Voters will decide on Tuesday, Nov. 4, 2025 who will represent Director of District 4 on the Highline School Board, as two candidates with distinct backgrounds and priorities face off in a closely watched race.
Ballots began arriving last week for the upcoming general election, and the deadline to submit your ballots is 8 p.m. on Nov. 4.
To help inform voters ahead of the election, South King Media invited each candidate to respond to a standardized set of 11 questions covering topics relevant to education, school politics, students and other issues in the Highline Public Schools district.
In the race for Highline School Board Director District 4, incumbent Damarys Espinoza is seeking re-election, emphasizing her experience on the board and commitment to student success. She is being challenged by Ken Kemp, who is running on the promise of offering a different perspective and new ideas for the district’s future.”
NOTE: Photos and links are from the King County Elections website. We do not correct punctuation, grammar, or fact check candidate statements.
Ken Kemp vs Damarys Espinoza*
EDITOR’S NOTE: Kemp did not respond to our emails.
*denotes incumbent
1. Why are you running for School Board? What drove you to throw your hat into the ring for this election, and what makes you qualified to be on the Board?
Espinoza: I’m running for School Board because I’m inspired by the potential of our kids and motivated by my responsibility as a parent. I’m a mother of three current and future Highline students, the daughter of Mexican immigrants, and a first-generation college graduate with a Ph.D.
As a lifelong educator and grassroots organizer, I bring over 20 years of professional experience in education, public health, and nonprofit leadership. I was appointed to the Highline School Board in March 2025, and if elected to continue serving, I will keep fighting to ensure:
• Every Student Thrives: Whether a student dreams of college, the trades, or launching a business, our job is to clear the path, not add obstacles.
• Educators Are Valued: We show respect for educators not just in words, but in wages, workloads, and real decision-making power.
• Communities Are Healthy and Connected: In Highline, diversity isn’t a challenge, it’s our strength. Our schools must reflect, uplift, and work in partnership with every family and neighborhood.
• Leadership Is Purposeful and Accountable: I believe in leadership that is democratic and transparent about budgets and policy decisions. I will continue to build trust through action, a strong work ethic, and shared decision-making.
2. What do you consider to be the three biggest issues facing the school district?
Espinoza: My campaign priorities—ensuring every student thrives, valuing educators, building healthy and connected communities, and leading with purpose and accountability—come from what I see in Highline every day. They reflect the real challenges and opportunities shaping our schools and the work ahead to keep them strong, inclusive, and rooted in community.
Disinvestment in public education is a critical challenge we must address. Across the country and here in Highline, schools are working hard to support students’ academic and social-emotional growth amid increasing demands. While Highline is currently in a sound financial position, we need to be strategic and forward-thinking to maintain that stability amid ongoing political and funding pressures. It’s essential that we protect public education as a shared community priority and ensure funding is directed where it will have the greatest impact: supporting classrooms, student services, and programs that help every student grow.
Second, supporting and retaining educators is central to student success. Educators are essential to student success, and when they are valued through fair compensation, manageable workloads, and the time and trust to grow and innovate, it strengthens the entire school community and supports all students’ growth.
Finally, building trust and partnership with families and communities is essential. Highline’s diversity is one of our greatest strengths, and we’ve made meaningful progress in fostering family and community partnerships. Our schools are strongest when they are deeply connected to the families and communities they serve. While there’s always room to grow, continuing to build on this foundation of open and collaborative decision-making will help support student growth and success.
3. If elected, how would you prioritize levy-funded programs, and how do you plan to ensure those services equitably reach students across the entire district?
Espinoza: Levy funds should be invested where they make the greatest difference for students—in classrooms and in programs that directly support learning and growth. I would prioritize strong literacy instruction, bilingual education, counseling and mental-health supports, athletics, and other programs that nurture the whole student. These investments help students stay engaged, connected, and ready to succeed.
I also want our community to have a stronger voice in shaping how levy funds are used. By using participatory budgeting, families, educators, and students from across the district can help identify priorities and guide investments that reflect what matters most to them. When people see themselves in these decisions, it builds shared ownership and deeper trust in how we support every child in Highline.
4. Some parents are concerned that the district’s current reading and language arts program is not giving students the skills they need to become strong readers. If elected, what are the first steps that you would take to ensure all students are taught to read with an evidence-based approach?
Espinoza: I hear the concerns from parents loud and clear—every child deserves to become a confident, skilled reader. If elected, my first step would be to work closely with educators and literacy experts to review our reading programs and ensure they follow evidence-based methods proven to help all students succeed. A significant part of our student population is multilingual, including my own children who are English language learners, so it’s vital that our practices are relatable and meaningful to them as well. I also believe it’s important to recognize academic growth in reading throughout the year—not just through standardized assessments—because that ongoing progress truly matters. Most of all, I want to support teachers with the resources they need and keep families involved so we can all work together to help every student build strong reading skills.
5. What measures would you support to increase transparency in board processes and decision-making, especially around appointments, policies, and district planning?
Espinoza: I believe transparency begins with practicing democracy. When students, staff, families, and communities are involved early in decisions, it builds trust and accountability. That means making meetings open and accessible, sharing information clearly, and creating real opportunities for meaningful participation.
Appointments should be public and fair so that leadership reflects the diversity and values of our district. Policies and plans should be developed in the open, with clarity about how decisions are made and how people can take part in shaping them.
To me, transparency isn’t just about sharing information, it’s about sharing power. It’s about listening, being accountable, and working alongside our community so that every decision strengthens the trustand collaboration we need to help every student thrive.
6. How will you uphold and measure the district’s commitment to personalized support amid growing enrollment and diverse student needs?
Espinoza: As enrollment grows and student needs continue to expand, we have to make sure every child gets the individual support they need to learn and thrive. That starts with fully implementing and expanding the Multi-Tiered System of Supports, which helps us identify each student’s needs early—whether they need extra help or enrichment opportunities that foster academic growth—and provide the right academic, social, and emotional support at the right time.
I’ll continue to advocate for the staffing and resources it takes to make that possible, including more paraeducators and staff who can provide individual attention and help reduce the load on teachers. It’s also important that our programs reflect and respond to the unique strengths and needs of our students, including multilingual learners and students with disabilities, so every child feels seen, supported, and able to thrive.
To measure progress, we should look at the full picture—using the rich data we already have, including test scores, growth over time, graduation rates, and student engagement. Most importantly, we need to listen to what students, families, and educators share about their experiences.
For me, personalized support means understanding each student’s path and ensuring our schools have what they need to help every child grow and reach their potential.
7. How will you ensure equitable access to innovative schools, such as Raisbeck Aviation and Maritime High School, for students across the district?
Espinoza: Every student should have a real chance to explore programs that spark their curiosity and expand their future. To make that possible, I’ll support clear admissions processes and active outreach so families across the district know about schools like Raisbeck Aviation and Maritime High School and feel confident applying.
We also need to pay attention to what helps or gets in the way of access—like transportation, awareness of programs, and language accessibility—and look for practical ways to remove those barriers. Sharing information in multiple languages and connecting with families early can make these opportunities feel within reach for more students.
For me, this work is about creating possibility. No matter where a student lives or what their circumstances are, they deserve the chance to pursue learning that excites them and helps them see what’s possible for their future.
8. What strategies would you advocate for to enhance resources, instruction, and outcomes for multilingual learners across district schools?
Espinoza: Supporting multilingual learners is deeply personal to me. I was an English language learner myself and know what it’s like to find your voice in a new language while trying to succeed in school. My own children are multilingual learners, and my son is in a Spanish dual-language program here in Highline, so I see firsthand how powerful these programs can be.
I will continue to advocate for expanding dual-language and culturally grounded programs that strengthen reading and writing skills in both English and students’ home languages, while also building confidence, identity, and academic achievement. These programs help improve literacy rates, attendance, and long-term outcomes like graduation and college readiness. We also need to invest in professional learning, so teachers have the tools and time to use effective strategies that help multilingual students grow academically and socially.
Just as important is building strong relationships with families. When families have access to information and resources in their home languages, they can fully participate in their children’s education. And by using data to track growth in language development, literacy, belonging, and academic progress, we can ensure multilingual learners are supported every step of the way and prepared to thrive in whatever path they choose.
9. What are your priorities regarding facilities upgrades and new construction to support enrollment, safety, and learning needs across Highline neighborhoods?
Espinoza: My priority is making sure our schools can safely and comfortably serve our student population while creating spaces where learning and connection can truly thrive. That means updating older buildings to improve air quality, safety, accessibility, and energy efficiency, and expanding or building new schools where our communities need them most.
Safe, welcoming, and well-maintained schools are essential to student success. I also believe our facilities should reflect our values—by using sustainable practices, cleaner energy, and green spaces that support both learning and environmental health. Outdoor learning areas give students the chance to explore and connect with their surroundings in new ways.
I’ll also continue supporting parent and community groups, like the Capital Facilities Advisory Committee, so families have a strong voice in planning and decision-making. When our community is 4part of shaping these projects, we build schools that meet neighborhood needs and reflect our shared commitment to a healthy, sustainable future for every student in Highline.
10. The district’s data shows that a significant percentage of students are not making at least one year of growth in reading each year. What do you think this data tells us and what specific metrics would do you think should be taken to measure progress and ensure accountability?
Espinoza: As a social scientist trained in data analysis, I see this data as an opportunity to look more deeply at how students are learning and what support they need to continue growing. The past few years have brought major shifts—COVID recovery, changes in instruction, and a wider range of student needs all affect how progress shows up. For multilingual learners especially, the path to reading proficiency can look different, but it’s full of meaningful growth along the way.
As a parent of multilingual learners, I’ve seen that firsthand. My children’s journey with reading didn’t follow a single path—it reflected their strengths as bilingual thinkers. For them, reading has been a way to explore ideas, build confidence, and discover their voice. That experience reminds me that data should help us see the full picture of learning, not reduce it to a single number.
This data tells us we need to keep strengthening early literacy instruction and make sure classrooms have the time, materials, and support to meet students where they are. We should track both proficiency and growth over time and use that information to refine instruction and provide timely, targeted support.
I support fully implementing the Multi-Tiered System of Supports, so every student receives instruction matched to their needs—whether that means additional help or enrichment to keep growing. Regularly reviewing growth data with educators, families, and the community keeps our focus on what matters most: helping every student build curiosity, confidence, and joy as readers and learners.
11. Many districts are facing legal and logistical challenges over inclusion of trans students in sports. What criteria or principles would guide your decisions when crafting school board policy on this issue?
Espinoza: Trans students belong in our schools and on our teams. Highline must be a place where every student feels safe, supported, and affirmed. When crafting policy around trans student inclusion in sports, my guiding principles are respect, fairness, and the well-being of all students.
Policies should be informed by current research and legal standards, but just as importantly, shaped by listening to those most impacted. That means engaging students, families, educators, and experts to understand how we can best uphold inclusion and fairness in practice.
Our goal should always be to foster belonging and respect across our schools—to make sure every student, including trans and nonbinary youth, knows they are valued, welcome, and able to participate fully in school life.
