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Janice Marchman

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Janice Marchman
Janice Marchman.jpg
Thompson Board of Education, District B
Former member
Term ends
November 2013
Elections and appointments
Last electionNovember 5, 2013
AppointedSeptember 2010
Term limitsN/A
Bachelor'sGeorgia Institute of Technology
Office website
(timed out) Campaign website
Janice Marchman campaign logo
Janice Marchman previously represented District B on the Thompson Board of Education in Colorado. She was first appointed to the board in September 2010. Marchman lost re-election to the board against challenger Bryce Carlson on November 5, 2013.


Marchman earned a Bachelor's degree in Industrial and Systems Engineering from Georgia Institute of Technology. She served on the district's Master Plan Committee and Bond Oversight Committee prior to joining the board. Marchman has two children currently attending district schools.[1]



See also: Thompson School District elections (2013)


Marchman sought re-election to the board against challenger Bryce Carlson on November 5, 2013.

Election results

Thompson Board of Education, District B General Election, 4-year term, 2013
Party Candidate Vote % Votes
     Nonpartisan Green check mark transparent.pngBryce Carlson 50.4% 15,075
     Nonpartisan Janice Marchman Incumbent 49.6% 14,852
Total Votes 29,927
Source: Larimer County, Colorado, "Election Summary Report," November 19, 2013 (dead link)


Marchman reported $5,045.76 in contributions and $5,045.76 in expenditures to the Colorado Secretary of State, which left her campaign with no cash on hand.[2]


Marchman earned the endorsement of Boulder Weekly in the 2013 election.[3]


Marchman won an unexpired two-year term in District B on November 8, 2011 without opposition.

Thompson Board of Education, District B, November 8, 2011
Party Candidate Vote % Votes
     Nonpartisan Green check mark transparent.pngJanice Marchman 100% 16,252
Total Votes 16,252
Source: Larimer County Clerk

Campaign themes


Marchman's campaign website listed the following issues for 2013:[4]

Student achievement

"The primary goal of education is to facilitate academic achievement for all students, prepare youth to become responsible citizens, and spark a lifelong love of learning along the way. High school graduates must enter the workforce ready to compete in our global economy with a clear path to future success.School_Supplies

At the center of high student achievement and growth are exceptional schools. Exceptional schools feature personalized student learning, a rigorous curriculum, access to technology, numerous opportunities for children to connect to their schools through extra-curricular and co-curricular activities, and a top-notch staff. I will continue to advocate for all Thompson schools to be excellent schools for our children.

Parents and teachers can attest to the fact that student achievement cannot be measured solely by tests. While test scores provide a snapshot in time of a student’s achievement, they must be coupled with a student’s personal and academic growth to get a full picture of the student’s achievement. Studies show that a child’s connectedness to school through academics, clubs and sports increases his or her chance of graduation. Many districts across our state and country have cut back on extracurricular activities during tough budget times. As a Director of the Board of Education in Thompson, I will continue to prudently fund and encourage myriad opportunities for Thompson kids to connect with their schools."

Early literacy

"Studies indicate that many children who enter the K-12 education system without preschool don’t catch up to their peers. In the Thompson School District, many children come to kindergarten with less than half of the vocabulary they need to be at grade level by the end of kindergarten. This academic deficit snowballs from year to year. Reading proficiency by third grade is the most important predictor of high school success and of graduation. Yet, in Thompson, 1 in 5 of our low income children miss this crucial milestone.

I will continue to advocate for ways to improve early literacy for all Thompson students as a means to increase student achievement. Of the roughly 1200 students who started kindergarten this year, nearly a quarter of them had no preschool education. I will continue to focus district resources and community partnerships toward these kids in an effort to level the playing field for them.

Young children’s brains develop 700 synapses – neural connections that support learning and skills – every second. By age 3, a child’s brain is nearly full size. Disadvantaged children can start kindergarten as much as 18 months behind their peers. Many of these children never catch up, and children who do not read well by third grade are four times more likely to drop out. A per-child investment of just $6,692 in quality pre-kindergarten for disadvantaged children yielded a lifetime societal return of up to $67,937 – an ROI of greater than 10:1."

Responsible stewardship

"One of the most challenging aspects of serving on the Board of Education is making tough choices when there are competing needs that drive our service to Thompson students. I believe everyone agrees that we want effective teachers, high standards, small class sizes, efficient government, and balanced budgets.

Since I became a member of the Board of Education in 2010, our local demographics have changed drastically. Both the number of children with needs in our district and the cost of the resources to meet those needs have increased. Our low-income and special education populations have risen dramatically.

Given increased student needs, unfunded mandates, and decreased revenue from the state, Board of Education members need a smart algorithm to make decisions. My philosophy is to keep students’ best interests the number one priority while establishing district goals, strategies and resources. Here are some components of my personal algorithm for board decision-making:

  • When possible, it’s best to prevent budget cuts from directly affecting students.
  • Programs with high success rates and broad-reaching effects on the students in our district should be prioritized over less proven or more narrowly targeted programs.
  • Small class sizes are far better for children and staff than are large class sizes.
  • Increasing student-teacher contact time is beneficial for our children."

Amendment 66

"It is unprecedented for me to make state or national political points from a local level. When I ran for this seat in 2011, a similar state-wide tax measure to Amendment 66 was on the ballot, Proposition 103. Neither I nor any other candidate was asked to take a position on it. To attempt to define this school board race in large part by candidates’ personal stances on this statewide measure is irresponsible and very unfortunate for the children of this district. No school board member can override the will of Colorado voters.

That said: I think people are asking a valid underlying question: do I believe that adequately funding public education results in improved student outcomes? Absolutely.

Cutting funding results in high class sizes, high staff turnover which is bad for students and less program options. Adequately funding public education would quite likely result in improved academic growth, staff stability, and access to many educational opportunities. Amendment 66 money is earmarked for early literacy, special education and gifted and talented, all areas that could use some boost in funding here in Thompson.

Some critics say Amendment 66 is an attempt to “bail-out” the Colorado public employee retirement system. While Public Employee’s Retirement Association (PERA) is not 100% funded, it is comfortably funded, although still in need of an overhaul. I hope our state legislators take steps to fix the imperfect PERA system. Amendment 66 will do nothing to improve Colorado’s situation with PERA.

Should voters approve 66, Thompson will receive $815 more per pupil at all district and charter schools. Thompson’s overall funding increase would be $16.8M with estimated taxes going to Denver from TSD of $14.5M. Thompson students could use the money earmarked by Amendment 66 and its enacting legislation and would put it to quick use in our classrooms."

Common Core standards

"To pass new standards for teachers to teach and then hold the teachers accountable for the growth of their students under the new standards is a daunting task. Thompson, like all districts, has scrambled to prepare teachers, principals and administrators to teach the new curriculum well in order to have adequate yearly growth by students.

In partnership with the Thompson Education Association, Thompson received a 3-year grant from the Bill and Melinda Gates Foundation to support the transitions to new standards and teacher evaluations. The work of Thompson teachers, principals and administrators has informed the state and country on how to roll out these new reforms. Our staff has worked tirelessly.

This year, all Thompson schools are using the new state evaluation. This is a hold-harmless year, but next year, probationary status will be based on student achievement not length of service. Also this year, all Thompson schools are teaching to the new standards, in some cases with new curriculum.

As a district, we cannot waive out of the Common Core standards or the Colorado Academic Standards without investing additional funding into standards that are more rigorous than the state’s and the district’s that we already invested in during 2011."

Note: The above quote is from the candidate's website, which may include some typographical or spelling errors.

What was at stake?

Incumbent Jeff Berg competed with challengers Kathleen D. Hatanaka and Donna Rice to fill an unexpired two-year term in District A. Berg was appointed to the seat in August 2012 to replace Lola Johnson. Challenger Bryce Carlson faced Marchman for the District B seat. Board members Sharon Olson (District E) and Leonard Sherman (District F) did not file for re-election. The District E race featured newcomers Rocci Bryan and Lori Hvizda Ward. Carl Langner and Gerald Lauer who ran for the open seat in District F.[5]

About the district

See also: Thompson School District, Colorado
Thompson School District is located in Larimer County, CO
Thompson School District is based out of Loveland, Colorado in Larimer County. The district serves students in Loveland, Berthoud and Fort Collins as well as sections of Boulder and Weld Counties. According to the 2010 US Census, Larimer County is home to 299,630 residents.[6]


Larimer County outperformed the rest of Colorado in higher education achievement while lagging behind state rates for median income and poverty. The average household income in Larimer County was $57,215 compared to $57,685 for the state of Colorado. The poverty rate in Larimer County was 13.4% compared to 12.5% for the entire state. The U.S. Census also found that 43.1% of Larimer County residents aged 25 years and older earned a bachelor's degree compared to a 36.3% in Colorado.[6]

Racial Demographics, 2012[6]
Race Larimer County (%) Colorado (%)
White 93.5 88.1
Black or African American 1 4.3
American Indian and Alaska Native 1 1.6
Asian 2.1 3.0
Native Hawaiian and Other Pacific Islander 0.1 0.2
Two or More Races 2.3 2.8
Hispanic or Latino 10.8 21.0

Party Affiliation, 2013[7]
Party Registered Voters  % of Total
Unaffiliated 68,937 36.6
Republican 64,522 34.3
Democratic 52,249 27.8
Libertarian 1,549 0.8
Green 579 0.3
American Constitution 388 0.2

Note: The United States Census Bureau considers "Hispanic or Latino" to be a place of origin, not a race. Therefore, the Census allows citizens to report both their race and that they are from a "Hispanic or Latino" place of origin simultaneously. As a result, the percentages in each column of the racial demographics table will exceed 100 percent. Each column will add up to 100 percent after removing the "Hispanic or Latino" place of origin percentages, although rounding by the Census Bureau may make the total one or two tenths off from being exactly 100 percent.[8] This Ballotpedia page provides a more detailed explanation of how the Census Bureau handles race and ethnicity in its surveys.

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