Experience, issues and ideas

Briefly (in 2 or 3 sentences), why do you want to serve on the Lawrence school board?

Bob Byers: I believe I can contribute to thoughtful leadership, clear communication, and a collaborative approach to decision-making. My goal is to help the Board and the district focus on student achievement and to promote increased family and community involvement in the education process.

ChrisTopher Enneking: I’m running because I got tired of seeing the people of Lawrence be ignored and told “trust me” and “it’s more complicated than you understand” when I KNOW there’s no community more capable and caring than this one!

Kelly Jones: I’ve served for two decades as a USD 497 advocate and volunteer, including two four-year terms on the USD 497 Board of Education. Today, public education faces federal-level attacks and increasingly complex Kansas state funding formulas — so I believe it’s more important than ever to advocate for strong, equitable, and well-resourced schools. I am eager to apply my public school knowledge and experience to continue working collaboratively with board members, our new superintendent, LEA bargaining units, LPS families, and our community to build on Lawrence Public Schools’ strengths and address our challenges.

Shannon Kimball: Lawrence is an exceptional place to live and raise a family, and our public schools embody the values that make our community so vibrant — diversity, inclusion, and opportunity for all. Every student deserves access to a high-quality public education. That belief drives everything I do as a member of the USD 497 Board of Education: it’s why I’ve devoted my professional and public service careers to supporting public schools and it’s why I’m seeking re-election. I’m committed to ensuring our schools continue to reflect the strengths of our community and provide every child with the tools they need to thrive.

Matt Lancaster: After the November 2024 election, the world seems darker than ever. I’ve got to believe that we fight back through local support and community involvement. I talked to my wife (my inspiration for doing good) to try to decide how I could best support my community, and we settled on two fronts — supporting our unhoused population because of the way folks talk about and treat them, and running for school board because of my experience, passion, knowledge, and skills in education and leadership.

Pam Shaw: I want to serve to ensure that every student in Lawrence has access to a safe, inclusive, and high-quality education. My experience in medical education and pediatric practice have led me to advocate for policies that support student well-being and academic success.

Molly Starr: I want to be able to demystify the school board’s roles to the community, get people involved to work together during the current political climate, and help connect people with resources. I want to use the privileges I have to help support those who don’t have a seat at the table.

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What experience — in your work, education, personal life and otherwise — qualifies you to serve on the Lawrence school board?

Bob Byers: I believe my background uniquely qualifies me to continue serving on the Lawrence school board. As a social worker with more than forty years of administrative experience at the State and local levels, I have spent my career helping individuals, families, and communities navigate complex systems and access the support they need to thrive. That experience has strengthened my understanding of how public institutions can work together effectively to serve people with compassion, accountability, and fairness. In addition to my professional work, I currently serve on community boards and on the Lawrence school board itself. These roles have given me valuable insight into the needs and strengths of our district as well as the importance of transparent communications and collaboration. My goal is to help Lawrence Public Schools become more community centered and child focused, where families are true partners in education, and every student has the opportunity to succeed.

ChrisTopher Enneking: My parents were teachers (dad even worked in LPS for a time) and I studied Secondary Math Education at KU before getting my Sociology degree. I also have worked in LPS with kids with emotional distress and behavior disorders. I’ve coached youth and high school football in Lawrence. And my math abilities mean I can see through data to make sure the people of Lawrence aren’t being deceived.

Kelly Jones: In 2002, I became involved in Kansas public education advocacy through a Planned Parenthood statewide campaign to protect comprehensive sex education. Through that campaign, I developed a deeper understanding of the critical role of public education in our communities. I can now say that I am life-long public school advocate and volunteer, who has served two four-year terms on the USD 497 Board of Education, three as president of the board.

In addition to serving five of eight years on the Board Leadership Committee, I have served on the Board Policy and Negotiation Committees for seven years. I co-led the board in fulfilling its legal obligation to recognize the classified bargaining unit in 2020— one of only two Kansas districts to do so. I served as a board representative on the COVID-19 negotiations subcommittee, which navigated contract variances and adaptations that none of us could have imagined. I also served on the 2022-23 salary matrix subcommittee(s) that led to [comparatively] significant wage increases for both bargaining units— the largest increase in over 20 years and the first salary matrix update in nearly the same period.
Last year, I stepped down from the negotiations team so that, as board president, I could focus on hiring the superintendent of schools. In coordinating the hiring process, I ensured that our bargaining units, district leadership, and community members played key roles in the selection process.

Over the last seven years, I worked on drafting, coordinating, and facilitating the passage of district-wide policies, including the Equity Policy, the Gender-Affirming Dress Code Policy, the Cell Phone-Free Instructional Day Policy, and the board resolution opposing any action of Immigration and Customs Enforcement to interfere with the education of any student attending a public school.

I hold degrees from the University of Wisconsin (B.A. in Sociology and Criminal Justice) and the University of Kansas (M.S.W.). My career spans work in domestic and sexual violence response, dementia care, alternative education, AmeriCorps programs, and disability services. Currently, I am an Associate Professor of Practice and Director of Practicum Education at KU’s School of Social Welfare.

Shannon Kimball: I am well qualified to continue serving on the USD 497 Board of Education because I bring a depth of professional, public service, and personal experience that directly supports the work of our schools. And I am proud that this depth of experience and expertise has earned me the endorsement of the Lawrence Education Association, the union representing USD 497’s teachers and education support staff.

I’ve served on the USD 497 Board for 14 years — including three terms as president and vice president—providing steady, informed leadership through times of change and challenge. My experience also extends to leadership roles at the state and national levels with the Kansas Association of School Boards, the National School Boards Association, and the National School Boards Action Center.

Professionally, I’ve built my career at the intersection of law and education policy. After earning my B.A. in political science and Spanish from KU and my J.D. from the University of Michigan Law School, I worked as a federal law clerk, attorney serving public schools, and state education policy specialist. I now serve as a Governmental Relations Specialist at the Kansas Association of School Boards, where I advocate for Kansas public schools and train current and future board leaders.

In addition to my professional and leadership experience, I’ve been a proud parent of students in this district since 2010. That perspective keeps me grounded in the real, day-to-day experiences of our families and students. My combination of legal, policy, governance, and parent experience gives me a uniquely broad and practical understanding of what it takes to strengthen our schools and help every student succeed.

Matt Lancaster: I was a teacher — I taught English in a SPED co-teaching environment and in pre-alternative school programs, as well as some honors students. I was a teacher leader at the building and district level in Topeka. I was a high school assistant principal, in charge of discipline, attendance, teacher evaluation and retention, truancy, and a host of other things. Now I’m a higher education professional connecting business students with skill development and employer connections. I think I’m uniquely suited for the job because of my breadth of experience and the relational skills that come with it.

Pam Shaw: As an educator and pediatrician, I’ve spent my career advancing inclusive learning environments and mentoring future professionals. I’ve led initiatives focused on advocacy, curriculum development, and community engagement — skills directly relevant to school board service. I have worked at the medical director for KCK schools directly with the nurses.

Molly Starr: I would argue that my architecture background provides me with directly relevant experiences and expertise for volunteering as creative, problem-solving board member. Additionally, part of a district’s role is managing its facilities. Understanding what it takes to proactively maintain facilities, as well as how buildings impact people within them (learning and teaching, e.g.), is an asset, especially on the facilities committee.

I have a varied background (i.e., waiting tables, archaeological graphics and copyediting, telecommunications, Alzheimer’s and elder care, healthcare architecture) that speaks to having gained more of a holistic view of the world. I am able to see connections that others may not initially and have an ability to thoughtfully communicate those connections to others in a way that they can understand.

What do you think is the most pressing issue facing the district, and what concrete solutions would you propose to fix it?

Bob Byers: One of the most pressing issues facing the Lawrence school district is rebuilding trust and connection among families, staff, and the community. Challenges in communication, staffing, and resource allocation have affected morale and confidence in the district. As a social worker and a board member, I believe the solution begins with stronger, more authentic engagement — listening to families and educators, not just informing them. We should hold community-based meetings to create real opportunities for input and ensure that decisions reflect the voices of those most affected.

Another urgent issue is retaining high quality teachers and staff. Retention depends on more than pay. It requires a culture of respect, support, and professional growth. By fostering genuine partnerships and involving the people who make our schools work, we can move forward in a more community-centered, family focused district that helps every student succeed.

ChrisTopher Enneking: The loss of 1,600 kids since 2018 while the census bureau says our child population has grown by 1,100 is the most pressing issue our district faces. At the same time absences have nearly doubled (the average student misses more than 3 weeks of school) and unmet sub needs have gone up by 1000%. This all speaks to a loss of faith in the institution that’s always been the heartbeat of our community.

To solve this I’d engage the community. By providing child care during public comment at school board meetings I’ll reduce barriers for parents to participate. I also want to hold board meetings at schools to increase engagement.

And I want to be the first volunteer in a pilot program to let the community help address behaviors in the classroom. I will take my experience in schools and use it to support struggling teachers. In that way, not only will they get the help they need, but they will be able to talk directly to a decision-maker so that my perspective can be better informed. It is my hope that volunteers can earn credits. They can donate those credits to youth sports teams or nonprofits so that those programs can be held in our schools and reduce the barriers to participation for those kids. In this way, my hope is that our children and families will be pursuing passion in our schools on the weekends and therefore will be more likely to show up on Monday for school.

Kelly Jones: Recruiting and Retaining USD 497 Employees. The Kansas Department of Education reports a significant teacher shortage in 2025, particularly in special education, math, and science. The teaching shortage also extends to paraeducator and other skilled workers, who are critical to the district’s core teaching and learning mission. So, our top priority is recruiting and retaining qualified teachers and support staff and continuing to invest in those doing the work.

Since 2023, Lawrence has approved overall salary pool increases of more than 16% for certified staff and 23% for classified staff. In the 2024–25 school year, USD 497 added an additional plan time at the elementary and high school levels—building on the two-plan-time model already in place at our middle schools. Additionally, the district continues to fully cover single health insurance premiums, contributing $9,800 per employee to support educator well-being and retention.

And yet, USD 497 certified pay trails nearby districts and classified staff still do not make a living wage. So, while progress has been made, additional wage increases are needed so that educators build long LPS careers.

Meeting these needs requires fair funding, which is why I continue advocating in Topeka for improvements to the Kansas school funding formula and against vouchers that divert public funds away from public schools. I am among three candidates endorsed by the Lawrence Education Association, and I do not take that endorsement lightly. I will continue the work locally and at the state-level to advance public education pay and improve work environments.

Shannon Kimball: Over the next four years, improving student achievement and retaining talented educators will require the most time and effort in USD 497. These priorities are deeply interconnected and shaped by long-term challenges. Student success depends on addressing the lingering effects of the pandemic and intense economic stressors—while ensuring equitable access to high-quality instruction and support services. At the same time, retaining and attracting skilled educators demands competitive compensation—on which the board has made progress, but challenges remain due to persistent funding constraints.

I’ve supported concrete actions to meet these challenges: e.g., reallocating resources to improve wages, reduce class sizes, strengthen reading instruction, update math curriculum, expand preschool access, and enhance credit recovery for high school students. In 2023, the board’s efforts to support struggling learners earned USD 497 a Magna Award from the National School Boards Association—its highest honor for districts of our size.

Further complicating these efforts is the reality of declining enrollment across Kansas. According to KDHE, Douglas County has fewer children under age 15 than in 2017, and births in the county have reached a 25-year low. Enrollment in USD 497, as well as in Lawrence private schools and surrounding school districts, is flat or declining. Planning for the district’s future requires a clear-eyed understanding of these realities.

I’ve backed initiatives to counterbalance these demographic trends, including expanding USD 497’s pre-K programs and attracting students through open enrollment. Last year, close to 300 students joined USD 497 from neighboring districts. I will continue using my voice at the board table to advance these efforts through thoughtful leadership and strategic planning.

Matt Lancaster: The answer seems to change day-to-day, but recruitment and retention across the staff spectrum speaks most to me. I hesitate to promise any one action item because that seems disingenuous, but I will work side-by-side with LEA to support educational staff and their pay increases, with administrators to be a bulwark against external pressures, and with staff to boost their voices.

Pam Shaw: One of the most pressing issues is ensuring equitable access to resources and support across all schools. I would advocate for data-informed decision-making, increased mental health support, and targeted interventions to close opportunity gaps — especially for historically underserved students.

Molly Starr: There is a disconnect between the district and the community after school closures. We need to work together and depend on one another to defend public education. The most pressing issue facing the district is apathy and disconnection from the community. I would like to see Educate Lawrence (a meeting for working on mutual legislative goals) come back. Similarly, I would like to see District Site Council meetings engage more community members, and I would propose restarting Beyond the Board meetings again, where community members can speak to board members to discuss and ask questions about upcoming issues in a less formal setting, at locations and at times that are convenient for the community.

We have heard from some readers, including both parents and teachers, that the district has ongoing issues with bullying and disciplinary problems that are disruptive to classrooms. In your view, what direction should the board be giving administrators to deal with these kinds of problems?

Bob Byers: Bullying and discipline problems must be addressed through prevention, consistency, and support. The Board should direct administrators to create safe and respectful school environments by training staff in proactive behavior management, restorative practices, and effective communication with families. Discipline should be fair and consistent, focused on teaching accountability, rather than punishment. As a social worker, I know that behavior often reflects unmet needs, so our approach must balance structure with compassion. Every student deserves to feel safe and every teacher needs the tools to maintain a positive, productive classroom.

ChrisTopher Enneking: In my discussions with retired teachers from the district “policies of permissiveness” have led to an amplification of bad behavior. Step one is we need to make it easier for teachers to report behaviors. We also should allow that behavior reporting system to be accessible to children so that if they get bullied when no one is around or if a sub is in the room who can’t report behaviors, they don’t have to live in a black hole where no one sees what’s happening to them.

Once we’ve streamlined that behavior reporting we need to have a process in place to ensure administration does its job to support teachers and the discipline they enact in their classes. Pinckney lost our principal for exactly this abdication of responsibility in 2019 and I continue to hear that central admin’s culture is one of dismissing the distress of teachers instead of running to support them.

Kelly Jones: The board must continue prioritizing student support and safe learning environments.

To that end, improving wages and the USD 497 work environment must remain a priority — it’s the key to recruiting and retaining educators and support staff who build strong, trusting relationships with students. We should also support building-level and district wide initiatives that reduce excessive screen time and social media use inside and outside of the classroom.

Reducing bullying and behavior challenges requires collaboration beyond the classroom. The board must continue building strong community partnerships with community organizations and mental health providers, like Bert Nash — because schools cannot do this work alone.

While acknowledging much work remains, USD 497 has made progress in addressing bullying and behavioral challenges. We’ve strengthened prevention by staffing a full-time guidance counselor in every elementary school for the last seven years; expanding CharacterStrong, the social-emotional learning curriculum; and adopting a Cell Phone-Free Instructional Day Policy to foster calmer, more focused classrooms. In the newly adopted ParentSquare platform, families receive timely, updates — in their first language — that strengthens the communication essential to student safety and well-being. We also recently created Dean of Students positions at several schools to support principals in managing student behavior, attendance, and overall well-being.

Shannon Kimball: I’ve worked at the board level to empower teachers and administrators in creating school cultures where every student feels safe, respected, and ready to learn. In response to growing concerns about gun violence, I’m proud to have earned the Moms Demand Action Gun Sense Candidate distinction — recognizing my commitment to effective safety policies. I bring that same dedication and commitment to addressing bullying and classroom disruptions.

Building a positive school culture requires ongoing training, consistent implementation of best practices, data-driven decision-making, and accountability from district leadership. I regularly review behavioral data and seek input from staff, parents, and students to ensure our efforts are impactful and to identify areas of need to inform board actions and policies.

A recent example of my work in this area is the district’s cell phone policy, which I coauthored. This policy has set a vision for what our students need — distraction-free classroom learning time — and has successfully equipped our school leaders and classroom teachers with the tools and supports they needed to significantly reduce learning and behavioral disruptions linked to phone use and social media.

Matt Lancaster: The board has one direct report — our superintendent. I’ve met with Dr. Swift twice and I’ve got to say, I like the cut of her jib. I think we’ve got to help supply our administrators with actionable and evolving policy and garner public support for things like the cell phone policy (and let me tell you — a majority of these problems start because of social media and phones in schools).

Pam Shaw: The board should prioritize restorative practices and trauma-informed approaches. Administrators need clear guidance to implement consistent, compassionate discipline policies that foster accountability while keeping students engaged in learning. Collaboration with families and staff is key. There are national resources available to utilize.

Molly Starr: We should support administrators in making sure that their staff’s needs are met. We can ask about what the barriers are for students and staff to lean on the expertise of teachers and ESPs to prioritize helping in the way they need it. For example, are there enough metal health support workers?

What do you think is an issue in the district that has been overlooked or not given enough attention, and why is it important to you?

Bob Byers: I believe the district has not focused enough on building strong partnerships with families and the community. Engagement should go beyond outreach to genuine collaboration, where families feel heard and valued. As a social worker, I know that family support is critical to student success. Strengthening these connections will help create a more community-centered and child focused district, where every student has the support and resources to thrive.

ChrisTopher Enneking: Sub coverage and unmet sub needs. 20 times every three days there’s a classroom in Lawrence public schools who cannot staff a substitute. This means that that entire class must be taken on by another teacher meaning that two classes do not get the learning they should. The previous historical high for this prior to the fall of 2018 was twice every three days. We need to get to the bottom of why substitute teachers don’t want to work in our classrooms. I’ve heard from career teachers who have retired and still substitute, but won’t work in our school district where they spent a career teaching. Yet again this presents as a statistic that points to the lack of faith in our institutions and tells me that there is a tragic failure of leadership. Lawrence is a community full of educators and when we can’t convince them to spend their days in our schools, it is because we have done something wrong. We need to own that so that our children never have to experience a day where they see that you can’t even pay someone to come teach them.

Kelly Jones: Equity in Education. We have not overlooked equity, but there is still much more work to do, so more attention is needed. Educational equity today requires policies that address poverty, systemic racism, gender identity, and disability inclusion as foundational to student success — not as separate issues, but as parts of a shared commitment to justice and opportunity. During my first term as board president in 2020, I worked in collaboration with USD 497 students, staff, teachers, and community members to draft and pass the district’s Equity Policy, which commits the board to dismantling systemic barriers, funding culturally sustaining practices, and embedding accountability through data and community participation.

Preserving the policy’s integrity means resisting federal or state efforts to weaken equity — whether through sidelining culturally responsive curriculum, underfunding interventions, or imposing unfunded mandates. I will defend local control of curriculum and policy by requiring quarterly equity reports, preserving equity-focused positions, and ensuring the Equity committee and building teams have input on major decisions.

Equity in education is essential to excellence in teaching and learning, I will continue applying equity lens in board directives related to budgets, staffing, curriculum, discipline, and professional learning.

Shannon Kimball: One area that I believe has not received enough attention is the district’s work to improve and strengthen the educational experiences of students with disabilities aged 18 to 21 who have IEPs and require transitional services. I have actively supported the success of these programs — Community Transitions and Project Search — that provide critical support as students move from high school into the workforce and independent living. This is transformative equity work that deserves far greater recognition for the life-changing impact it has on these students.

The recent relocation of these programs to the historic Pinckney building has been a major step forward. Pinckney now houses not only our community transition students but also our secondary therapeutic classrooms. The school’s location is ideal — centrally located for families and close to key job training partners like LMH Health and the University of Kansas — and its layout supports the development of real-world skills in a safe, supportive learning environment.

A particularly exciting development is the addition of a fully functioning district bakery at Pinckney, made possible by a grant from the Kansas Department of Agriculture’s Resilient Food Systems Infrastructure Program. The bakery now produces high-quality baked goods for school meal programs across USD 497. Beginning in the spring semester, students in the Community Transitions program will receive career skills training in the bakery and work toward opening and operating their own coffee shop at the school — expanding their opportunities for employment and independent living while inviting the community in to share in their learning. These investments in transitional education are essential for ensuring lifelong success for all students.

Matt Lancaster: I’m not campaigning on this issue out of respect, but I live right next to Prairie Park Elementary School, and readers will know what’s happened there. Our neighborhood has been absolutely devastated. While there is ongoing litigation and press coverage (primarily of the defendant and the official responses), I don’t feel that families, children, and school staff are getting the care and support they deserve — neither those that stayed nor those who left.

Pam Shaw: Staff well-being and retention often receive less attention but are critical to student success. Supporting educators through professional development, mental health resources, and fair compensation helps build a stable, thriving learning environment.

Molly Starr: I think communication within the district may be overlooked. Are staff feeling secure in their jobs, and thus able to perform at their best? Is staff paid enough to meet their own basic needs, so that they can provide for all for our students?

Have you noticed any changes or trends in the district over the past year or two — positive, negative or neutral — that you would like to highlight?

Bob Byers: Over the past year or two, I have seen increased attention to social-emotional learning and efforts to create more inclusive and supportive schools. At the same time, challenges with staffing and teacher retention continue to affect classroom stability. While progress is being made, there is still work to be done to strengthen family and community engagement. My focus is helping the district build on these efforts to support educators, involve families, and ensure every student feels safe and supported.

ChrisTopher Enneking: The negative trend of enrollment, absences, and unmet sub needs since the fall of 2018 has been my primary focus. Until we resolve enrollment will never have the money to pay teachers more. Until we convince students and families the value of a school day we’ll never get them to achieve the way we want. And when we can’t even staff an adult in the classroom, we’ll never be able to convince our children that what they’re struggling with every day has value.

Kelly Jones: Declining enrollment is a challenge facing many districts across Kansas, and in Lawrence it is likely linked to several factors: declining birth rates, the lasting impacts of COVID, and past school closures. The biggest driver is the declining birth rate, which is reshaping school systems statewide. Still, we can stabilize enrollment and strengthen schools with long-term, community-based solutions.

First, we should collaborate with the City and County on affordable housing initiatives that support both families and educators in remaining in Lawrence. Strong housing options will help keep neighborhoods vibrant and schools well attended.

Second, we must continue expanding early childhood education. Recently, the district added preschool programs at Sunflower and Woodlawn, joining Kennedy Early Childhood Center and New York Montessori. Prioritizing early learning in schools serving more families with lower incomes helps attract young families and address equity.

Finally, expanding school choice — through flexible transfer policies and programs like the new Centennial Choice High School Campus, NYE Montessori, Liberty Memorial Middle School-STEAM, and expanded Community Connections at Pinckney — will give students and families more reasons to stay in Lawrence Public Schools.

Shannon Kimball: Over the past two years, USD 497 has made meaningful progress in multiple areas, reflecting my support for continuous improvement and responsiveness to community needs.

– In collaboration with staff unions, I proudly supported meaningful pay increases for teachers and education support professionals (ESPs). Since 2022, ESP starting wages have risen nearly 60%, moving significantly closer to a living wage. Additionally, teachers now benefit from a restructured salary schedule that boosts starting pay at each level and continues to reward years of service and additional professional development.

– Graduation rates have climbed from 81% in 2017 to over 87% in 2024. Students from historically underserved groups are also showing measurable gains, thanks to equity-focused interventions.

– The district has strengthened communication with families, staff, and the broader community, implementing a unified communications platform. I am proud that my commitment to better communication has resulted in meaningful improvements, particularly this school year.

– I have supported continued investment in programs that support students and families, including expanding school-based preschool. Pre-K enrollment rose over 6% last year, with further growth this year.

These trends reflect my focus on leading the district with purpose — guided by data, community input, and a shared vision for student success.

Matt Lancaster: The closure of neighborhood schools has been incredibly divisive, and it’s been a tumultuous time navigating financial issues, a change in leadership, and pressure from the statehouse and federal government. There’s been a lot of negativity surrounding our public schools, and I can’t say that it’s all unfair. What I can say is that I have faith in our people, I think we’re turning a corner financially, and I believe in our new leadership and community’s capacity to uplift our schools.

Pam Shaw: I’ve seen growing awareness around equity and inclusion, which is encouraging. However, budget constraints and staffing challenges continue to impact classroom experiences. We must balance innovation with sustainability to support both students and educators. We must work on retaining and reengaging families who have left the district.

Molly Starr: I have noticed positive changes in the district’s attempts to communicate, but we need to push further to re-engage more of the community, specifically those who are underrepresented. We need to build back trust through seeking out and utilizing input from the community in a long-term, systemic way.

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The city races are nonpartisan, but voters often ask us for candidates’ party affiliations anyway. Will you please share briefly how you’re registered to vote and why? If your registration has changed in recent years, why?

Bob Byers: I have been a registered Democrat all my life. Because I believe in the equal rights of all people. I also believe that it is the responsibility of government to protect the rights of its citizens. I have always believed in the importance of civic engagement. The right to vote is our single most important right. 

ChrisTopher Enneking: I’m a registered Democrat. I didn’t declare as a dem till the opportunity to vote for Paul Buskirk in a primary presented itself.

Kelly Jones: I have been a registered Democrat, since turning 18. The party’s platform better aligns with my values.

Shannon Kimball: I’ve been a registered Democrat for as long as I’ve been an active voter. However, I firmly believe that support for public education should transcend party lines. It must be a shared priority that unites voters and leaders in support of what is best for Lawrence students, staff, and families. I am committed to representing every member of our community and my decisions are shaped by their diverse and collective needs.

Matt Lancaster: I’ve been a registered Democrat since I could register to vote, and I’ve voted in pretty much every election I could. Though I am unhappy with institutional Democrats’ reticence to challenge the current far-right movement, I want to hold on to the ability to vote in the primaries.

Pam Shaw: I am registered as a Democrat. My values align with equality, inclusion, and community-centered decision-making. I believe in supporting public education and ensuring every student has access to opportunity, regardless of background.

Molly Starr: I am a registered Democrat. I appreciate being able to vote in partisan primary elections. School board is a non-partisan board; however, we should all be in agreement with our common goal to provide excellent opportunities for all students.

Free space: What else do you want our readers to know ahead of the election?

Bob Byers: This election is important in continuing the district moving forward . It is important to elect people who can work together and support our community and its schools. I believe I am someone who can work to move the district forward.

ChrisTopher Enneking: There’s been a lot of talk by incumbent opponents about things like equity data but none of us get to see that. The thing we all get to see is that they closed the majority minority schools and the schools with the most kids on free and reduced lunches. The thing we can all see is they’ve hollowed out the center of our community and are turning our elementary schools into big box stores on the edge of town.

If you’re excited by how much better things have got in the last seven years, you definitely should not vote for me, but if you have seen a tragic turn of events that have made our schools less safe and made you feel like you have less faith in them then you need to vote out the incumbents who have been in charge and vote for someone who isn’t here to blame but rather to accept responsibility.

Kelly Jones: I extend my gratitude to Lawrence community for allowing me to serve on the board of education for two terms. I know some of the decisions I’ve made as a board member have been difficult and, at times, controversial. When resources are limited and the needs are urgent, there are rarely easy answers — only thoughtful ones. I’ve approached every vote with transparency, integrity, and a deep commitment to what’s best for students. After two terms, I’ve learned that meaningful board work often happens quietly — through listening, collaboration, and the steady work of moving a community forward.

I believe voters should look for candidates who ask good questions, seek common ground, and know when to lead and when to listen. Real progress from the board table rarely comes from lone agendas or loud voices, but from board members who build lasting solutions in partnership with others.

Shannon Kimball: USD 497 experiences meaningful successes every day, and I’m proud to help lead that progress. Yet today, more than at any point in my 14 years of board service, public education is under attack. With Kansas revisiting its school finance formula and federal funding at risk, the future of our public schools is at a critical crossroads.

My experience in education policy and advocacy — locally, statewide, and nationally — positions me to help protect our schools, support our students and staff, uphold our community’s values, and ensure every USD 497 student has the opportunity to thrive.

I’ve seen the progress we’ve made, especially over the past two years, and I know we can’t afford to lose momentum. I’m ready to keep fighting for what matters most to our community: strong, inclusive schools that prepare every Lawrence student for success.

Matt Lancaster: I have no interest in a career in politics. I haven’t taken a dime from anybody, though many have offered. I’m running because I love schools, I love our kids, and I love this city, and I think I can — with your help — do some good in the face of so much bad. My campaign is word-of-mouth and social media, and if you like what I have to say, please consider following, sharing, reposting, commenting, and spreading the word. I owe you a tremendous debt of gratitude (and shoutout to the Lawrence Times, my favorite local publication).

Pam Shaw: I bring a collaborative spirit, deep experience in education, and a commitment to listening. I believe in the power of public schools to transform lives and communities. I’m ready to work with families, educators, and students to build a stronger future for Lawrence.

Molly Starr: Your vote is valuable. Please take advantage of your opportunity to vote. The maximum district budget for the 2024-2025 school year was about $200 million, and each member serves a 4-year term. Board members may have a say in how to direct the use of approximately $800 million over the course of their term. Voter turnout was only 26.1% of registered voters in the 2023 Douglas County City-School General Election, making each actual vote incredibly powerful both fiscally and policy-wise.