people worry that a focus on data can make education feel impersonal. But I see it differently. To me, data is how we hold ourselves accountable to the promises we make to our students and families.

As a board member, I’ll advocate for:

●      Regular review of student performance data at the school and district level.

●      Public-facing progress reports that track academic goals.

●      Evaluation of all major programs based on outcomes—not just inputs or intentions.

●      A commitment to change course when something isn’t working.

In engineering, when a system doesn’t deliver as expected, we don’t double down—we diagnose, we redesign, and we fix it. Schools should work the same way.

A Smarter Path Forward

Falcon District 49 is experiencing changes to its student population and the greater political environment. That brings complexity, but also opportunity. We need leadership that treats education policy as seriously as we would any critical system: with clear goals, careful analysis, and constant improvement.

My background in engineering has taught me to respect complexity, but also to cut through noise and focus on results. If elected, I’ll bring that mindset to every board decision, ensuring that our policies aren’t just well-meaning, but effective.

Our students deserve systems that work. Let’s build them. Together.