Dr. Michelle Fennick
Non-Partisan | Texas
Candidate Profile
Liberal (Conditional)
BIOGRAPHY
Name
Dr. Michelle Fennick
Party
Non-Partisan
Election Year
2023
Election
School Board & Special HD2
Race
Cypress-Fairbanks ISD Board of Trustees, Position 3
Incumbent
No
Links
EDUCATION
Prairie View A&M University, Prairie View, Texas, Doctor of Philosophy (PhD), 2009
Prairie View A&M University, Prairie View, Texas, Master of Education (MEd), 2006
University of Houston (Central), Houston, Texas, Bachelor of Science (BS), 1997
WORK & MILITARY
Consult Dr. Michelle, LLC, CEO
Lamar University, Adjunct Professor/Field Supervisor
Houston ISD, Central Office Administration/Principal prior to promotion
Cypress-Fairbanks ISD, Director of Instruction
AFFILIATIONS
Fennick Foundation, President, Houston Christian University
Advisory Board, Women in Leadership, Alpha Kappa Alpha Sorority, Inc.
The Links, Incorporated (TX-Spring, Cypress), Technology Chair, NAACP
POLITICAL OFFICES HELD
Candidate did not provide
POLITICAL OFFICES SOUGHT
Candidate did not provide
Race
SELECTED FINANCIAL SOURCE DOCUMENTS
- Campaign Finance Documents:
- Campaign Finance Report - period of 08/03/2023 through 10/10/2023
Please note: the following information was received by iVoterGuide after panel evaluations occurred and is for educational purposes only:
OTHER INFORMATION
- Partisan Primary Election Voting History from Harris County Clerk's Elections Department for Michelle Annette Fennick during time of residence in district and/or at current address:
- 2022 Primary election: no record
- 2020 Primary election: Democratic
- Voted in three Democratic Primary elections 2004 - 2018
**Election Voting History is not considered during panel evaluations.**
QUESTIONNAIRE
RIGHT TO LIFE
Abortion providers, including Planned Parenthood, should be a resource for instruction or services in the school.
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Human life begins at conception and deserves legal protection at every stage until natural death.
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ECONOMY
Free enterprise and the right to private property are essential elements of a productive economic system.
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School districts should be able to use taxpayer money for lobbying the state legislature.
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What is your position on government funding of public education from Pre-K through college?
I firmly believe in robust government funding for public education from Pre-K through college. Education is the cornerstone of a prosperous and equitable society. By investing in our educational system at all levels, we not only provide equal opportunities for all but also strengthen our nation's workforce, innovation, and global competitiveness. Starting with Pre-K education, I support accessible and high-quality early childhood education programs that prepare our youngest learners for success. These early years are crucial for cognitive and social development, and public funding ensures that every child, regardless of their background, has the chance to thrive. In K-12 education, adequate government funding is essential to maintain well-equipped schools, support teachers, and offer a diverse range of educational opportunities. I advocate for fair funding formulas that address disparities among school districts, ensuring that every student receives an equitable education. When it comes to higher education, I believe that access to college should be based on merit and potential, not financial means. Government funding should be directed towards reducing the burden of college tuition through grants, scholarships, and low-interest student loans. This support not only empowers individuals to pursue higher education but also addresses the growing issue of student debt. Furthermore, investing in vocational and technical education programs is essential to prepare students for a wide range of careers. Government funding should extend to these programs to ensure that they are accessible and aligned with workforce needs. In summary, my position is clear: government funding for public education from Pre-K through college is an investment in our nation's future. It levels the playing field, fosters innovation, and empowers individuals to reach their full potential, ultimately benefiting our entire society.
RELIGIOUS LIBERTY
At school, students should be able to speak freely and civilly about matters of conscience and faith, including Christianity.
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School districts should not discriminate against individuals, organizations or small businesses because of their belief that marriage is only a union of one man and one woman.
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EDUCATION
What is the function of the local school board?
The school board plays a crucial role in the governance and oversight of a school district. Its primary functions encompass a wide range of responsibilities aimed at ensuring the effective operation of the district and the delivery of quality education to students. Here's a detailed explanation: 1. **Policy Making:** One of the fundamental functions of a school board is to establish policies and guidelines that govern the district. These policies cover areas such as curriculum development, student conduct, teacher evaluations, and many others. The board must regularly review and update these policies to reflect changes in educational standards and community needs. 2. **Budget Oversight:** The school board is responsible for approving the district's budget. This involves allocating funds to various programs, salaries, facilities, and resources. Ensuring fiscal responsibility and transparency is a critical aspect of this function. The board must balance the budget while meeting the educational needs of students. 3. **Superintendent Selection:** Hiring and evaluating the superintendent is a key responsibility of the school board. The superintendent is the district's chief executive officer and is responsible for implementing the board's policies, managing district operations, and making administrative decisions. 4. **Curriculum Approval:** The board often plays a role in approving and overseeing the curriculum used in schools. This includes selecting textbooks, approving new courses or programs, and ensuring that curriculum aligns with educational standards and community values. 5. **Community Representation:** School board members are elected or appointed to represent the interests of the community. They serve as a bridge between the school district and the public, advocating for the needs and concerns of students, parents, and taxpayers. This function involves attending meetings, listening to community feedback, and communicating district decisions to the public. 6. **Accountability:** School boards are accountable for the district's performance. They monitor student achievement and school performance, looking for ways to improve educational outcomes. If schools consistently underperform, the board may need to take corrective action, which can include changes in leadership or policies. 7. **Legal Compliance:** Ensuring that the district operates within the bounds of state and federal laws is vital. The board must adhere to regulations related to special education, civil rights, student privacy, and more. Legal compliance helps protect the rights of students and staff and prevents potential lawsuits. 8. **Advocacy:** School boards often engage in advocacy efforts at the local, state, and even national levels. They may lobby for increased funding, changes in education policy, or reforms that benefit their district. Advocacy can also involve addressing issues like school safety and equity in education. 9. **Conflict Resolution:** When disputes arise within the district, the school board may be called upon to mediate or resolve conflicts. This can involve issues between parents and teachers, disagreements over policies, or other matters that impact the school community. 10. **Long-Term Planning:** The board must engage in strategic planning to ensure the district's long-term success. This includes setting goals, developing a vision for the future, and making decisions that align with the district's mission. In essence, the school board acts as the governing body of the school district, responsible for making decisions that impact students, educators, parents, and the community as a whole. Their work is essential to maintaining the quality and effectiveness of public education.
Who should have the authority to set curriculum and determine resources used in those curricula?
The authority to set curriculum and determine the resources used in those curricula is a complex and highly debated issue in the field of education. Several stakeholders have a vested interest in this matter, including government bodies, school boards, educators, parents, and educational experts. Each of these entities brings a unique perspective to the table, and finding the right balance of authority is critical to providing a high-quality education. 1. **Government Bodies:** Government bodies, typically at the state level in the United States, often play a significant role in setting educational standards and curriculum frameworks. They do this to ensure that all students receive a certain level of education, regardless of their location. State education departments or ministries are responsible for defining what students should learn at each grade level, and this sets the foundation for curriculum development. They may also allocate resources and funding to support the implementation of these standards. 2. **School Boards:** School boards, which are elected or appointed bodies at the local level, have the responsibility of adapting state standards to the specific needs and values of their communities. They often have the authority to select textbooks, approve curriculum materials, and make decisions about how educational resources are allocated within their district. School boards should represent the interests and values of their community, ensuring that the curriculum aligns with local expectations. 3. **Educators:** Teachers and educational experts are on the front lines of education. They possess valuable insights into what works best for their students based on their expertise and experience. Empowering educators to have a say in curriculum decisions can lead to more effective and engaging teaching practices. Teachers should have input on the selection of resources, as they are the ones who work directly with students and understand their needs. 4. **Parents and the Community:** Parents and the local community also have a stake in determining what students learn. They should be engaged in the curriculum decision-making process, providing input and feedback. This involvement ensures that the curriculum reflects the community's values and expectations. However, this must be balanced with the need for educational standards that prepare students for a broader range of opportunities beyond their local area. 5. **Educational Experts:** Educational experts, including curriculum specialists, researchers, and subject-matter specialists, bring a wealth of knowledge to curriculum development. They can help design curricula that are evidence-based, culturally responsive, and aligned with the latest research in pedagogy and cognitive science. Involving these experts can lead to more effective and innovative curricula. Finding the right balance of authority among these stakeholders is essential for creating a curriculum that is both rigorous and flexible, meeting both local needs and broader educational standards. Here are some key principles to consider: - **Collaboration:** All stakeholders should work collaboratively in a transparent process to develop and update curricula. This ensures that different perspectives are considered and that the curriculum meets the needs of students and the community. - **Flexibility:** Curricula should allow for some flexibility at the local level to adapt to the unique needs and interests of students. However, this flexibility should not compromise essential educational standards. - **Evidence-Based Practices:** Curriculum decisions should be informed by research and best practices in education to ensure that students receive a high-quality education. - **Regular Review:** Curricula should be regularly reviewed and updated to reflect changes in society, technology, and educational research. - **Local Control with Accountability:** While local control is important, there should be mechanisms in place to ensure that districts meet essential educational standards and that the needs of all students are addressed. In conclusion, the authority to set curriculum and determine resources used in those curricula should be a shared responsibility among government bodies, school boards, educators, parents, and educational experts. Collaboration, flexibility, evidence-based practices, regular review, and accountability are key principles that should guide curriculum decision-making to provide the best possible education for students.
When should parents be restricted from speaking in school board meetings?
Restricting parents from speaking at board meetings should be approached cautiously and in alignment with legal and ethical considerations. Generally, parents should have the opportunity to voice their concerns and opinions at board meetings, as these meetings are often a crucial avenue for community engagement and accountability in the education system. However, there may be circumstances where limitations are warranted: 1. **Disruption:** If a parent's speech or behavior becomes disruptive, such as shouting, using offensive language, or preventing others from speaking, the board may have to intervene to maintain order and ensure the meeting's effectiveness. 2. **Respect for Others:** Parents should be encouraged to express their views respectfully, without personal attacks or harassment. When a parent's speech becomes disrespectful or targets specific individuals, the board may need to step in to maintain a civil atmosphere. 3. **Off-Topic:** Board meetings usually have a specific agenda, and public comments should be related to the topics on that agenda. While there is often a designated time for open comments on any topic, addressing unrelated matters extensively may disrupt the meeting's flow. In such cases, parents may be reminded to keep their comments relevant to the agenda. 4. **Time Constraints:** To ensure that board meetings run efficiently and accommodate all scheduled agenda items, there may be time limits placed on public comments. This is done to allow as many people as possible to speak within the meeting's allotted time. 5. **Legal and Ethical Boundaries:** Parents should not engage in speech that is discriminatory, defamatory, or violates any legal or ethical boundaries. The board has a responsibility to address any such violations. It's important to note that any restrictions placed on parent speech should be transparent, consistently applied, and respect individuals' First Amendment rights to free speech. Additionally, alternative avenues for parent input and communication with the board, such as written submissions, private meetings, or community forums, should be made available to ensure that parents' voices are heard even if limitations are placed on board meeting speech. Overall, the goal should be to strike a balance between ensuring respectful, constructive dialogue and allowing parents to participate actively in the democratic process of local education governance.
Please list in order the following priorities in relation to the role of a K-12 public school (omitting any that do not apply): Mathematics, Information Technology, Science, Political Activism, Personal Finances, Gender Identity, Physical Fitness, American History, Critical Race Theory, Language Arts, Art & Music, Vocational Learning, Sexuality, Foreign Language, Social Emotional Learning
Certainly, here are the listed priorities in the specified order in relation to the role of a K-12 public school: 1. Social Emotional Learning 2. Language Arts 3. Mathematics 4. Science 5. American History 6. Art & Music 7. Physical Fitness 8. Personal Finances 9. Foreign Language 10. Vocational Learning 11. Information Technology Other subjects and topics can certainly be incorporated.
Which more closely matches your view of America's founding principles? A) Liberty and equality. B) Slavery and racism.
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What does "equity in education" mean to you?
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Written parental consent (opt-in) must be obtained before students are taught courses such as Comprehensive Sex Ed (CSE) or Social Emotional Learning (SEL).
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The loss of local control in education is too high a price to pay in exchange for federal dollars.
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Parents are the ultimate authority in their child’s education and should be able to freely pursue whatever educational options they deem best for their child.
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School boards are accountable to parents and taxpayers.
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Do you believe students should have access to materials that graphically depict and describe sexual acts?
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All print and digital material available or presented to students should be easily accessible for public review.
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Do you believe print and digital material available or presented to students should be easily accessible for public review, including those without children enrolled in school.
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VALUES
Briefly describe your spiritual beliefs and values.
I am a Christian. I support religious freedom.
I support allowing public high school students to participate in athletic competition based on the gender with which they identify instead of biological sex.
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No school official should be involved in the sexual transitioning of a student, including the use of alternative names and pronouns.
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No healthcare diagnosis or treatment, whether mental, reproductive, or otherwise, should be given to a child without first receiving written consent from the parent.
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Who is responsible for teaching sexual education to children, and what is the appropriate age when it should be taught?
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If you support the teaching of Sex Ed, please answer the following question: Sexual education should include these topics (list all that apply and add your own, if needed) -- Physical and emotional health outcomes; contraceptive methods; consent; abstinence; sexual orientation and gender identity; human anatomy/the reproductive system; abortion methods and side effects; stages of pregnancy and fetal development; sex acts and pleasures of sex
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Judeo-Christian values established a framework of morality that is necessary for our system of limited government.
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I support allowing public middle and high school students to participate in athletic competition based on the gender with which they identify instead of biological sex.
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Biological males should be allowed in female locker rooms and bathrooms.
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No school official should be involved in the social or medical transitioning of a student, including the use of alternative names and pronouns.
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ELECTIONS AND VOTING
People should be able to vote without photo identification.
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ABOUT YOU
Have you ever been convicted of a felony or been penalized in either civil or criminal court for sexual misconduct? If so, please explain.
No
A candidate's personal moral values are relevant when considering a candidacy for elective office.
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When you consider your views on a wide range of issues from economic and social matters to foreign policy and religious liberty, which of the following best describes you overall?
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Please provide publicly available information, including interviews and media reports, validating your answer to the previous question (other than your website).
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Is there anything else you would like voters to know about you?
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I voted in these primaries and general elections:
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2ND AMENDMENT
Teachers who are licensed to carry should be allowed to carry guns at school.
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OTHER IMPORTANT ISSUES
Under what circumstances (if any) should schools be allowed to require vaccinations?
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I support mask mandates.
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All official open meetings should be live streamed, recorded, and have transcripts available online for public access.
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All votes should be roll call votes and recorded in meeting minutes.
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