Welcome And Voting Prep

Amanda Benbow Lunn 0:09

Hello friends, welcome back to the NC Deep Dive. I'm your host, Amanda Benbow Lunn, and this episode features yet another of our candidate conversations for the 2026 general election. It looks like we'll have about 18 contested races with 46 candidates touching Southern Wake County, specifically Holly Springs and Fuquay Varina. There are a few other races that have only one candidate running, but we will not be including those in our election cycle. Of course, the races on your particular ballot will vary based on your address and the specific districts your residence calls within. You can always find your jurisdictions and your sample ballot by searching NC Voter Search, made available by the North Carolina State Board of Elections. Once you get to the page, you'll fill out your information, it will populate with all those who share your name or the information that you provided. You'll scroll down to find you, click on it, and just verify that it is indeed your name and address, and then you'll scroll down to the appropriate sections you're looking for. Since there are so many races, your ballot will have both a front and a back. Keep in mind, if your time is short, you can see each episode's transcripts at www.ncdeepdive.com to skim through the information, or you can search each episode's chapter titles for the specific topics that we cover to find the ones that most interest you. For this episode, we are delving into the Wake County Board of Education race for District 2. The candidates include Anne Schubarg, affiliated with the Republican Party, and Christina Gordon, affiliated with the Democratic Party. You will have the opportunity to vote for one of these candidates. And please note, this is a nonpartisan race, meaning these candidates will not have an R, D, or an L or any party affiliation notated on your ballot. If this is important to you for your voting strategy, you will want to take note before you head in to fill out your ballot and vote. Without further ado, my friends, let's dive in.

Christina Gordon: Intro, Why, & Experience

Amanda Benbow Lunn 2:10

On this episode, I am pleased to be speaking with Christina Gordon, who is running for the Wake County Board of Education for District 2. Welcome, Christina. Thank you for joining us today. You want to take a few moments to introduce yourself and go into why you're running for this office and what experiences have prepared you to serve in this role.

Christina A. Gordon 2:30

Sure. Well, thank you for having me this morning. I am excited to be running for re-election. I was appointed in February of 25, so last February, after now Representative Monika Johnson-Hostler left her seat and filled her remaining term. And so I am super excited to be continuing this journey. I am a 20-year educator. I always tell people I'm a former classroom educator, but I am a forever lifetime educator. I don't think I'll ever leave education. In 2012, I earned my national board certification. And for those of you that don't know, national board certification is the highest accolade that you can receive in the education profession. And so, yeah, ever since you know I graduated from college, I've been in the education world in some way, shape, or form. I've taught elementary school and always stayed in elementary grades. I've also been part of the NEA Professional Practice and Policy Teaching Fellowship. And that taught me a lot about policy and how policy affects instructional practice. And from there, I actually, you know, dibbled a little bit in higher education as an instructional designer. So that was that was interesting. And now I'm a professional learning specialist for the North Carolina Association of Educators, helping educators perfect their craft and share their expertise and be able to not only receive professional development, but design professional development. And that's something that a lot of times as educators, we don't see ourselves as like leaders in that area, but we have to start seeing ourselves as experts while also learning our craft and just becoming better educators. So I think that gives you a broad spectrum of, you know, my experience and how it relates to this role. Even in the past 19 months, I think it's like 19, 20 months, I've lost count at this point. I have served in the role as the District 2 School Board Representative. And it has been really eye-opening because I'm learning that advocacy and governance are two totally different things. And so while I am expected to use my advocacy background and expertise, I'm also expected to govern. And that comes along with policies and procedures and putting things into place, not only for students and families, but educators.

Amanda Benbow Lunn 5:01

Okay.

Biggest Issue for District 2

Amanda Benbow Lunn 5:02

What do you believe is the most important issue or challenge facing the people you would represent?

Christina A. Gordon 5:07

It's no secret that public education is constantly being defunded. I think the federal government and our, you know, friends over in the General Assembly, they have made it really challenging. I think the biggest challenge is going to be the lack of funding that we have allocated for public education. And that ultimately affects everything. That's gonna affect things like school safety, which is a really big topic. It's gonna affect things like children eating and their access to food, their access to school lunches. It's gonna affect everything down to, you know, classroom materials. And so I think that's the biggest challenge that we have right now, and being able to navigate around that challenge and meet students and families' needs and even educators' needs with the lack of resources that we have. We've been doing an excellent job, and you know, we've been meeting most of those challenges, but the possibilities would be so much greater if we were actually funded the way that we're supposed to be funded, and quite frankly, the way that the state is mandated to do.

Priorities & Hopes for Accomplishment

Christina A. Gordon 6:18

Amanda Benbow Lunn 6:18

If elected, what would you prioritize and what specifically would you hope to accomplish during your term?

Christina A. Gordon 6:24

I have a lot of things that I would love to prioritize, but my campaign it really stands on three main principles. I talk about being student-centered, and so that priority speaks to itself in the sense that every decision that I make has to be student-centered. It has to come back to how is this affecting our students? And so I think there's a real need for students to feel safe and feel seen and feel valued in every school that they are at. And so really prioritizing a culture of care when it comes to students. And by that I mean making sure that we are prioritizing school counselors, making sure that we are prioritized mental health supports for students. My other main foundation, I guess you would say, would be educator-driven. You know, as I stated in the beginning, I am an educator through and through, you know, to my heart, to my core. And I believe in the work that educators do each and every day. I know that I'm expected as an educator to show up at work every day as my best self. But I also have things going on in my life. And I oftentimes would show up to work with things that, you know, I'm going through, whether it's trying to make sure that I am paying bills. As educators, we don't make a lot. And so making sure that we're also holding that same culture of care for educators and really advocating beyond the board table for great and affordable living and very well maintained working conditions. So living in working conditions for educators are another important piece to that. And also, you know, thinking about when we are making decisions, are we being genuine about bringing educators to the table to help us make these decisions? And then finally, my third foundation would have to be that we are community focused. This is something that is important to me because when I think about the way that my school board member, now state representative Monika Johnson-Hostler, how she was responsive to me, how she made sure that communities in our area were being heard and brought into the school culture, whatever school it may be. And, you know, I think about that often about how she, you know, uplifted communities at the same time while, you know, doing her day-to-day job of being a school board representative. But also when I think about my core and my background and how a lot of who I am today and the morals that I hold for myself are deeply rooted in the community spaces that I grew up in. I tell people it's not there now, but over on Garner Road, there used to be a YMCA. And I spent many of summers there. My grandfather, he was the director there, and so I spent many summers there that I can remember, learned a lot of great lessons. I also, growing up, was a part of the Raleigh Boys and Girls Club. And they actually gave me my very first summer job. So, you know, I think about these community spaces, not just, you know, the public schools that I attended, but also, you know, places and spaces where I spent with my community. That's also, you know, at the core of what I do. And so that would also be, you know, a priority of mine. How are we making sure that our communities, even if you don't have children in the school system, how are we making sure that they have a valued stake at what's going on and what our public schools are doing each and every day?

Amanda Benbow Lunn 9:49

Okay.

What’s Working And What Needs Changed

Amanda Benbow Lunn 9:50

What is working well within our public school system? And what would you like to change?

Christina A. Gordon 9:55

That's a great question. I think we are doing really well in the main work that we are supposed to be doing, and that's teaching and learning. I think our report card, if you will, came out about two or three weeks ago, as did the rest of the state. And we saw that there were some amazing gains. We know that our proficiency scores are really great. And we also know that our graduation goal of 90%. We're not there just yet. I know that this is a lofty goal, and we really have to be honest about what that means for our students. We don't want to just have students walk across the stage, you know, in the pomp and circumstance. We want to make sure that our students are leaving us prepared for the real world, whether that means college, whether that means the military, whether that means entrepreneurship or any other path. And so I think that is something that we have to, you know, really be honest about. And we also have to think about how are we approaching students as whole, whole children, not just academically, but how are we providing support even for our most vulnerable students and families and thinking more intentionally about wraparound services and the partnerships that ultimately address those barriers. And so I think we're doing really good in the area of teaching and learning, which is, you know, what our responsibility is each and every day. But I think we have some areas that we really need to work on. And I want to just, you know, plug it in right here while I have an opportunity to, again, I want to, you know, mention and acknowledge that the state has repeatedly made this work really difficult. You know, our schools are stretched in when it comes to resources, when it comes to, you know, educators. And we need more adults in classrooms to meet those complex needs of our students.

Amanda Benbow Lunn 11:41

Okay,

Wraparound Services Explained

Amanda Benbow Lunn 11:42

and you mentioned wraparound services. Could you tell me a little bit about what that is?

Christina A. Gordon 11:46

Yeah, so wraparound services are when you think about, you know, those services that ultimately are going to wrap around a child or wrap around a family. I'm thinking medical services. I'm thinking about dental services, I'm thinking about those families and those students who are experiencing food insecurities. How are we providing services in the public education world? How are we providing services to kind of eliminate or make that less of a barrier for families? I'm thinking about even housing insecurities. What are we doing to make sure that families who are experiencing housing insecurities, what services are we providing in public education to make sure, again, that those are less of a barrier and that it doesn't affect the day-to-day academic outcomes?

Growth And Capacity In Fuquay Varina

Amanda Benbow Lunn 12:33

District 2 includes rapidly growing communities like Fuquay Varina. How should Wake County Public Schools ensure that school capacity and educational quality keep pace with that growth?

Christina A. Gordon 12:45

Yes, we are growing. The county as a whole is growing, but you know, specific to Fuquay Varina, we are definitely growing. I think the district is currently doing a good job with trying to keep up with that rapid growth by making sure that we have new schools. When we see our areas experiencing a lot of growth, you know, that deeply affects student assignment. And so we have to come to a decision, okay, is this a place where we're gonna need a brand new school? You know, in the past, I want to say in the past three to four years, Fuquay Varina has opened up Fuquay Varina Middle School. And that allows us to kind of ease overcrowding at other schools. And of course, it changes feeder patterns, it changes, you know, what elementary schools feed into the existing and the new brick and mortar places. But we've also opened Bowling Road Elementary that is over in Fuquay Varina. And so I think that the district is doing what it can to make sure that we are having new spaces to accommodate how our areas are growing. And sometimes that does give a little bit of angst to families because I know that families oftentimes purchase their homes because of the schools in the area. And so we recognize that can sometimes be a challenge. And so, yeah, I think the district is doing what we can to make sure that we are easing overcrowding in schools and providing spaces. I would be remiss if I didn't also add that right now we're actually in the middle of a student reassignment. And I know a lot of families, again, they don't like that. You know, oftentimes it is that unknown factor of what is to come. But, you know, I can assure you that the district also makes sure that we are giving families options while also staying true to the job of trying to make sure that we're easing overcrowding and making sure that students have great space to learn in. And, you know, that also becomes a safety issue.

Improving Academic Outcomes: Growth & Proficiency

Amanda Benbow Lunn 14:44

Okay. What should Wake County public schools do to improve academic outcomes, particularly for students who are not meeting grade level expectations?

Christina A. Gordon 14:53

That's, you know, a really great question. Again, I want to say that we are trying to make sure that we are meeting students where they are. I think that's really important. I think also we oftentimes get wrapped up in this idea around proficiency versus growth. And we know that the state has proficiency measures and proficiency thresholds that we want our students to make. But I also think it's equally as important, if not more, to also make sure that we are looking at the growth that a student may be making, whether that student is below grade level or even above grade level, making sure that every student is challenged and pushed to their potential. And I think the district does do a really good job of making sure that we are highlighting the proficiency and the growth areas. I think this question hits a little bit on being able to identify when students have, I don't like to say, educational disabilities, I like to say differences. When a student has an educational difference, making sure that we are following through with the parents, communicating with the parents, also bringing parents in to make sure that they are a vital decision maker in the process. When we're talking about students with differences, that oftentimes comes with understanding special education and what supports need to be put into place. So I will say I think the district also needs to continue to highlight special education and the needs around that, whether it's providing more special education educators, also making sure that we are adhering to those individual education plans or IEPs, making sure that we are constantly checking up on them. And even when it comes down to if an IEP involves like behavioral supports, understanding that those behavioral supports are really put into place for the educators so that they are able to make sure that they are putting things into place in the classroom so that that student can be successful. Ultimately, that is what it is about making sure that students are successful and making sure that we are watching the growth and not just the proficiency.

Amanda Benbow Lunn 17:06

Okay. What

Recruiting And Keeping Great Staff

Amanda Benbow Lunn 17:07

should the district do to recruit and retain high-quality teachers and other school employees?

Christina A. Gordon 17:13

I think we do an amazing job when we are talking about how are we contributing to the ultimately the teacher pipeline. And when I think about contributing to that teacher pipeline and making sure that we are providing great employees, we have to think about really two things. How are we growing our employees and our educators? And how are we making sure that we are valuing what they do and the employees that we already have? I am grateful that the work was done even prior to me coming on the board, where Wake County Public Schools has continuously restored and maintained our master's pay. That means when educators come in with a master's degree, they are allowed to receive an extra bump in pay. And I believe it's 10%. I'm just, I'm really glad that every year, again, when the state does not meet their obligation when it comes to funding, we are still able to make sure that we are valuing those educators who have their masters. I also am especially proud, you know, I mentioned that I'm a national board certified teacher. We have constantly made sure that we are honoring that status, that national board certified status, through not only compensation, but also recognition. Every year that we have national board certified teachers who end up getting certified or who recertify, which is called, they have basically maintained their certification. Every single year that we have that, we make sure that we are honoring those national board certified teachers. And I want to add that Wake County Public Schools is the leading school district in the state that has the most national board certified teachers. And I think it is because of the way that we are, you know, staying true to making sure that we are honoring their expertise and also honoring that compensation. That's an additional 12% on top of their pay. And you're not going to see that in every school district. And so that matters because we are then saying, hey, this is something worthwhile. And not only will it grow you as an educator, but we're also providing making sure that we are not touching that compensation. And then I think we also have a really robust grow your own approach. We have a future teachers program where our high school students who want to go in the profession of education, we make sure that they have the supports and pathways to do that. And we also have the same for our instructional assistants who want to do that to earn their teaching degrees. And then more recently, we have also made it an effort to make sure that our teachers are seen as leaders and felt and valued as leaders with our, it's called multi-classroom leader program. And that is where educators are able to have opportunities to lead their peers. And I think these are just all great things that we have currently in place to make sure that we are not only growing our employees, but also making sure that they feel valued in their workplace. I also want to add, I think it's really important when we're talking about workplace, having the conversation of how do our employees feel? Do they have a sense of well-being in their working environment? So really paying close attention to their work environments, whether you are a bus driver, whether you are a cafeteria worker, whether you are a custodian, you know, those education support professionals are equally important when we're talking about our employees. And so, you know, just making sure that they have a great supportive workplace and that we are making sure that their well-being is also taken into account.

Parents’ Role In Their Children's Education

Amanda Benbow Lunn 21:01

Okay. What role should parents and families have in decisions about curriculum, school policies, discipline, and their children's education?

Christina A. Gordon 21:10

I truly believe that families need to be seen as shared decision makers when it comes to things like curriculum, when it comes to things like school safety, when it comes to anything involving their children. I take this stance coming from a parent myself. When I think about my own children, my husband and I, we are sending the very best versions of ourselves into a school building every day. And that is something that I don't take lightly. And I understand that we have almost 162,000 students who have families that feel the exact same way. And so we deserve a seat at the table. We deserve to have a stake in the decisions that affect those human beings that are a part of us and we're sending into schools each. Every day. But I also want to say I think it is equally important, speaking from the school board perspective, it is equally important for us to not only welcome families to that shared decision-making process, but also be very transparent about why we are ultimately coming to a decision or you know, being transparent about why we can't do a certain thing. So I think that as a school board member, I also have that responsibility of not only being open-minded and understanding that parents have a stake in their child's education and that they should be shared decision makers. I also have the duty and the responsibility of being transparent. We have to make sure that we're also honoring the expertise of our educators. And again, that goes back to my personal background as being an educator. You know, I went to school for this. I have an expertise in this area. And this specifically comes up when I'm thinking about books that teachers decide to have in their classrooms. I think it is a parent's right to say what they or have a voice in what they don't want their children to read. But I don't think that they should be able to voice that for someone else's child and make that decision for someone else's child. So to sum up my long answer, I do believe that parents are owed and they have a right to have a shared decision-making process that involves them. But I also think as a board, we have to make sure that we are being transparent in the decisions that we are making while also inviting them to the table and honoring the work of our educators each and every day. Perfect.

Amanda Benbow Lunn 23:38

How

Approach to the Responsibilities and Decision-Making Authority of this Office

Amanda Benbow Lunn 23:39

would you approach the responsibilities and decision-making authority of this particular office?

Christina A. Gordon 23:44

I would say I think that I've done a really great job of approaching the responsibilities of this office. It is a true work of heart for me. I'm a mom, I'm a wife, I have another full-time job. So the juggle is real. The juggle is real each and every day. So I think that piece, understanding that I cannot be 110% at everything. But when it comes to this role, making sure that I'm listening, not only to my constituents, not only to the families who have children in Wake County public schools, but listening to so many different groups and bodies of people, whether that's our community members who don't have children in Wake County public schools, whether it's parents and families who currently have their children in charter schools or private schools, making sure that I am listening to the needs of our students. You know, I get so amazed when we have students who come and speak to make public comment at school board meetings, or there have been plenty of instances where a student will email me from their student account to let me know about concerns that they have. So listening to them, listening to our educators every day. I think it is amazing. The best part of this job is being able to go into the schools that I represent and have set in on countless professional learning communities where teachers are planning or they are having kid talk and being able to listen to the things that they need, as well as listening to even the principals and the assistant principals and the staff who work in that building every single day. Also listening to my other colleagues, the other eight board members who help make these decisions. I have a profound amount of respect for each and every one of them. And listening to them allows me to take in other perspectives. And so I think ultimately that is what I'm doing. I am taking all of these perspectives and using my own judgment to make decisions and also being transparent and honest about when I or the board makes missteps. And we are committed to being transparent about that. And so I think understanding that piece of it, but also using my advocacy role to go beyond Wake County public schools. And I'm talking about speaking to legislators, making sure that I have a good working relationship with our county commissioners who help Wake County public schools out so much, advocating for public education at, you know, both the state and federal levels. So yeah, there's the wide range of ways that I approach this job and carry out the duties and the responsibilities of it.

Central Services And Budget Reality

Amanda Benbow Lunn 26:28

All right. Wake County Public School System is a very large school system with a substantial central office operation. How should the board determine what level and structure of central administration is necessary to effectively support more than 160,000 students and the schools that support them?

Christina A. Gordon 26:45

So this question comes up a lot, you know, especially when we're talking about budget. I will say understanding that Wake County Public Schools is the largest school district in the state. And so with that, we have to understand that there's a level of central service personnel that we need to make sure that we have to make sure that we are carrying out the duty of ultimately teaching and learning. So understanding that point is first. But then the second thing to understand also is that when we're talking about central services, oftentimes your regular layperson would think that central services means, you know, these are people who work in crossroads every day. They wear the ties and their suits and, you know, they make all this big money. But we also need to be understanding, and when we're talking about central services, we're also talking about our cafeteria workers, our CNS workers. We're also talking about our bus drivers. So that is critical in understanding what we mean when we say central services. And then the third thing I want to mention is that when we take a look at our budget, remember I said the critical work that we do is teaching and learning. Over the majority of our budget goes to just that, that teaching and learning piece, teachers, instructional assistance, special education. When you think about the day-to-day life of what teaching and learning is, and there is a very small percentage of the budget that goes to central services. And so I think those are all things that we need to keep in mind when we're talking about central services and how the district handles the funding piece and the monetary piece of central services. And so it can be really challenging when, as an educator, you hear or I hear our educators, and rightfully so, they oftentimes get upset and, you know, well, why are you all making the decision to take away from this part of the budget? And central services is, I think I've heard that, you know, we're kind of bloated with central services positions. And that really that's just not true. That's just not true. I do think, though, that in making these decisions, we need to be really honest and careful that we are making decisions that don't ultimately hurt that teaching and learning piece and what is happening in classrooms every day. So that is a very complex question. And if people understood those three main things, they would understand that as a board, it's a difficult decision to make when it comes down to understanding what we need to do with central services.

Amanda Benbow Lunn 29:27

Do you know approximately the percentages for the funding?

Christina A. Gordon 29:30

I want to say it's between like 20 and 30%. I cannot, I have the picture in my head, the pie graph, but it is a very small percentage.

Amanda Benbow Lunn 29:39

Okay.

Christina A. Gordon 29:40

I know that it's under 40%. And we just did what's called an organizational study to see the operational effectiveness of our central services department and also what that means as far as funding, as far as budget and finances, and what the outside party that the third party study determined was that we are actually very lean when it comes to the size of our district. We are very lean in our central services department. Again, keeping in mind that central services encompasses a lot of different people, but we are very lean in that area. It also shows, according to other comparable size districts in the state, and by that I mean like a Charlotte Mecklenburg. We are actually paying less for our Central Services Department roles than other comparable districts. That is also key to understanding the decision-making process around central services.

Thoughts on Vouchers, Mandates, & Accountability

Amanda Benbow Lunn 30:41

Do you have any thoughts on the opportunity scholarships and vouchers and their effects on our public schools? And maybe going into some of the mandates that are put in place by the General Assembly that you have to do and whether or not those mandates or regulations are equal across the charter schools and private schools.

Christina A. Gordon 31:02

Yes, I definitely can speak on that. I am definitely against the private school vouchers. I think that they deeply hurt public education. I think it's also key to understand that private schools can turn away any family. They can turn away any student. They can turn away any student for a student's differences. You know, I don't like to use disabilities, but they can turn away students and deny access because a student has differences, whether that's special education, race, religion, but public schools are schools for anyone. And so understanding that is number one. But number two, I think the vouchers present this false promise to families that families who cannot afford private schools have this great opportunity to go to these institutions that can be very biased and cherry pick who they want to have in their learning spaces. I also think it is extremely hurtful to public education when these vouchers are being provided across the board for everyone. So a family who can, who does have the means, the financial means to pay for a private school setting, they are also allowed to receive these vouchers. And ultimately, this is money that is being taken away from public education. And so I don't think that is fair or equitable. I also would say when it comes to charter schools, they are public. But what a lot of people do not understand is that when a student or when a family decides to choose a charter school, while they aren't paying maybe that private school tuition, that money that is set aside for that student for a public education in a public school, that money for that student is then taken away from public schools and given to the charter school. If a student leaves Wake County Public Schools, goes to a charter school, and the family then decides, hey, we want to go back to public schools, that money does not follow that student back into public schools. It stays with the charter school. And these are all mandates that have been put into place by the General Assembly. So when you asked me about the different mandates and how I feel about them, I think this is a concerted effort to ultimately privatize education. It is an effort to take public dollars and put them towards schools that can be biased and schools that do not accept everyone. And I am completely against that. And I will continue to advocate not only at the board table, but at the state and federal levels, to eliminate private school vouchers, specifically around them being for everyone. And I want to add to that point that we have seen where even private schools here in North Carolina, in Wake County, we have seen where they have actually pushed up their tuition so that while a family may receive a voucher, there is still a balance that is owed because now the private school has pushed up their tuition. They've hyped up their tuition prices. So I think it's not only hurting public schools, but it's also hurting families. And that's not something that I stand for.

Amanda Benbow Lunn 34:27

Okay. Is the accountability piece equal across the private schools and the charter schools and the public schools altogether?

Christina A. Gordon 34:34

No, absolutely not. The public schools, our accountability measure when it comes to showing growth and proficiency and our student gains, we have to answer to the state. We also have state-mandated curriculum and state-mandated accountability measures when it comes to instruction and curriculum and what educators have licensed. The private schools and charter schools do not have that same thing. They get to pick what curriculum they want to use. They can hire who they want to hire. You do not have to have a North Carolina teaching license. So, no, the accountability is not the same.

Amanda Benbow Lunn 35:14

Okay.

Thoughts on Lottery Funding

Amanda Benbow Lunn 35:15

And while we're talking about funding, could you talk a little bit about the NC lottery and how much funding the schools get from that lottery service?

Christina A. Gordon 35:26

Yeah, you know, I as a parent, I would often think, now, why in the world do we have a North Carolina lottery? And as a teacher, I don't see that money. I don't see how that money is helping us. It wasn't actually until I was on the board where I understood that not only do we not receive all of the proceeds from the North Carolina lottery, but of the percentage that we get, there are strict guidelines as to what we can use that money for. I want to say that a lot of it has to do with infrastructure and how we are using the money for our brick and mortar things in the budget. And so that was really, really eye-opening to me. The North Carolina lottery gets to dictate, and I don't even think that it's necessarily them. I really think that it's the state. They dictate how those funds are being used. And it is it is a very small percentage. I cannot remember the percentage off the top of my head, but I can definitely find out. But yeah, that was really eye-opening to me.

Amanda Benbow Lunn 36:27

Okay, and when you say the state, are you specifically talking about the North Carolina House of Representatives and the North Carolina Senate? Yep, I'm talking about the General Assembly.

Deciding What Takes Precedence

Amanda Benbow Lunn 36:36

All right.   And when priorities compete or resources are limited, how would you decide what takes precedence?

Christina A. Gordon 36:42

That is the living work of the board. I want to again stress that our number one priority as a board is teaching and learning every single day. And so while I know that there are a lot of competing things that we have to use our money and our budget for, those things that are closest to the classroom are the things that I advocate that we allocate the most funds to and that we are not eliminating funds when it comes to those things that ultimately are the living and working and breathing things of the district. So simply put, that is how I would prioritize. It is affecting something closest to the classroom for me that determines the priority level.

Amanda Benbow Lunn 37:30

Okay.

Thoughts on the Wake County School Bond

Amanda Benbow Lunn 37:31

Any thoughts on the Wake County Public Schools bond referenda that will be on our ballots?

Christina A. Gordon 37:36

Yeah, absolutely. The bond referendum that is going to show up on the ballot on November 3rd is definitely something that I am advocating for. I am asking that everyone vote for it. I think that it is critical in, you know, one of your questions was about, you know, how our county continues to grow. Because our county continues to grow, we are having to build new schools. So that bond, I think it has been estimated that we would be able to build at least three new schools. We also know that Wade County Public Schools, it's no secret that we have been in the news for HVAC concerns. And that bond will make sure it will allow us to either start or replace those HVAC systems and renovations at at least, I believe it's nine schools. So it's gonna allow us to replace not only aging, heating, and cooling systems, but also start those renovations and the parts needed for our newly built schools. So I think the bond is critical when you're thinking about new schools, HVAC concerns. So the bond also addresses student safety. It's gonna be able to give us the ability to upgrade existing school safety. It's gonna allow for upgrades around technology, modernizing classrooms. Also, I saw recently where there are a lot of schools who have aging uh sports facilities and turfs. Um, and so the bond is gonna be able to improve at least 10 sites where we have either existing athletic projects or projects where we are trying to upgrade our turfs in our athletic departments.

Amanda Benbow Lunn 39:21

Okay. And do you, by chance, you might not know this. I have an idea of how much it takes to potentially replace an HVAC unit in my home, but do you know what the cost is like to have to replace that in a school setting?

Christina A. Gordon 39:34

I do not, but I can imagine, and you know, I'm sure everyone can imagine when you're thinking about a home and the square footage and compare that to a school, the price is astronomical. I know we're talking about millions when we're looking at how to not just replace it, but fix them. That is that's key. And we also have to think about our maintenance and operations department. We are extremely lean when we're talking about the employees in that department. That is a challenge that our district and the board is being faced with. We have to make sure that we're also providing the staff and the employees who have to fix those HVACs. So when you're talking about a price tag, we're not just talking about the HVAC unit itself, but we're also talking about the employees and the technicians that it's going to take to replace. So it's the price tag is a hefty one.

Amanda Benbow Lunn 40:27

Okay. And for those who are concerned that during COVID the school system got federal money to replace the HVAC units, how would you respond to those concerns?

Christina A. Gordon 40:40

Yeah, well, that is something that we looked at, or you know, I wasn't on the board then, but that is something that the board looked at when we were receiving federal funds. And though that money was allocated to existing HVAC problems or issues. But as time has gone on, we have seen more HVAC issues. We have seen where older systems have deteriorated, and so they either, you know, need replacing or the parts can't be bought anymore because they're just not made. So we were using that money or the board was using that money for HVAC issues. We've also seen an increase. And so I understand the public's concern when they say, well, why didn't you use that money? It was used for those things. And we've also seen an increase in these issues. And I will go back to the point of the actual people that it's taking to fix these issues. So it's a very complex issue that can't just be fixed with a wave of a wand. I think the misconception is that that federal money was used for other things. And I think it's key to understand not just that, you know, we've seen an increase in the HVAC issues, but also while we have the HVAC issues, there are other things that are, you know, lacking and going on that we are also having to address. And so that is one of the main jobs as a school board is to make sure that we are being responsible with money, but also making sure that we're meeting the needs again of teaching and learning every single day, not only just with the learning and working environments, but also the other various needs that come up when we're talking about teaching and learning.

Amanda Benbow Lunn 42:20

Okay, and how many public schools are in Wheat County?

Christina A. Gordon 42:23

There are 204. And then I specifically am responsible for 24 of those in my particular district.

Accountability: What & How

Amanda Benbow Lunn 42:33

Okay. What should voters hold you accountable for if you're elected and how?

Christina A. Gordon 42:37

I think voters should hold me accountable, continue to hold me accountable for the same things that they would expect any elected official. Making sure that I am being transparent is key. Making sure that I am being responsive to voters' needs and concerns, making sure that I hold myself with a level of integrity and that I am not going to compromise my values. I think I have shown that and demonstrated that with the way I carry myself. And even, you know, when it comes down to votes, I will tell you my first budget cycle of being on the board, I had to vote against it because I deeply value us staying close to that teaching and learning goal. And I didn't feel like those things aligned. And so I had to vote against that first budget. But yeah, I think that voters can expect that I will do all of those things and also just be honest about what I can and cannot do. I think that they should expect me to be an advocate for public schools and public education and you know, lead with again, I am always going to do what's best for students. I am always going to be educator driven and have that educator mindset when I'm thinking about anything classroom related. And then also that community focused piece, making sure. That our community is being involved and that our public schools are the hubs of our various communities. And every community is gonna look different. We have unique needs, unique assets, and understanding that that is who I am at the core and expecting me to bring that to the board table with every decision that I make.

Amanda Benbow Lunn 44:18

And

Last Thoughts

Amanda Benbow Lunn 44:19

as we wrap up, do you have any last thoughts? Is there anything we haven't discussed that you would like voters to know or anything from our conversation that you'd like to expand upon or clarify?

Christina A. Gordon 44:29

Well, first, I want to say thank you, thank you, thank you, thank you for you know having me here this morning. It was a great, great discussion. And I would just ask that when voters are looking at their next potential district two school board member, I would ask that you really take into account what this role means, even if you don't have children in Wake County public schools. We are responsible. Your board representative is responsible for understanding that we are carrying out the day-to-day operations or making sure that policies and procedures and things are being put into place so that we are producing as a district, we are producing our future leaders, our future county commissioners, our future working class here in Wake County. And so with that comes a huge responsibility. This is not something that I have just decided one day, like, oh, I'm, you know, I'm gonna get involved in education. I've dedicated my entire career to this work. And so I think that is key in understanding the roles and responsibilities of this job. And I would ask voters to really take a serious look at that. A serious look at experience, a serious look at the current work that is being done, and just understanding that I am a mom and a wife first, and uh educator second, and a current school board member. And so I am looking forward to continuing this work.

Amanda Benbow Lunn 46:00

All right.

Where to Learn More

Amanda Benbow Lunn 46:01

And for voters who want to learn more about you, your platform, your campaign endorsements, and priorities, where can they go to find that information?

Christina A. Gordon 46:08

My website is www.christina Gordon for schoolboard.com and they can learn about my priorities there and background. There's lots of pictures of my family, so they get to meet my family and just learn about my experience there. But also I am on Facebook at Christina Gordon for Wake School Board and also on Instagram. And Instagram would be at Gordon the number four wake. That's W-A-K-E underscore ed E D. So that's Gordon for Wake underscore ed. And I look forward to meeting and hearing from our voters.

Amanda Benbow Lunn 46:52

All right, and you mentioned your website was Christina Gordon4 School Board.com. Yes. Is that the number for or spelled out for? Spelled out for. All right, perfect. Well, thank you so much, Christina, for joining us today and choosing to talk to voters directly. I really appreciate your time and efforts for that. And I wish you the best of luck with your campaign. Thank you.

Christina A. Gordon 47:13

Thank you so much.

Closing Reflections & Voting Info

Amanda Benbow Lunn 47:15

Democracy is built on participation. Politics can sometimes feel distant or abstract, but the decisions made by our elected officials at the county, state, and federal levels have a profound effect on the communities we call home and the way we live our lives. From the roads we drive on and the schools our children attend to public safety, parks and recreation, housing, health care, taxes, the economy, and the many other services and amenities that make up our communities, government plays a role in shaping both our everyday experience and our future. That makes taking the time to understand the choices on your ballot and the people asking for your vote an important part of being an engaged member of your community. Early voting for the 2026 midterm election begins October 15th and runs through October 31st. In Southern Wake County, there will be early voting locations at the Hunt Center in Holly Springs, the Hilltop Needmore Town Park Clubhouse in Fuquay Varina, Beech Bluff County Park, and Southern Wake Tech Campus close by. Election Day is November 3rd. A general reminder that you will need a valid photo ID to vote. The regular voter registration deadline is October 9th, although you may still register when you vote during the early voting period. Please note that you cannot register to vote on Election Day itself, and that that day you will absolutely have to vote at your designated precinct location to have access to your full ballot. And because there are so many races and ballot measures this year, your ballot will likely be double-sided. It can be helpful to start on the back so that you don't accidentally overlook anything. You'll vote for the races that apply to your jurisdiction along with statewide amendments and for Southern Wake County voters, local Wake County bond referenda. Voting is one of the ways we take part in the communities we share. You don't have to agree with your neighbors or even with the candidates you've heard here to recognize that our communities are shaped by the people who show up, ask questions, learn about the choices before them, and cast their ballots. So please take the time to get informed, make your voice heard, and encourage the people around you to do the same. Your vote matters, your voice matters, and you absolutely matter, my friend. And with that, this episode of the NC Deep Dive has come to an end. Please feel free to check out this episode's show notes at ncdeepdive.com for further information and relevant links for this candidate along with general election information. As always, if you have any topics or thoughts you'd like to share, you can find us on social media or email us at ncdeepdive at gmail.com. If you found value in this episode, I'd love for you to subscribe, rate, and share it so that others may more easily be informed. Please make sure to stay tuned for all the relevant candidate, amendment, and referenda episodes for the 2026 midterm election by visiting ncdeepdive.com, Apple Podcasts, Spotify, Audible, or wherever you currently listen to your podcast. Until next time, my friends, Namaste. The Love and Light in me sees and honors the Love and Light in You.