Finalists propose internships, CTE expansion and curriculum review to narrow opportunity gaps and raise MCAP scores

Students at the town hall raised an equity issue that recurred across questions: uneven access to honors, AP courses and academic supports across county regions, and lingering low performance on MCAP assessments.

Saxon Lancaster of Eleanor Roosevelt High School asked what the next SMOB would do to close the opportunity gap between northern and southern regions. Sydney Mosley said the first step is "looking at the problem" — is it class size, teacher shortages, or curriculum alignment? She cited examples such as freshmen at College Park Academy taking AP coursework and contrasted that with schools she said lack teachers to offer core classes in person.

Brian Tobias Polanco said his readiness plank includes expanding programs to every high school and using internships and work experiences to help students gain practical skills. On MCAP performance, Polanco recommended reviewing the curriculum and integrating technology and interactive approaches so students engage more deeply with material, citing tools like game‑style review and structured, curriculum‑level supports for teachers.

Both candidates recommended more outreach to students and using school visits to collect concrete input on what courses and staffing are missing. Neither candidate supplied a budget or timeline for curriculum changes, AP expansion or staffing increases.

Why it matters: Academic opportunity gaps and MCAP performance are commonly used metrics to allocate support and investments; proposals to expand programs and revise curriculum will require administrative and budgetary approval to implement.

What to watch: Verify district staffing levels, AP/honors offerings by school, and whether the board or superintendent will adopt pilot programs such as Mosley's co‑op or Polanco's internship expansions.