David Vincent, 68, a scientist and biotech business owner, is running for re-election as Escondido Union High School District trustee representing Area 5.
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I’m running for reelection because I believe we’re moving in the right direction, but we’re not finished. I’ve lived here for many years and raised my family in this community. I’ve seen firsthand how a good education can shape a young person’s future, and I want every student to have that opportunity.
Two priorities I’ve focused on are academic performance, particularly in math, and career and technical education (CTE). I helped establish the mathematics subcommittee to take a closer look at student performance and identify ways to improve outcomes. I’ve also supported expanding CTE opportunities in healthcare, robotics, data analytics, future-teacher pathways and personal finance.
My background is different from most school board members. I’m a scientist, university-level educator, public health professional, global health educator and business owner. I’ve spent more than 30 years solving problems and asking tough questions. But I don’t have all the answers. That’s why I listen before making decisions.
Academic achievement remains my biggest concern. We’ve seen improvement in math and English, and that’s encouraging, but too many students still aren’t reaching their full potential. We need to identify learning gaps early, respond before students fall further behind, and strengthen parental involvement. Schools work best when parents, teachers, students and staff work together.
Enrollment is another concern. Families have more choices today, and we need to give them good reasons to choose our schools: strong academics, CTE opportunities, safe campuses and programs students are excited about.
The third issue is the overall learning environment and student well-being. Teachers need to be able to teach without constant disruptions, and students need an environment where they can learn. Safety is important to me, and so is student mental health. Some students face challenges that affect attendance, behavior and learning. We need to provide appropriate support while maintaining safe, productive classrooms.
First, I want to continue the progress we’ve made in student achievement, particularly in math. My goal is to see more students leave our schools prepared for college, a career and life after graduation.
Second, I want to expand career and technical education (CTE). Not every student will follow the same path after high school, and that’s okay. Some will choose college, while others may pursue healthcare, technology, a future-teacher pathway, public safety or the skilled trades. I want students to have real choices and the preparation to pursue them.
Finally, I want to keep the district financially strong. With enrollment changing, we have to be careful stewards of taxpayer dollars. That means protecting classrooms, maintaining responsible reserves and looking carefully at where our money is going. For me, the question is pretty simple: Are we spending our resources where they will make the greatest difference for students?
Improving academic achievement starts with identifying where students are struggling and addressing problems early. Data is important, but it should lead to action, not just another report. As a board member, my role is to ask the right questions, set priorities, and make sure resources are aligned with student needs. We need to strengthen the connection between our elementary school partners and high schools so students arrive better prepared, particularly in math. We also need targeted support before students fall too far behind.
Teachers have to be part of that conversation. They’re in the classroom every day and often see problems before they appear in the data. We need to listen to what they’re seeing. Most importantly, we have to look honestly at results. If something is working, build on it. If it isn’t, we need to understand why and be willing to change what we’re doing.
I don’t think there’s one reason students miss school. It may be family challenges, transportation, mental health, difficulties at school or simply not feeling connected. We need to understand what’s keeping a student from attending before assuming we know the solution.
Our district has an intervention program that works with students and families to identify those barriers. Social workers have been an important part of that effort, and we’re seeing results; absenteeism has declined. Students also need reasons to want to come to school. Good teachers, CTE, athletics, clubs, music and other opportunities help students feel connected.
This issue is personal for me. As a teenager, I experienced homelessness but was fortunate to have people who helped me stay in school and complete my education. Sometimes a student needs more than someone telling them, “You need to be in school.” They need someone to understand why they aren’t there.
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Declining enrollment is a serious concern because it affects both our schools and our financial stability. When families choose another school, we should ask why, listen to what they’re looking for and give them good reasons to choose our district.
That’s one reason I requested that we form an Enrollment Innovation Subcommittee. We need to focus on both attracting new students and retaining the students we have. That means strong academics, safe schools and expanding programs students and families value, including CTE opportunities in healthcare, robotics, technology, skilled trades and future-teacher pathways.
We also have some great programs that families simply don’t know about. We need to do a better job communicating those opportunities and listening to parents about what they want for their children. Families have choices. If we provide a strong education, meaningful opportunities, safe campuses and programs students are excited about, I believe more families will choose our schools.
As a scientist and business owner, I tend to look at budgets the same way I approach any problem: What are we trying to accomplish, and are we using our resources effectively? For our schools, the goal is pretty simple. We should be investing in the programs and services that help students succeed while maintaining responsible reserves and planning for the future. The board spends a great deal of time reviewing budgets, enrollment trends and long-term financial projections to ensure resources are being used effectively and financial problems are identified early.
If we faced a budget shortfall, I wouldn’t automatically support across-the-board cuts. I’d first look for efficiencies and savings that have the least impact on students and classrooms. Not every expense has the same impact on student learning. Some decisions aren’t easy, but they should be based on facts, careful planning and how they affect our students.
For me, special education starts with the individual student. Every student has different needs, and our responsibility is to make sure they have the support and opportunities they need to succeed.
This is also personal for me. My wife works with special-needs students in an elementary school district, and through her experience, I’ve gained a better understanding of the challenges students, families and staff face every day.
Funding is a real challenge, but we can’t make these decisions by simply looking at numbers on a spreadsheet. When budgets are tight, the board should prioritize protecting services that directly support students and look for efficiencies elsewhere whenever possible. That means listening to parents, teachers, aides, specialists and students to understand what is working and where support is needed. We should continue advocating for appropriate state and federal funding while protecting the services our special education students need.
School board service is nonpartisan, and I don’t believe partisan politics should interfere with providing students a good education. Our responsibility is to follow the law, protect our students and keep our schools focused on education. When the state issues new requirements, the district should implement them clearly and consistently, including required signage, staff training and procedures.
Our job is not to make immigration policy, but to ensure staff understands their responsibilities and students and families are treated appropriately under the law. Teachers, principals and front-office staff should not have to make complicated legal decisions on their own. They should know who to contact and what procedures to follow.
Families should have confidence that their children can come to school, learn and be treated with dignity and respect. My focus is protecting student privacy and safety, following district policies and providing a safe, supportive learning environment for all students.
I believe cell phones should be put away during classroom instruction. Teachers should be able to teach without competing with texting, social media and other distractions. At the same time, I understand why parents want their children to have access to a phone in an emergency. The board approved the implementation of classroom cell phone lockers. Students put their phones away during instruction, but they remain available when legitimately needed. I think that’s a reasonable balance.
AI is different. Banning it isn’t realistic. Students will encounter AI in college, technical careers, and the workplace. We should teach them to use it responsibly without allowing it to do their thinking for them. Technology can provide important learning and accessibility tools, but students still need interaction with teachers, reading, writing, discussion, problem-solving and hands-on learning. Technology should help teachers teach and students learn, not replace good teaching.
Yes. The written responses reflect my own experiences, positions and work as a board member. I used Microsoft Word’s spelling and autocorrect features and Grammarly to improve clarity, organization and compliance with the questionnaire’s word limits. The views, experiences, positions and final responses are my own.
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