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Carrie Olson
Carrie Olson is a member of the Denver Board of Education in Colorado, representing District 3. She assumed office on December 21, 2017. Her current term ends in 2025.
Olson ran for re-election to the Denver Board of Education to represent District 3 in Colorado. She won in the general election on November 2, 2021.
Olson completed Ballotpedia's Candidate Connection survey in 2021. Click here to read the survey answers.
Olson won a first term in the by-district general election on November 7, 2017.
Olson participated in Ballotpedia's 2017 school board candidate survey. Click here to read her responses.
Biography
Olson began working in Denver Public Schools in 1985 as a bilingual teacher. She was a classroom teacher for 33 years, teaching students at the elementary, middle, and high school levels until 2017 when she retired to run for the Denver School Board.[1][2]
Olson earned a B.A. in elementary education and Spanish from Wartburg College in 1985, an M.A. in curriculum and instruction from the University of Colorado at Denver in 1990, and a Ph.D. in curriculum and instruction from the University of Denver in 2016. She holds a Colorado Professional Master Teacher License and is certified in English Language Arts, Social Studies, Linguistically Different, and Spanish. She received National Board Certification in 1999.[1][2]
Olson was the Executive Director for the Kepner Educational Excellence Program, a supporting nonprofit of Kepner Middle School which provided educational travel for students and grants for teachers, from 2004 to 2014. She began working as a Museum Teacher Fellow for the United States Holocaust Memorial Museum in 2006, organizing seminars for teachers and professors. She has worked with the International Holocaust Remembrance Alliance and the El Salvador Ministry of Education to train teachers in Holocaust and genocide education. Olson has also worked as an adjunct professor at the University of Denver. She has one daughter, a Denver Public Schools graduate.[1][2]
Elections
2021
See also: Denver Public Schools, Colorado, elections (2021)
General election
General election for Denver Public Schools Board of Education District 3
Incumbent Carrie Olson defeated Mike DeGuire in the general election for Denver Public Schools Board of Education District 3 on November 2, 2021.
Candidate | % | Votes | ||
| ✔ |  | Carrie Olson (Nonpartisan)  | 69.7 | 22,296 |
 | Mike DeGuire (Nonpartisan) | 30.3 | 9,678 | |
| Total votes: 31,974 | |||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
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2017
- See also: Denver Public Schools elections (2017)
Four of the seven seats on the Denver Public Schools Board of Education in Colorado were up for nonpartisan general election on November 7, 2017. In her bid for re-election, at-large incumbent Barbara O'Brien defeated challengers Julie Banuelos and Robert Speth. The open District 2 race included Angela Cobian and Xochitl "Sochi" Gaytan, and Cobian won the seat. District 3 incumbent Mike Johnson was defeated by Carrie Olson. District 4 incumbent Rachele Espiritu ran against Tay Anderson and Jennifer Bacon, and Bacon won the seat.[3][4]
Results
| Denver Public Schools, District 3 General Election, 4-year term, 2017 |
||
|---|---|---|
| Candidate | Vote % | Votes |
 Carrie Olson |
53.87% | 16,317 |
| Mike Johnson Incumbent | 46.13% | 13,975 |
| Total Votes | 30,292 | |
| Source: Denver Elections Division, "Coordinated Election November 7, 2017 Final Official Results," accessed November 27, 2017 | ||
Funding
Olson reported $35,470.10 in contributions and $35,470.10 in expenditures to the Colorado Secretary of State, which left her campaign with a $0.00 balance in the election.[5]
Endorsements
Olson was endorsed by the following organizations and elected officials:[6][7][8][9]
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Campaign themes
2021
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Carrie Olson completed Ballotpedia's Candidate Connection survey in 2021. The survey questions appear in bold and are followed by Olson's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
| Collapse all
I taught in DPS from 1985-2018 in elementary, middle, and high schools with multilingual learners. I dedicated my career to opening the world to students through educational travel. Over 27 years I took 800 DPS middle school students on 37 trips to Washington, DC and Europe. I founded and was the executive director of the Kepner Educational Excellence Program which supported these trips. Currently, I am an adjunct professor at the University of Denver, working with pre-service teachers. I am an independent contractor for United States Holocaust Memorial Museum (USHMM) and serve as the curriculum director for the Educators’ Institute for Human Rights (EIHR). My daughter and my two foster daughters attended Denver Public Schools. Born and raised in MN, I enjoy canoeing and camping with my family. I am an avid horsewoman and am owned by a Missouri Fox Trotter named Charley.
- I am an experienced teacher. With over three decades of teaching experience, I will keep DPS's focus on our students, teachers, and support staff.
- I am committed to our students. I know that the most important factor in successful outcomes for all our students is what happens in the classroom.My commitment to students will elevate their voices, giving them a say in what and how they learn.
- I am a community builder. I believe "Hablando se entiende la gente" ("by talking, people understand each other") is powerful. It creates a bigger table for necessary conversations about our public schools.
Racial justice is one of my top-of-mind issues -- not only as a school board member, but also as a university professor teaching pre-service teachers before they enter the teaching profession. We need the presence of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures.”
We must address the public school funding issue. Our schools deserve well resourced classrooms
I am concerned about teacher and staff shortages and the recruitment and retention of our teachers of color and those who identify as LGBTQ+. I am very concerned about teacher burnout due to the pandemic; the problem that some schools are not fully-staffed; and our district’s lack of bus drivers and “guest teachers” (substitutes).
Know and understand local, state, and national issues concerning school districts. Make sure I and my fellow board members receive the information we need to make decisions. Know where we stand on issues that will be decided by others, e.g., state and federal officials.
Work with other board members to make sound decisions in partnership with students, families, and the community -- decisions that champion justice and excellence in our public schools and that build equitable systems, inspiring our students’ self-discovery and self-reliance.
Keep my focus and that of board members on making decisions that help all DPS students get an excellent education that helps them learn and use their abilities and skills to shape their own future.
Note: Ballotpedia reserves the right to edit Candidate Connection survey responses. Any edits made by Ballotpedia will be clearly marked with [brackets] for the public. If the candidate disagrees with an edit, he or she may request the full removal of the survey response from Ballotpedia.org. Ballotpedia does not edit or correct typographical errors unless the candidate's campaign requests it.
Campaign website
Olson's campaign website stated the following:
| “ |
Experienced Teacher Community Builder Committed to All Students My entire life has been about public education. I was elected to the Denver School Board in 2017 after three decades of teaching in Denver. I am a parent of a DPS graduate. I know that the most important factor in successful outcomes for all our students is what happens in the classroom. I am running for re-election to continue to use my experience in our district. I have a clear understanding of how our school board's decisions and policies affect our students' engagement in learning and their academic achievement. As a community builder, I believe "Hablando se entiende" ("by talking, people understand each other") is powerful. It creates a bigger table for necessary conversations about our public schools. My commitment to DPS means I will use my experience and my relationships to tackle the pressing issues before us. I would be honored to have your support and your vote to continue as District 3 Director.[10] |
” |
| —Carrie Olson[11] | ||
2017
Ballotpedia survey responses
Carrie A. Olson, PhD participated in Ballotpedia's 2017 survey of school board candidates.[12] In response to the question "What do you hope to achieve if elected to the school board?" the candidate stated on October 27, 2017:
| “ | Overall, I would like to bring more equity to our public school system. I believe many of our issues such as the wide opportunity gap, teacher retention, the privatization of our schools and school closure, and segregation all come back to equity in education. Singleton (2015) suggests that equity can be thought of this way: “Equity does not mean that every students receives equal level of resources and support toward his or her educational goals. Rather, equity means that the students of greatest need receive the greatest level of support to guarantee academic success” (p. 56). To accomplish this I will do three things. First, I will listen: Instead of listening to the corporate businesses when making decisions about schools, I believe we should listen the students, families and community as well as to teachers and principals who have studied education their entire career. We must have unwavering trust in communities and believe them to be experts on their lives. Education is NOT a competitive business. Education is meant to instill the love of learning in our students, helping them to discover their passion as they identify career goals to match. When test results and ranking schools & students becomes paramount, we are losing public education’s true intention: to develop well rounded, educated citizens. Second, it is time to stop the “reform” agenda’s momentum that is taking over our public schools. Some of the damaging characteristics of reform common in DPS today are school choice, endless charters, high-stakes testing, inequities in school resources, and teacher evaluations that do not truly measure effective instruction. Because of this, communities are not as strong as they once were. Teacher and principal turnover is high. Our schools are more segregated. And, our rich educational tradition has been cut away, all but eliminating physical education, the arts and other non-tested subjects. Third. Bring back strong neighborhood schools Most families really wish for the choice to walk students to their neighborhood schools. Families want to be able to attend school events near their home. It is time to refocus our efforts on rebuilding strong neighborhood schools for all our students. In some Denver neighborhoods the only choices available have become strict charter schools that do not meet the needs the very students they are to serve.[13][10] | ” |
Ranking the issues
The candidate was asked to rank the following issues based on how they should be prioritized by the school board, with 1 being the most important and 7 being the least important. Each ranking could only be used once.
| Education policy |
|---|
 |
Click here to learn more about education policy in Colorado. |
| Education on the ballot |
| Issue importance ranking | |
|---|---|
| Candidate's ranking | Issue |
| Closing the achievement gap | |
| Improving relations with teachers | |
| Improving education for special needs students | |
| Balancing or maintaining the district's budget | |
| Expanding arts education | |
| Improving post-secondary readiness | |
| Expanding school choice options | |
| “ | The most pressing need to close the achievement gap between white and non-white students. It is unacceptable that we have 30 - 40% gaps in achievement which contributes to our low graduation rate. As teachers perform the task of educating our schoolchildren, I believe that every effort that can be made, should be made to insure that teachers have the resources and support services in place to allow the education of our students to occur. Our teachers are asked to perform many functions today that take time away from focusing on enhancing the classroom experience for students. As a society, we need to protect the teaching profession, not attack it. I understand and recognize the needs of special student populations, including medically, emotionally, physically, or developmentally disabled students, first language learners, gifted students, and children living in poverty. I firmly support programs of inclusion and enrichment. I oppose policies and practices that discriminate on the basis of culture, class or ability, especially those that further widen the achievement and opportunity gap. Every child deserves a public education that fosters critical and holistic thought, and provides the breadth and depth of learning necessary to assume the rights and responsibilities of citizenship in a democracy. I believe the “choice” system has exacerbated the gaps between the haves and have-nots. I will work to insure all schools offer a rich and creative curriculum. Competition has not served us well. It has not improved our schools. in 12 years of reform we are still hovering around 40% proficiency rates for our students. I[10] | ” |
| —Carrie A. Olson, PhD (October 27, 2017) | ||
Positions on the issues
The candidate was asked to answer eight questions from Ballotpedia regarding significant issues in education and the school district. The questions are highlighted in blue and followed by the candidate's responses. Some questions provided multiple choices, which are noted after those questions. The candidate was also provided space to elaborate on their answers to the multiple choice questions.
| Should new charter schools be approved in your district? (Not all school boards are empowered to approve charter schools. In those cases, the candidate was directed to answer the question as if the school board were able to do so.) |
|---|
| No. I agree with the NAACP. We need a moratorium on charters. School choice has been a success for some students and not for others. Not all families understand the choice process due to time constraints, not understanding how the system works, or do not understand English well-enough for true choice. Until charters are held to the same policies as traditional neighborhood schools, accountability for their curriculum and education priorities are impossible to monitor. I also believe Denver Public Schools push for more charters has deepened the racial and economic divide in our communities. In addition, the “choice” process has succeeded in creating undo stress on our students and families who are forced to “choose,” rather than know that they can attend their neighborhood school and receive a quality education. |
| Which statement best describes the ideal relationship between the state government and the school board? The state should always defer to school board decisions, defer to school board decisions in most cases, be involved in the district routinely or only intervene in severe cases of misconduct or mismanagement. |
| The state should defer to school board decisions in most cases. little evi |
| Are standardized tests an accurate metric of student achievement? |
| No. I reject false measurements that provide illusory justifications for punishment of teachers, the closing of schools, and the deferral of accountability from local control to testing companies and profit-driven education management organizations. Since 1997, when the first Colorado Student Assessment Program (CSAP) was administered, the stakes associated with this and subsequent tests (TCAP & PARCC) are constantly being increased. Testing was promised to close the achievement gap and better prepare students for college and careers. The outcomes have been disastrous as reflected in college remediation rates, increases of at-risk students, and the growing opportunity divide between wealthy and low-income students I support the National Assessment of Educational Progress (NAEP) as a reliable and sufficient data source. NAEP has been providing national comparisons with statistically relevant sampling of students in every state since 1969. NAEP is administered by the National Council for Education Statistics (NCES) and is not-for-profit, and has been consistently verified for validity and reliability through multiple independent reviews. |
| How should the district handle underperforming teachers? Terminate their contract before any damage is done to students, offer additional training options, put them on a probationary period while they seek to improve or set up a mentorship program for the underperforming teacher with a more experienced teacher in the district? |
| Offer additional training options. Offer additional training options. Set up a mentorship program for the underperforming teacher with a more experienced teacher in the district. |
| Should teachers receive merit pay? |
| No. Merit pay is not productive in a school setting. This idea came into the education arena via the business community. It didn’t work in business, which makes me wonder why it continues to hold sway in education. It is just one more bad idea being promoted by those outside education who believe they know what is best. Merit pay should be abandoned. It brings nothing of value to public schools. |
| Should the state give money to private schools through a voucher system or scholarship program? |
| No. Public tax dollars need to be spent on public schools. In order to insure equity and equality for all students, oversight by an elected school board is essential to maintaining a strong education system for our communities. As highlighted by a recent article in the Orlando Sentinel, when public schools controls are relinquished to outside entities, education of our youngest citizens can fail miserably. http://www.orlandosentinel.com/features/education/os-florida-school-voucher-investigation-1018-htmlstory.html |
| How should expulsion be used in the district? |
| Public education is a national treasure and should be available for all our children. No two children are alike as they enter into the public school system. It is the responsibility of our public schools to find pathways for all students to reach their full potential. I believe in-school suspension and re-engagement is a better path for students who need time away from the regular classroom so that they can continue learning. Out of school suspensions and expulsions should be used as a last resort. We also need to examine how we can ensure that all students’ right to learn in a safe environment can be respected. Students who continue to misbehave need practices that teach them how to improve their behavior and motivation to do so. Culturally responsive practices should be a part of this. Restorative Justice practices also need to be used to prevent the school to prison pipeline |
| What's the most important factor for success in the classroom: student-teacher ratio, the curriculum, teachers, parent involvement or school administration? |
| Teachers. Teachers are the front line of our education system. As a 33 year veteran teacher I see how my actions and my beliefs in students can help them succeed. Professional development, classroom resources, professional autonomy, and mental health supports should be readily available. |
Chalkbeat Colorado survey
Olson participated in the following survey conducted by Chalkbeat Colorado. The survey questions appear bolded, and Olson's responses follow below.
Tell us a bit about yourself. How long have you lived in the school district? What do you do for a living?
| “ | I have lived in Denver since July 1985 when I was first hired to teach in Denver Public Schools. I have one daughter, Ekaterina, who is a GW Patriot graduate and now in her junior year of college. I am originally from Northern Minnesota where I return every year to canoe in the Boundary Waters Canoe Area with daughter and my brother's family. Other hobbies I enjoy when not working with my beloved students are reading while walking on my treadmill, traveling anywhere with anyone, and cooking vegan food for anyone willing to try it. I am owned by a rescued Belgian Draft/Appaloosa/Quarter horse named Nick at Nite and we love to trail ride. I also love biking and skiing in the great outdoors of Colorado.[10] | ” |
| —Carrie Olson (2017)[14] | ||
Tell us about your connection to the school district.
| “ | I am in my 33rd year of teaching in DPS.[10] | ” |
| —Carrie Olson (2017)[14] | ||
The school board adopted a policy that calls for closing or replacing low-performing schools. Do you agree with it? Is there anything you’d change?
| “ | I disagree with the policy because it is destructive to communities and leads to instability for children. Schools that are labeled as “failing” are usually the schools of highest need. The mere act of putting a new school in a building will not address the achievement gap. If a school is 'failing,' isn’t it really a failure of the school district to provide the support and resources to make that school succeed? Instead of diagnosing the problem and finding solutions, DPS appears to look for people to blame, usually teachers, instead of listening to the people at the school to create a better learning environment. The school board does not acknowledge the myriad of factors that affect low test scores or the positive value that a stable school and faculty provides for children and a community. In our 'failing schools,' we generally need smaller class sizes and more resources such as teacher training; counseling, prevention, and early intervention programs; technology and curriculum resources; and after-school programs. To change this, I’d like to change how schools are evaluated.[10] | ” |
| —Carrie Olson (2017)[14] | ||
There are over 200 public schools in Denver. More than half are charter and innovation schools, which operate with increased autonomy. What are your thoughts about the district’s “portfolio” approach?
| “ | The 'portfolio' approach produces high teacher turnover, which further destabilizes our schools. When DPS implements a “portfolio” approach to education, we are turning a public institution that is a cornerstone of our democracy into a business. In a business model, there are winners and losers like in a capitalistic society. Public schools should provide the solid and an equal foundation that our country promises instead of the competitive culture that suppresses some people while others flourish. In a portfolio model, schools compete with each other for resources, students, teachers, and staff, instead of working together to find the best way to educate our children and providing the best resources to create the schools our students deserve. Most teachers at current “high-performing” schools, such as DSA, East, etc., were once teachers at “failing” schools. They were “high-performing” teachers at those “failing” schools where students were learning and part of a caring, dedicated community of educators. Test scores (CSAP, TCAP, CMAS, or PARCC) should not be the measure of the success of teachers or schools.[10] | ” |
| —Carrie Olson (2017)[14] | ||
How should DPS rate schools? What factors should be taken into account and how much weight should they be given? Do you agree with adding an “equity indicator” that bases ratings partly on how well schools are educating traditionally underserved students?
| “ | The equity indicator is a step in the right direction because this shows creativity and integrity by thinking about what other positive characteristics schools have besides test scores. The equity indicator examines how a school is supporting low-income students, non-white students, English language learners and students with special needs. It also examines parent engagement. Currently, the SPF doesn’t achieve its purpose of providing transparency and encouraging improvement. The 'Achievement' and 'Growth' indicators are measured by standardized tests, which reflect socioeconomic status more than academic achievement. Thus, in high-need schools, the testing environment is unduly stressful for teachers and students as the school’s fate rests in these scores. If we must rate schools, let’s be more thoughtful in how we do it. I think we should keep going in that direction. Why not add an indicator for teacher retention? If teachers are leaving every year, that does not promote learning in a school. Where are the environments where teachers stay? How can we measure this? I am looking forward to engaging in open dialogue about creating an evaluation tool that should be a reflection of our priorities: to foster solid educational communities where students can flourish and succeed.[10] | ” |
| —Carrie Olson (2017)[14] | ||
Denver is gentrifying, and the district has formed a committee to investigate how those changes are impacting schools. What policies would you consider to combat the segregation and decreasing enrollment occurring in some schools?
| “ | Denver Public Schools are the most segregated they’ve ever been since the 1970s. The district should revisit its commitment to magnet programs. Offering 'attractive instructional models' might take the form of quality, high-achieving magnet schools in low-income areas such as dual language, Montessori, and exploratory learning schools. If families and students want real choice then the choices need to be real and attainable. The eistrict has invested a significant amount of money to busing students within 'enrollment zones.' This form of busing often means students have a limited choice, which needs to be changed. If the district is sincere in its attempts to combat segregation, the solutions must include input from institutions and people from around the city, including families and students, which they appear to be doing with the new committee.[10] | ” |
| —Carrie Olson (2017)[14] | ||
What is DPS doing particularly well right now?
| “ | I appreciate the strong support for Deferred Action for Childhood Arrivals (DACA). DPS publicly took a courageous stance to protect undocumented students. Giving principals the power to not cooperate with ICE officials if necessary is a welcomed step.[10] | ” |
| —Carrie Olson (2017)[14] | ||
What is the most pressing thing the board should change?
| “ | The most pressing thing the board should change is its reliance on expensive and standardized testing. Too many teachers and students spend nearly a third of their year preparing, administering and reviewing multiple standardized tests. Often, students are tested on material that they have not yet been taught. As a result, excessive, standardized tests narrow curriculum options and reduce valuable course offerings that expose students to diverse subject matter. “If it isn’t tested, it isn’t taught” is not a vision for public education. This will lead to emphasis on more wholistic education.
Another pressing issue is DPS’ wasteful spending. DPS has a higher percentage of administrative costs than other districts. Class sizes are too high and money to support strong whole-child education at the school level is lacking. To put “students first,” a claimed core value of DPS, funds should be redirected to support traditional neighborhood schools, rather than closing them and spending money on the administrative costs. We can’t have honest conversations about funding unless we know where it’s going already.[10] |
” |
| —Carrie Olson (2017)[14] | ||
What are the most pressing issues in the geographic area you’re seeking to represent and what policy changes would you suggest to address them?
| “ | One of the most pressing issue in District 3 is changing the negative, ineffective standardized testing instead of developing the whole child through all subjects: fostering a love of reading, exploring science and social studies, and exploring creative talents in art, music and physical education. I would work for less emphasis on high-stakes tests and push for teaching critical thinking skills and knowledge the tests are intended to measure through a rich curriculum.
Another pressing issue is principal and teacher turnover. To address this, I would give the schools resources they need to create a framework that encourages people to stay. Creating a support system that checks in with schools throughout the year would be critical to help prevent turnover. Another pressing issue is the desire for strong neighborhood schools that are a part of the community. One parent shared that she missed the community she had years ago where everyone watched over everyone else’s children because they all attended schools down the street. Now the children on her block are spread out all over the city and there is not a sense of community. I would bring back the strong neighborhood schools so that a family’s first choice is the school down the street.[10] |
” |
| —Carrie Olson (2017)[14] | ||
Candidate website
Olson highlighted the following issues on her campaign website:
| “ | If I am elected to the Denver School Board, I will prioritize the following:
Listen to students, families, and the community.
Provide strong, quality public education for all students!
Ensure that schools are equitable for all, regardless of zip code. I agree with equity educational expert Glenn Singleton when he states, 'Equity is not a guarantee that all students will succeed. Rather, it assures that all students will have the opportunity and support necessary to succeed.'
Overhaul financial transparency and accountability in the district.
|
” |
| —Carrie Olson (2017)[15] | ||
See also
2021 Elections
External links
|
Candidate Denver Public Schools Board of Education District 3 |
Officeholder Denver Public Schools Board of Education District 3 |
Personal |
Footnotes
- ↑ 1.0 1.1 1.2 Ballotpedia staff, "Email communication with campaign staff for Carrie Olson," October 7, 2021
- ↑ 2.0 2.1 2.2 Abbey Smith, “Email communication with Carrie Olson," October 27, 2017
- ↑ Denver Public Schools, "Running For School Board: Candidate Tracking," accessed September 2, 2017
- ↑ Denver Elections Division, "Election Summary Report," accessed November 7, 2017
- ↑ Colorado Secretary of State, "TRACER: Candidate Search," accessed December 15, 2017
- ↑ Denver Classroom Teachers Association, "DCTA School Board Endorsement: Dr. Carrie Olson," accessed October 23, 2017
- ↑ Network for Public Education Action, "Endorsements," accessed October 23, 2017
- ↑ Our Denver, Our Schools, "Endorsements," accessed October 23, 2017
- ↑ Dr. Carrie Olson for Denver School Board, "Endorsements," accessed October 23, 2017
- ↑ 10.00 10.01 10.02 10.03 10.04 10.05 10.06 10.07 10.08 10.09 10.10 10.11 10.12 Note: This text is quoted verbatim from the original source. Any inconsistencies are attributable to the original source.
- ↑ Carrie Olson, "Home," accessed October 4, 2021
- ↑ Note: The candidate's answers have been reproduced here verbatim without edits or corrections by Ballotpedia.
- ↑ Ballotpedia School Board Candidate Survey, 2017, "Carrie A. Olson, PhD's responses," October 27, 2017
- ↑ 14.0 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 Chalkbeat Colorado, "We sent surveys to all the 2017 Denver school board candidates. Read their answers here." October 5, 2017
- ↑ Dr. Carrie Olson for Denver School Board, "Issues," accessed October 23, 2017
| Denver Public Schools elections in 2017 | |
| Denver County, Colorado | |
| Election date: | November 7, 2017 |
| Candidates: | At-large: • Incumbent, Barbara O'Brien • Julie Banuelos • Robert Speth District 2: • Angela Cobian • Xochitl "Sochi" Gaytan District 3: • Incumbent, Mike Johnson • Carrie Olson District 4: • Incumbent, Rachele Espiritu • Auon'tai Anderson • Jennifer Bacon |
| Important information: | What was at stake? • Additional elections on the ballot • Key deadlines |
