Vicki Chung: Candidate Profile

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Note: Answers provided have not been edited for grammar, misspellings or typos. In some instances, candidate claims that could not be immediately verified have been omitted. Jump to:BioQA Bio City: Mount ProspectWebsite: Candidate did not respond.Twitter: Candidate did not respond.Facebook: Candidate did not respond.Office sought: Mount Prospect District 57 School Board Age: 45Family: Married with two sons, ages 6 and 8 (one at Westbrook and the other at Lions Park)Occupation: Stay-at-home mom (formerly Director of Corporate/Foundation Relations at AIDS Foundation of Chicago)Education: PhD -- Northwestern University (Human Development and Social Policy, from Northwestern's School of Education and Social Policy); MA -- University of Chicago (Social Service Administration); BA -- University of Chicago (English Language Literature)Civic involvement: Volunteer at Westbrook School (2013 - present); Pledge/Raffle Chair of Westbrook PTA's annual fall fundraiser (2014 - present); Volunteer at Lions Park Elementary School (2016 - present)Elected offices held: Westbrook PTA Treasurer (2016 - present)Questions Answers Why are you running for this office, whether for re-election or election the first time? Is there a particular issue that motivates you, and if so, what is it?While District 57 schools have consistently been recognized for their academic excellence and high student achievement, our district has undergone some admittedly difficult times due to financial instability. Many D57 residents likely recall, for example, the severe budget cuts made in 2010-11 that included the layoffs of 24 teachers. Although the district's financial situation has been relatively stable over the past few years, we are currently facing some sobering financial projections. The latest projections indicate that, if left unchecked, the district's fund balance"â#128;ťpresently at $11.4 million"â#128;ťwill be completely depleted by Spring 2021. In addition, recent projections suggest that enrollment will steadily increase over the next five years. Given that our district's current enrollment of 2,190 students is the highest level in 20 years, this is noteworthy"â#128;ťparticularly considering the lack of space at the district's four schools to accommodate additional classrooms. In fact, due to increased enrollment in 2017-18, Westbrook will have two mobile classrooms this fall. In light of these issues, I'm running to be a member of D57's Board of Education in order to have a voice and a vote as the Board considers its next steps. At the time of this writing, for example, the Board is considering the option of pursuing a tax referendum in March 2018. This is a decision that will affect the entire D57 community"â#128;ťpotentially for years to come. I'm running for office to help maintain our district's continued educational excellence while demonstrating strong fiscal responsibility with taxpayer dollars.What do you think about the process for measuring student success in your district? Is it adequate? What changes, if any, do you propose?In the midst of the current debate in education policy over the importance of measuring student proficiency vs. growth, I think it is important to note that while assessing proficiency (i.e., examining whether a student's test scores meet a certain level) and growth (i.e., examining whether a student's test scores improve over time) are both important, measuring student success must include much more than a set of test scores. I support the work that District 214 (D57's high school district) has done to broaden the way that schools measure students' readiness for college, career, and life. Rather than relying on a set of standardized tests to determine student readiness and success, D214's Redefining Ready campaign uses a variety of indicators, including SAT and ACT scores, GPA, hours of community service, involvement in co-curricular activities, etc. In light of this, I am encouraged that D57 also includes both academic and non-academic markers to gauge student success. For example, on their report cards, D57 first-graders are assessed the extent to which they "practice self control," "persevere when faced with challenges," "listen attentively," etc. Such skills are important, given evidence of an association between younger students' attention skills (e.g., self-regulation, task persistence) and later school achievement. While the Redefining Readiness model is geared toward high school students, I understand there is preliminary work underway to create comparable guidelines for elementary and middle schools. I look forward to the unveiling of a K-8 model and hope that District 57 will consider its merits.How big a role do you think the board of education should play in setting the curriculum for students and what ideas do you have for changes to the current curriculum?While D57's Board of Education is ultimately responsible for approving the district's curriculum, textbooks, and educational services (as stated in the Board Policy Manual), the Board correctly relies on our Administration to research and recommend curricula that meet state and national requirements and that ensure that our students are well-prepared to enter and succeed in high school and beyond. For example, in 2010 the Illinois State Board of Education (ISBE) adopted new Illinois Learning Standards in math and English language arts. In response, our Administration (in conjunction with teachers and staff) spent two years researching and piloting a number of different educational materials to determine which ones to recommend to the Board. Then in 2014, the ISBE adopted new learning standards for Science. Once again, Administration and teachers tested and piloted new curriculum before recommending the FOSS science curriculum to the Board. In these examples, it was our Administration who identified, researched, and recommended specific curriculum. Although the Board asked questions and gave input along with way, it was clear that the Board trusted Administration with the task of setting curriculum. I think this process works well because it empowers the experts"â#128;ťour Administration and teachers"â#128;ťto identify the most appropriate curriculum for our students. At the same time, Board members must take responsibility for staying up-to-date with current state and national standards in learning in order to evaluate any potential new curriculum against those standards. I do not have any proposed changes to the curriculum at this time.What budget issues will your district have to confront and what measures do you support to address them? If you believe cuts are necessary, what programs and expenses should be reduced or eliminated? On the income side, do you support any tax or fee increases?According to recent financial projections, our district's fund balance (currently at 45% of operating costs) will be completely expended by FY21. To address this, our Administration recommends pursuing a referendum in March 2018. If successful, funding would be received the following year. If the referendum fails, drastic cuts would be made in 2018-19 to our district's services and programs. I strongly agree that something must be done to curtail the drain on our reserves and enable our district to remain financially stable. However, I worry that pursuing a March 2018 referendum may be premature. In March 2018, for example, our fund balance will be at 33%, which still falls within the Board's recommended range of 30 to 50%. While I appreciate our Administration's careful analysis of D57's budget situation, I do not think the D57 community would support a referendum at a time when our reserves are still within the recommended range (albeit on the lower end). Instead, I propose April 2019 as the earliest possible date for a referendum. At that point, our fund balance would be 21% (dropping to 8% in FY20), which would signal a clear need for additional funding. Of course, there are many legislative unknowns right now, and any change in state/local funding might accelerate the need for a referendum. As things currently stand, however, I suggest we continue to monitor our budget while exploring other options (with input from the wider community). If no alternative arises, I would then recommend a referendum in 2019.What role can and should school choice play in your district? If Congress or the state approves a voucher system or other means giving students broader choices among public and private schools, how will that affect your district? What is the appropriate response for the board of education of a public school system?I believe that any candidate for the Board of Education of a public school system must support public education, recognizing its immense value to society through the provision of universal access to education. As a D57 community member, I fully support other parents' choice to homeschool their child, enroll him/her in a private or parochial school, etc. However, I do not support a voucher system in Illinois in which public school funding is diverted to private schools. First, the research on vouchers is mixed, with many studies finding no difference in achievement between students receiving vouchers and those in public school. Some studies have found that students receiving vouchers actually perform worse. In addition, I strongly believe that if a private school were to receive taxpayer dollars, there must be a system of accountability in place (as there is with public schools). If a voucher system were to be implemented in District 57, I would demand public oversight to ensure that any schools receiving public funding through vouchers are held to the same standards as public schools"â#128;ťincluding adhering to state learning standards, reporting student achievement, and prohibiting discrimination. Finally, I do not believe that Illinois is in a position to successfully fund a voucher system. Not only are we still without a state budget, but Illinois' pension debt has now reached $130 billion. It is possible that the state may shift some of these pensions costs to local school districts, adding an extra financial burden onto our district.What other issues, if any, are important to you as a candidate for this office?According to the School Board Policy Manual, one of the main duties of the Board of Education includes "communicating the schools' activities and operations to the community and representing the needs and desires of the community in educational matters." I strongly believe that Board Members must represent and be a voice for their community. I know that our current Board strives to be transparent and to disseminate information as broadly as possible. If elected, I hope to push these efforts even further"â#128;ťwhether through increased use of social media, greater collaboration with local media and newspapers, more face-to-face meetings, etc. As a Board Member, I would do my utmost to faithfully represent our district and to collaborate with all stakeholders (parents, teachers, staff, and the wider D57 community) so that our students, schools, and district continue to thrive.Please name one current leader who most inspires you.No single person immediately stands out. However, the older I become, the more I am inspired by the courage of our military veterans.What is the biggest lesson you learned at home growing up?The importance of a good education cannot be overstated. It broadens your perspective, opens doors to opportunities, and helps you think critically. Stay in school.If life gave you one do-over, what would you spend it on?I would tell my younger self: "Don't worry about living up to someone's (or society's) expectations. Just be YOU." Then I would live my life.What was your favorite subject in school and how did it help you in later life?English was my favorite subject. Reading"â#128;ťand being forced to write about what I read"â#128;ťhelped to sharpen my writing and communication skills.If you could give your children only one piece of advice, what would it be?As my sons witness this election, I want them to know it's okay if I lose. Don't be afraid to fail; be brave and try.