Ginny Merrifield, a surveillance-video business owner, is running for San Dieguito Union High School District trustee representing Area 5.
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Excellent schools are the result of steady, principled leadership and the common sense to keep the focus on student success. We have great schools in our community, but we can’t take that for granted. The San Dieguito Union High School District has a $210 million budget, 12,000 students and hundreds of staff and teachers. The responsibility to govern an organization of that scale requires leadership experience at that scale.
My husband and I owned and operated a successful national industrial supply company for 35 years. I founded two high schools, I am the chair of the e3 Civic High board of directors that serves largely opportunity youth, and I’ve held leadership roles in several large nonprofit organizations in San Diego. I have the breadth and depth of experience the role of school board trustee demands, and I’d be honored to serve the community in this role.
1. All students who graduate from SDUHSD should be proficient in grade level math. SDUHSD reports 69% proficiency in math overall, but this hides the truth of the matter. Math proficiency in seventh grade is quite high at 76% and drops to as low as 50% by 11th grade. We need board leadership, innovative strategies, teacher training, transparency and accountability to address this core academic challenge.
2. The pace of AI adoption in schools is accelerating, but we have no districtwide strategy on the use of AI. We need a values-based district-wide AI strategy posthaste. Developing a framework for the use of AI demands collaboration with all stakeholders, and we need to start this work ASAP.
3. Finally, the traditional path from high school to college to career is becoming more challenging and uncertain. To serve students well, we should invest in an integrated seventh-through-12th-grade career and college planning process for students and their families. They need to understand all the options and ways to mitigate the burden of college debt.
1. Advocate for SAT testing at all four high schools ASAP and invest in SAT prep for students who intend to apply to college. Test preparation should be offered in our schools so that every student has access, regardless of whether their family can afford private tutors or consultants. In a high-performing district like ours, it’s unacceptable that students must travel hours simply to take these exams.
2. Initiate a district and community task force to develop a values-based AI strategy for teaching and learning. SDUHSD can become a leader among schools in CA if we do this well. The alternative of not having a thoughtful and comprehensive strategy is almost existential for student learning.
3. Advocate for the improvement of math scores across the district as a stated goal. It will take leadership and commitment to improve math proficiency for all students, but this is important for student success.
Academic achievement is important because it supports a student’s belief that they can accomplish hard things for themselves, now and in the future. Many of our students are already high achievers. But based on state assessments, there are a few thousand students in our district who are not thriving academically.
The challenge for a public school is to recognize when students are struggling. Academic achievement depends on having high expectations for all students, rigorous instruction in all classrooms and systems of support that identify and encourage students just as they begin to fall behind. Cultivating a data-driven culture across the district that uses student growth metrics to help teachers personalize lessons is a powerful way to improve outcomes. For a meaningful number of students, the AVID program is a tremendous resource, and I would advocate for expanding AVID at SDUHSD to ensure access for all eligible students.
Our district does not have the high chronic absenteeism experienced by many school districts, but every day that a student misses class, they miss out on learning. One effective strategy some schools use is to identify students who are chronically absent, assess their challenges that prevent regular attendance and appoint one or two caring adults at school, including teachers, who will help engage that student more purposefully. Data shows that a sense of belonging to a school community does make a positive difference in attendance.
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The San Dieguito Union High School District is one of several school districts in California designated as a basic aid district funded by local property tax revenue. A modest decline in enrollment will not have as negative an impact on our schools as it has on those districts receiving local control funding-based enrollment.
Having said that, it is always important to serve students in the community in such a way that families want to send their children to our local public schools. We have excellent schools, but we cannot take that for granted. Strong leadership on the board, a capable, thoughtful and experienced superintendent, professional and caring teachers and intelligent, education-focused families are the pillars of continued excellence.
In 2026-27, San Dieguito Union High School District approved a combined operating budget deficit of $3.2 million. Total salaries and benefits for teachers and staff are 83% of the expenses. Twelve percent of the budget is allocated to services and operating expenses, like consultants, legal expenses, maintenance etc. Approving a deficit budget is a policy decision by the board, and it is unwise for them to approve structural deficits year after year because it is not sustainable long term.
The good news is San Dieguito currently has sizable reserves. However, given rising costs and declining enrollment, it will be in our best interest to solve the structural deficit with accurate forecasting, thoughtful, advanced planning and exceptional collaboration and transparency.
Special education is a complex issue, and the number of students who qualify is rising. For most students with mild to moderate needs, the most effective approach starts with early screening and intervention, especially in literacy and math. With strong Tier 1 instruction and rapid data-based Tier 2 interventions, the number of students who require IEPs can be reduced.
Our district successfully implemented a co-teaching program with general education English teachers in ninth and 10th grade. In these classes a credentialed special education teacher partners with the general education classroom teacher, and it’s reportedly working well for students.
Expanding co-teaching practices to include other subjects and more grade levels is a promising strategy. Cross-training staff, campus supervisors and teachers, especially new teachers, in positive behavioral interventions and supports (PBIS) is another effective way to standardize expectations for student behavior and create a system of support for all students.
All schools in the district must follow state law and district policy with respect to immigration enforcement activity on or near school property. Currently, our district has in place Board Policy #1445 that was approved and adopted to protect the rights and privacy of immigrant students. To my knowledge, there have not been any incidents where this policy has been challenged. Laws and policies only go so far though. Our schools should continue to cultivate a culture of support and care for all students and especially those who fear immigration enforcement activity regarding their families.
Two years ago, this was an easier question to answer. Today, with the accelerating adoption of AI, no one has the right answer — yet. Technology has tremendous benefits and costs. Most students are expected to use their Chromebooks virtually every day making classroom learning more mobile but less personal. Screen time is excessive, and AI is a potential existential crisis for education. There are dangers, but zero technology is not the answer either.
More than ever, we need strong experienced leadership on the board to drive a comprehensive, evidence-based assessment of the costs and benefits of using technology for teaching and learning. We can’t be incremental or superficial about this work, and it can’t be siloed among a few district policy makers. How and when to harness the power of evolving technology, and AI specifically, requires engagement of our community and a serious commitment to improving student learning and outcomes.
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(Candidate did not respond to this question.)
