Brenda Eskridge

Questionnaire from the Gaston Business Association

State funding did not keep pace with school system needs this year. Where should the board look first to close that gap?

My responsibility as a board member would be to make sure we exhaust opportunities for efficiency before asking classrooms to absorb the shortfall. We need to start with a line-by-line review of expenditures, contracts, software, administrative costs, vacant positions, and programs that may not be producing measurable or acceptable results. I believe in the Triple Aim approach to education: Improving the individual student experience and achievement, addressing the needs of the entire student population, and being fiscally responsible so that resources are directed where they are needed most. We should also regularly reconcile staffing with state allotments to ensure throughout the year that we are not carrying positions without sustainable funding. The board should require regular reconciliation throughout the year so that we know early when there is a gap. The last thing we want is to reach a point where reductions in force become necessary. Those types of disruptions affect employees, students, and the community’s confidence in the district's financial management. Lastly, we have to work collaboratively with our county commissioners and state delegation. Do we need adequate funding to meet the needs of our students and teachers? Absolutely. But before we ask for more, the board should demonstrate that we're spending the money we already have responsibly, managing it effectively, and aligning it with our district’s highest priorities.

Districtwide reading and math proficiency scores both sit near 50%. What specific changes would you push for to increase these numbers?

First, we should recognize the progress already made. The next step is to identify what works and replicate it. Early literacy is critical. if a child is not reading proficiently by the end of third grade, we need an individualized intervention plan instead of waiting until middle school. We should review subgroup data throughout the year to identify which students are below proficiency, whether they are improving, what support they receive, and whether it is effective. We should also study schools making significant gains and determine which practices can be replicated in lower-performing schools. Ideally, proficiency, growth, and closing achievement gaps should advance together.

The district needed an emergency $10 million from County Commission partway through this year. What would you do differently to keep the board from being in this position again?

My background in healthcare has taught me that problems identified early can be managed; problems identified late become emergencies. My goal is to avoid surprises. External threats will always exist, but the board must identify risks early enough to keep them from becoming crises. I would advocate for monthly reports comparing budgeted and actual spending, cash position, staffing against state allotments, year-end projections, and significant variances. If a trend moves in the wrong direction, I want enough warning to raise the alarm, ask the right questions, and make adjustments before it becomes an emergency. Key stakeholders should not discover late in the fiscal year that the district faces a multimillion-dollar shortfall. Strong governance means consistent oversight, timely reporting, and acting early when the numbers show that something is off track.

What is your position on the use of AI in the classroom?

My position is that AI is here to stay, so the question is not whether students will use it, but whether we will teach them to use it responsibly and effectively. Just like any other powerful tool, there needs to be governance and structure around its use. We need clear expectations for academic integrity, privacy, appropriate use, and when AI should support learning versus when students need to demonstrate their own knowledge and critical thinking. AI should never replace the human brain, solid theory, or the ability to think independently. So if we are entering an era of "super intelligent" technology, then our responsibility is to develop super intelligent end users -- students who know how to question information, verify sources, recognize bias, solve problems, and use AI as a tool rather than becoming dependent on it.