Primary Primer: 3 questions for Olympia School Board candidates
The official Voters Guide to the Aug. 5 primary election has a lot of good information about the candidates for Thurston County races. But it doesn’t ask the candidates about some of the most pressing issues our communities are facing.
So, The Olympian reached out to candidates in contested primary races and asked some of those pointed questions. Below you’ll find the answers we received from the candidates for Olympia School District’s board.
The Aug. 5 primary will narrow the two races — for Districts 3 and 5 — from three candidates each to two, and those two will face off in the November election.
The Olympian has posted similar stories on the Port of Olympia, Olympia City Council, and Olympia School District board primaries elsewhere on our website.
For more information about voting, visit the Thurston County election website. Ballot drop boxes are the most efficient way to return your ballot. There are 27 ballot drop boxes located across the county. Ballots must be deposited in the drop boxes by 8 p.m. April 5.
Olympia School Board District 3
How should the Olympia School District address budget and funding challenges?
Renee Fullerton: We are not in an easy time for OSD. While the district has increased its funding because of the strong advocacy of our community, expenses continue to outpace projected revenues. Community members are unclear why, when revenues have increased, the board has reopened the challenging discussion of school closures. The board must be transparent and seek additional engagement with the community when planning the budget. In the past, online surveys gathered information about the priorities of families, students and employees. I believe we need a layered strategy. Online surveys are helpful, but we also need conversations. One potential way to do that is via focus groups to learn more. By gathering more detailed feedback, the school board can make decisions that reflect community values and priorities. It’s important that all voices are heard and that the reasons behind budget choices are clear. I want to work towards more transparency and community involvement. This way, everyone can feel confident that the district is spending funds in ways that support our shared priorities and values.
Britney Johnson: We must tackle budget challenges both strategically and creatively. First, I’d look for ways to improve efficiency without cutting essential services. Streamlining processes and finding innovative revenue opportunities can make a real difference. For example, if school spaces sit unused, why not repurpose them for services that directly support families — like affordable childcare? Families are calling for solutions, and schools could be at the heart of meeting those needs.
Public schools are the backbone of our community. By modeling equity, resourcefulness and resilience, we teach our children to carry those values into their own lives. At the same time, we must face the reality that federal and state funding often comes with strings attached to loyalty and ideology rather than student needs. Olympia deserves a school district that can stand strong on its own two feet, ensuring stability regardless of political shifts.
Getting the Olympia School District on solid financial ground isn’t just about numbers — it’s about protecting our way of life. Every child deserves the chance to grow into who they are meant to be, and that starts with a district that’s willing to support them.
Rhyan Smith: The Olympia School District must address its budget challenges with transparency, long-term planning, and strong community involvement. As voters, you deserve clear, honest communication about how your tax dollars are spent. Rebuilding trust is essential, not only to pass future levies, but to help keep families in our public schools. When the district shows it’s prioritizing students and being fiscally responsible, enrollment can grow. OSD should provide accessible financial reports and include families, educators, and community members in budget decisions through open forums, surveys, and advisory committees. Spending should protect classroom instruction, student support services, and extracurriculars, while reducing unnecessary administrative costs. An independent audit could help identify inefficiencies and redirect funds where they matter most. Looking ahead, the district needs a 3–5 year financial plan that accounts for enrollment trends, economic realities, and changes in state funding. Olympia should also work with other districts to advocate for fair and stable school funding from the state, especially for areas like special education. Voters want results, not surprises, and that starts with trust, transparency, and a focus on students.
What are your thoughts about closing or consolidating some schools?
Renee Fullerton: Consolidating schools is discussed when budgets are tight. However, there are many ways for a district to proceed beyond closures when cuts are required. There is no escaping the fact that budgets have to balance. Our entire community needs a clear understanding about what these tradeoffs are and the board must assess whether the community wishes to prioritize keeping schools open above all else.
I believe we need to have ongoing community conversations about the trade-offs between maintaining our current facilities and other needs of students and staff. The conversation can’t start and end with the question “which schools should close.” We must consider alternatives to closures. What services or programs do we cut if we don’t change our current footprint? Are there ways to partner or change our offerings to bring in more funds?
The board has recently reopened the conversation about school closures, but no decisions are coming soon. Now is the time for the board to understand what students, families, and educators want most. Without this work, the district risks losing the community’s trust even more. We need clear, shared priorities to guide any decisions about school closures or consolidations
Britney Johnson: Closing and consolidating schools should be the very last resort for Olympia. Our community has already offered thoughtful and creative solutions to our budget challenges through committees and public input, but too often, those voices weren’t truly heard.
That silence stands in direct contrast to our city’s own values: the belief in shared responsibility to make the community stronger, through robust civic outreach and transparent decision‑making that builds trust. Right now, trust has been broken. Closing schools would only deepen that divide. My first priority would be to repair the damage by genuinely listening to, and acting on, the solutions that families, staff, and community members have already put forward.
Our neighborhood schools are far more than classrooms. They are where childhoods unfold, friendships form, and our shared culture grows. If Olympia simply follows the path of every other district, we risk losing what makes us unique — and Olympia has never been a community of followers.
Instead of shrinking, we should lead. Let’s show that public schools can remain small, welcoming, and sustainable — places where every child is supported and every family feels connected. With creativity and an abundance mindset, Olympia can model what strong, community‑driven public education truly looks like.
Rhyan Smith: Closing or consolidating schools should be an absolute last resort. I understand the financial pressures facing the Olympia School District, but we can’t rush into decisions that permanently impact neighborhoods, families and students without exhausting all other options. Before any school closure is considered, the district must be fully transparent about the budget and involve families, staff and the broader community in meaningful ways. A community shouldn’t have to sue their school district to stop closures. That’s a clear sign that trust and communication have broken down. We must explore every alternative, adjusting staffing, repurposing space or realigning programs, while keeping student needs at the center of every decision. School closures can drive families away, worsening enrollment and budget problems. If we prioritize honest communication, responsible budgeting and strong academic programs, we can rebuild trust and stabilize enrollment. Olympia’s schools are more than just buildings, they’re community anchors. I will always advocate for solutions that strengthen, not shrink, our public schools.
How will you work with staff and families to ensure Olympia students are well prepared to succeed in the future?
Renee Fullerton: As a parent of two children whose early grade school years were interrupted by the pandemic, I think it’s hard to overstate the impact of that time. I believe that the pandemic took trends that had already started – worsening student mental health, shorter attention spans due to screens, and social isolation – and dramatically accelerated them. The decline in school test scores in both Olympia and the state is a symptom of these larger factors and will take multiple solutions to address.
I believe our teachers are deeply motivated to help their students succeed. They already have a good idea about what will help address the needs of the young people they see every day. As a school board member I want to support districtwide conversations between all levels of our staff to identify and trial solutions, then spread the successful interventions across our schools. This will likely involve doing things different than we have in the past. I believe we also need to consider how we are measuring key skills like digital literacy and critical thinking.
Britney Johnson: My first goal is always to listen — to students, families, and staff — about what school really feels like day to day. Are kids being challenged? Do they feel safe and supported? When it comes to making anything better, the answers are often right in front of us if we ask questions, and then truly listen.
Strong academics are essential, but test scores alone don’t define success. Without emotional maturity, a sense of safety, and the ability to self-regulate, even the best math or reading skills can fall flat. That’s why I will advocate for mental, emotional, and behavioral health supports throughout the schools. When kids are equipped to process the world around them, they can apply their academic learning in far more meaningful ways.
Preparing students for the future means giving them every tool to thrive — not just higher test scores, but resilience, confidence, and a sense of belonging. By partnering closely with families and educators, we can ensure Olympia students leave school ready not just to pass exams, but to lead, contribute, and succeed in life.
Rhyan Smith: Improving student outcomes starts early. I believe the strongest investment we can make is in early learning, ensuring every child enters kindergarten ready to learn and thrive. We know that high-quality early education builds the foundation for later success in reading, math, and science. To improve achievement, we need to work closely with educators and families from pre-K through high school. That means supporting strong early learning programs, ensuring early literacy and numeracy skills are in place by 3rd grade, and providing ongoing intervention and enrichment when students fall behind or are ready to advance. We must also give teachers the time, training, and support they need to use effective, research-based practices, and make sure families are engaged partners in their child’s learning every step of the way. We can’t test our way to improvement. We must focus on building strong learning environments from the earliest years, provide consistent support, and keep expectations high for every student. When we invest early and partner with families and educators, Olympia students will be prepared not just to meet the standards, but to exceed them.
Olympia School Board District 5
How should the Olympia School District address budget and funding challenges?
Emily Leddige: We need a more efficient, student-centered approach to our budget. That starts with reevaluating how funds are currently distributed and identifying areas where we can reduce waste without cutting vital services. I support a thorough review of spending and a strategic look at what’s working — and what isn’t — for students and staff. We should be using data, community feedback and input from educators to guide these decisions. When faced with funding shortfalls, we must explore a variety of options before resorting to painful cuts or closures. That could include reducing administrative costs, seeking additional grants or partnerships, and reinvesting in programs that directly support student success and long-term outcomes. We also need to advocate more effectively at the state level to ensure Olympia receives adequate and equitable funding. Budgeting should never be a closed-door process. I believe in transparency, community involvement, and clear communication about trade-offs and priorities. Our resources should reflect our values — and for me, that means keeping student needs at the center of every financial decision.
Jeremy Ruse: The board has to provide oversight, first and foremost. The current board has not prioritized their fiscal responsibilityt — three of the four board members stated they don’t support the budget presented by the administrative staff, but passed it regardless (with no solutions provided). I would like to see an audit of the budget, as well as an overview of standard operating procedures. Where do our efficiencies lie, how can we do better?
I’d also like a better understanding of how technology is currently being used. How can we take better advantage of available services? There are currently AI programs in place that help manage budgets, consumables and expenditures, and lesson plan development. Using available tools to streamline processes enables our ability to focus on student engagement, and gain better control of finances.
Gilbert Lamont: Addressing budget and funding challenges will require transparent, strategic collaboration among the district business office, superintendent, school board, staff, and community. We must examine all potential revenue streams, including grants, levies, partnerships, and state or federal funding opportunities, to ensure we are maximizing our income.
Simultaneously, we need to assess our expenditures with a critical lens: Are we using our funds responsibly? Can we eliminate or streamline certain tools or services without compromising student outcomes? Are there more cost-effective alternatives available?
In some cases, hard choices may need to be made around program reductions or consolidation. If cuts are necessary, we must consider if community fundraising or creative partnerships can sustain programs that matter most. Fiscal responsibility is essential, but so is ensuring every dollar aligns with our mission to support student learning and equity.
What are your thoughts about closing or consolidating some schools?
Emily Leddige: School closures are not a decision I take lightly, and they are not at the top of my list of solutions. They should only be considered after thorough, transparent research and genuine engagement with impacted communities. I understand the concern and hurt caused by the way closures were handled previously, and I believe the process must be more inclusive, honest and data-driven moving forward. We need to look at multiple factors — enrollment trends, transportation access, walkability and resource equity— when considering school configurations. The goal should be long-term sustainability and strong neighborhood schools, wherever possible. We also must explore ways to maximize underused space without compromising student experience or access to essential programs. Any conversation about closures must start with listening. Our families, staff, and students deserve to be part of these discussions from the beginning, not after decisions are made.
Jeremy Ruse: I don’t support closing schools. I believe there are better options that should be explored (budget management and redistricting, in particular). Current kindergarten enrollment numbers are stable. I believe that a resourceful board can work with administrators to maintain our current schools.
Gilbert Lamont: Closing or consolidating schools is a deeply emotional and significant decision. Schools serve as vital community hubs and often carry deep historical and cultural importance. While financial realities may prompt the need to consider consolidation, it should only be done after exhausting all possible alternatives, such as pursuing state or federal grants, exploring facility-sharing models, or repurposing space. The district must engage families, staff, and students in meaningful dialogue, providing transparent data and inclusive forums for input.
If closures are deemed necessary, we must ensure transitions are handled with care, preserving student relationships, maintaining program quality and minimizing disruption. The ultimate goal should be sustainability that strengthens the overall system, while still honoring the heart and history of each school community.
How will you work with staff and families to ensure Olympia students are well prepared to succeed in the future?
Emily Leddige: Test scores are just one measure — but they reflect real gaps that deserve attention. I believe in working alongside educators and families to close opportunity gaps by meeting students where they are and building support systems that help them grow. We need to invest in early interventions, individualized learning plans, and support staff who help students stay engaged. That includes counselors, specialists, and intervention teachers — who are not a luxury, but a core part of how we support learning. Access to resources is key: Every student should have what they need to thrive, from culturally relevant curriculum to adequate mental health support and tech access. Partnerships with families are also critical. When parents and caregivers are included in academic planning and communication is strong, students are more likely to succeed. And finally, volunteers are a powerful, often untapped resource. Whether it’s tutoring, reading programs, or enrichment opportunities, volunteers help foster community-based learning that reinforces student success.
Jeremy Ruse: Based on the most recently available data, OSD outperforms Washington State average test scores by 20%. The commitment of the district, and community, to student success should be commended. We have to continue to build on this; the culture of the school is critical to our ability to improve.
I believe an emphasis on skilled labor would benefit our students, by providing an alternative for non-college bound students. We can build the skills and provide the tools for their success. We have to engage ALL students and provide options, engaging local business, trades, apprenticeship, military — these are great opportunities for students and employers, providing the opportunities to build relationships for the future.
We should encourage success, establish attainable goals, reward our achievements.
Gilbert Lamont: Success for Olympia students hinges on strong partnerships with families, teachers, and support staff. With 2024 test data showing just over half of Washington students on track in English and fewer in math and science, we must act with urgency and compassion.
I believe in empowering educators with the time, resources, and autonomy to tailor instruction and interventions to student needs. That means reducing administrative burdens, investing in high-quality professional development, and ensuring access to instructional tools that are effective and inclusive.
Equally important is two-way communication with families, building trust, sharing meaningful progress data, and creating space for parent voices. Our collective efforts should center around the whole child: academic readiness, social-emotional well-being, and future opportunities. When staff feel supported and families feel heard, students thrive.
This story was originally published August 2, 2025 at 11:22 AM.