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Danielle Wallace
Danielle Wallace ran for election to the Chicago Public Schools school board to represent District 6b in Illinois. She lost as a write-in in the general election on November 5, 2024.
Wallace completed Ballotpedia's Candidate Connection survey in 2024. Click here to read the survey answers.
Biography
Danielle Wallace was born in Chicago, Illinois. She graduated from the Simeon Career Academy. She attended Olive-Harvey College, Chicago State University, and earned a bachelor's degree from the University of Houston, Downtown in 2015. Her career experience includes working as an executive director.[1]
Elections
2024
See also: Chicago Public Schools, Illinois, elections (2024)
General election
General election for Chicago Public Schools school board District 6b
Jessica Biggs defeated Anusha Thotakura, Andre Smith, and Danielle Wallace in the general election for Chicago Public Schools school board District 6b on November 5, 2024.
Candidate | % | Votes | ||
| ✔ |  | Jessica Biggs (Nonpartisan)  | 44.6 | 40,109 |
 | Anusha Thotakura (Nonpartisan) | 32.3 | 29,015 | |
 | Andre Smith (Nonpartisan) | 23.0 | 20,656 | |
| Danielle Wallace (Nonpartisan) (Write-in) | 0.2 | 181 | ||
| Total votes: 89,961 | |||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
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Withdrawn or disqualified candidates
- Brenda Delgado (Nonpartisan)
Endorsements
Ballotpedia did not identify endorsements for Wallace in this election.
Campaign themes
2024
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Danielle Wallace completed Ballotpedia's Candidate Connection survey in 2024. The survey questions appear in bold and are followed by Wallace's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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- Equity and Resources for Every Student: I am committed to ensuring that every child in CPS has access to the resources they need to succeed, regardless of their background or neighborhood. I will fight for equitable funding, mental health services, and a well-rounded education that includes arts, physical education, and extracurricular opportunities.
- Community-Centered Solutions: My campaign is about putting power back in the hands of the families and communities that make CPS what it is. I will push for more community partnerships, co-creation of solutions with parents, and transparent decision-making processes that reflect the needs and voices of the people CPS serves.
- Healing and Transformation: As someone who has experienced firsthand the challenges of our school system, I believe in creating a culture of restoration, healing, and transformation within CPS. I will advocate for trauma-informed practices, restorative justice, and innovative partnerships that help our students and communities heal and thrive.
I also admire Marva Collins, the Chicago educator who founded her own school when she felt the public education system was failing Black children. Her deep belief in the potential of every child and her determination to provide high-quality education to those who had been written off motivates me in my work. Marva Collins taught me that education can be revolutionary and that with the right support, every student can succeed.
Integrity: An elected official must be honest, transparent, and consistent in their actions. They should stand by their values and be accountable to the people they serve, even when it’s difficult or unpopular.
Commitment to Equity: A deep commitment to fairness and justice is essential. An official should be dedicated to addressing systemic inequities and ensuring that all communities, especially those historically marginalized, have the resources and opportunities they deserve.
Authentic Engagement: Elected officials must actively listen to and engage with their constituents, ensuring that decisions reflect the will and needs of the people they represent. This means building relationships, fostering trust, and co-creating solutions with the community.
Visionary Leadership: Officials should not only address immediate challenges but also have a long-term vision for creating transformative change. They need to inspire others, be forward-thinking, and have the courage to push for progress.
Empathy and Compassion: Understanding the lived experiences of the people they serve is key. Elected officials should lead with empathy, putting themselves in the shoes of students, families, and communities, especially those facing the greatest hardships.
Collaboration: The ability to build partnerships across sectors—whether with fellow policymakers, community organizations, or local businesses—is crucial. Collaboration strengthens impact and creates broader, more sustainable solutions.
First, my passion for education and justice drives everything I do. I’m deeply committed to making sure that all students, particularly those from underserved communities, have access to the resources and opportunities they need to succeed. This passion keeps me grounded and focused on what matters most—ensuring equity and fairness for every student.
My resilience is another key quality. I’ve faced challenges in my own life and career, and instead of letting them hold me back, I’ve used them as fuel to push forward. Whether it’s fighting for funding, advocating for mental health resources, or standing up for restorative justice, I don’t give up easily. I believe in perseverance and working through the obstacles to create real change.
Additionally, board members are responsible for holding CPS accountable for its performance, overseeing budget allocations, program implementation, and ensuring fiscal responsibility. Engaging with the community is essential, as board members must actively listen to and collaborate with parents, students, educators, and stakeholders to make decisions that reflect the community's needs.
Another important responsibility is advocating for trauma-informed practices and mental health resources in schools, prioritizing students' emotional and psychological well-being. Supporting teachers and staff by ensuring fair compensation, professional development opportunities, and a supportive work environment is also key to fostering a thriving educational system.
I’d like to be remembered as someone who helped redefine the role of education in Chicago by centering students' emotional, mental, and academic needs equally, while also fostering a sense of village—where schools, families, and communities work together to nurture, protect, and uplift every child. My goal is to create schools that not only teach but also heal, empower, and serve as community hubs where students and families feel supported and connected.
Through this legacy of village, I hope to push Chicago Public Schools to embrace restorative justice, mental health support, and culturally relevant learning as essential parts of the educational experience. I envision schools that truly embody the "it takes a village" philosophy, bringing together resources, partnerships, and community voices to build stronger futures for all students.
What I love about the book is its raw depiction of how resilience and pride can be both empowering and limiting. Okonkwo’s desire to hold on to traditional values, while the world around him changes, speaks to the conflicts we face today—between holding onto our roots and adapting to new realities. It’s a reminder of how change, when not handled with care, can tear communities apart, but it’s also a call for strength and adaptability in the face of that change.
That experience gave me a deep, firsthand understanding of how schools can fail to meet the needs of students, especially those facing difficult life circumstances. It was a struggle, but it also ignited a fire in me. I returned to school, not just for myself, but to build a better future for my children. Over time, I realized that the challenges I faced were the same ones so many other students and families in my community were dealing with.
A school board member’s role is also to provide oversight and accountability, making sure that district leadership is transparent, fiscally responsible, and responsive to the community’s needs. This includes shaping policies on curriculum, mental health services, teacher support, and school culture to align with the community’s values and long-term vision for education.
I also see teachers and school staff as key constituents, as their voices and experiences are critical to understanding what our schools need. Additionally, I consider community organizations, local businesses, and stakeholders who are invested in the success of our youth to be part of the larger network of people I’m dedicated to serving.
For our teachers and staff, I’ll make sure they have the support, training, and compensation they deserve. They’re on the front lines every day, and we can’t expect them to pour from an empty cup. Smaller class sizes, more support staff, and professional development that actually addresses what’s happening in our classrooms are top priorities for me.
Through events like this, I’ll target local businesses and corporations who want to give back to the community, encouraging them to sponsor schools, donate resources, and provide job-shadowing or mentorship opportunities for students. I’ll also focus on building strong relationships with nonprofits and community organizations that are already doing the work to support youth, arts, and wellness programs in our neighborhoods, making sure we’re aligned in our goals.
Additionally, healthcare organizations, particularly local hospitals, are key stakeholders I’d engage, especially when it comes to supporting mental health services and special education assessments. I see huge potential in partnering with them to address the social and emotional needs of our students.
First, building strong relationships with students is key. Teachers who understand their students’ needs and backgrounds can create personalized learning experiences that boost engagement and success. Adaptability is also crucial—good teachers adjust their methods to meet diverse learning needs, using strategies like hands-on activities, technology integration, and collaborative projects.
Culturally relevant and inclusive teaching is another important aspect, ensuring that the curriculum reflects students’ identities and experiences, making learning more meaningful and empowering.
Measuring Good Teaching:
Beyond test scores, I would use holistic assessments, including:
Student engagement and participation.
Feedback from students and parents about learning experiences.
Teacher evaluations focusing on instructional practices and relationship-building.
Growth in student outcomes, including academic progress and social-emotional development.
Supporting Advanced Teaching:
To support advanced teaching approaches, I’d prioritize:
Professional development focused on innovative strategies, trauma-informed practices, and cultural competency.
Mentorship programs where experienced teachers collaborate with newer staff to share best practices.
Access to technology and resources to enhance interactive lessons.
Time for reflection and collaboration, allowing teachers to grow and innovate in their teaching.
One area for growth is advanced technical training and apprenticeships. By collaborating with teachers, local businesses, and technical institutions, while incorporating student input, we can create hands-on programs in fields like technology, engineering, and skilled trades. These real-world experiences will give students valuable skills and mentorship opportunities, opening up clear pathways to success whether they pursue college or careers.
Another key area is expanding entrepreneurship and financial literacy programs. Many students, especially in underserved communities, have the creativity and ambition to build their own futures, but they need the tools to turn those dreams into reality. By co-creating entrepreneurship programs with teachers, local entrepreneurs, and students themselves, we can foster innovation and empower them with practical skills to thrive in their chosen paths.
Mental health and wellness education is also crucial. Both teachers and students have voiced the need for more resources to support emotional well-being. By working together, we can create programs that teach students how to manage stress, build healthy relationships, and take care of their mental health, helping them succeed both inside and outside the classroom.
Advocate for Equitable Funding: Focus on a funding model that prioritizes equity, ensuring that schools in underserved communities get the resources they need to close gaps in education. While CPS uses a needs-based model, we must continually refine it to ensure the funding is directed to students with the greatest needs, such as those from low-income families, students with disabilities, and English Language Learners.
Leverage Local Business Partnerships: Tap into Chicago’s strong business community to create partnerships that directly support schools. Local businesses can contribute financially, offer mentorship programs, provide internships, and supply resources like technology and materials. These partnerships can be mutually beneficial, creating stronger connections between schools and the broader community.
Innovative Fundraising Initiatives: A CPS Marathon is one of the initiatives I’m passionate about. It would bring together students, alumni, and community members to raise money for local schools while also building a sense of pride and unity across the city. Events like these can generate funds while strengthening the community’s connection to the schools.
Maximize State and Federal Resources: Ensure CPS is fully utilizing state and federal funding, including Title I, special education dollars, and mental health initiatives. By advocating in Springfield for more education funding and fairer funding formulas, we can secure more resources for Chicago schools.
Equity in Safety: Every student deserves to feel safe, regardless of their background or neighborhood. Safety policies should be tailored to meet the unique needs of underserved communities, ensuring that resources and support are allocated where they’re needed most. It’s critical to focus on mental health, trauma-informed practices, and ensuring that security measures don’t unfairly target Black and Brown students.
Prevention Over Punishment: I prioritize restorative justice and trauma-informed approaches to address the root causes of conflict and behavioral issues. Instead of punitive measures, the goal is to create supportive environments where students feel heard and connected, reducing the likelihood of safety concerns.
Mental Health and Emotional Wellness: Mental health support is key to ensuring school safety. Schools need counselors, social workers, and mental health professionals who can help students manage trauma, anxiety, and behavioral issues. By addressing these emotional needs, we create a safer and more supportive school environment.
Community and Parent Involvement: Safety should be a community-driven effort. Collaborating with parents, students, educators, and community leaders ensures that safety policies are reflective of the community’s needs. Schools and communities working together can create effective solutions to keep students safe and supported.
First, I’d advocate for more mental health professionals—counselors, social workers, and trauma specialists—in every school to ensure immediate access to support. Training all staff in mental health first aid would help identify signs of distress and provide early intervention.
Implementing trauma-informed practices across the district would help create safe and supportive environments for students and staff, especially those dealing with trauma. In addition, expanding teletherapy services would provide virtual access to care for students and staff, especially in underserved areas.
For faculty and staff, I’d propose rolling retreat days, organized by the district, where educators can participate in wellness activities, stress relief, and mental health workshops, giving them the opportunity to recharge. I’d also promote broader wellness programs, including stress management workshops and peer support groups, ensuring staff have resources to prevent burnout.
Finally, we must create a culture of wellness, integrating mental health education into the curriculum, raising awareness, and destigmatizing mental health discussions.
First, I’d advocate for changing the current funding model to prioritize greater investment in historically underfunded schools, particularly in Black and Brown neighborhoods. This means reallocating resources to address gaps in technology, infrastructure, extracurricular programs, and academic support, ensuring true equity-based funding across the district.
I would also push for policies that enhance the mental health and emotional well-being of students in underserved communities. Many students face trauma related to poverty, violence, and disinvestment, but mental health resources in schools are lacking. Increasing funding for trauma-informed care, counselors, and social workers, especially in high-need schools, is critical.
Another priority would be to implement restorative justice practices across the district. Current disciplinary policies often disproportionately impact Black and Brown students, contributing to the school-to-prison pipeline. Restorative justice would offer students pathways for healing and growth rather than punitive measures that push them out of school.
Mental health and wellness are key. I envision schools where students have access to counselors and trauma-informed practices, with restorative justice programs in place to address emotional and behavioral challenges in constructive ways. This creates a space where students feel safe to express themselves and get the support they need.
I’m also big on hands-on learning. Students should have opportunities for project-based learning, arts, music, technology, and extracurricular activities that help them discover their passions and apply what they’re learning in real-world situations.
Lastly, the foundation of this environment is strong relationships. When teachers know their students and build connections with their families, the school becomes a community—a place where everyone is invested in each child’s success.
While CPS did its best to adapt, one area where I feel more could have been done is ensuring equity in remote learning access. Many students, especially in underserved communities, faced barriers to online education, such as limited access to Wi-Fi or technology. If I could do things differently, I would ensure a quicker rollout of resources like devices, internet access, and tech support, ensuring that no student was left behind during the transition.
Additionally, mental health support should have been a higher priority from the start. The emotional and psychological toll on students, teachers, and families was immense, and more comprehensive mental health resources and trauma-informed care could have made a significant difference. In the future, I’d ensure a robust mental health infrastructure to help everyone cope with the stress and anxiety that comes with such crises.
Lastly, communication with families and staff needs to be more transparent and consistent. Parents and teachers often felt out of the loop with constantly changing plans. Moving forward, I’d advocate for a clearer, more coordinated communication strategy to keep everyone informed and engaged during any future crises.
Moving forward, I’m going to keep that same energy by meeting parents where they are—whether that’s at school events, around the neighborhood, or in spaces they feel most comfortable. I’m talking regular listening sessions, community forums, and real conversations, not just lip service. Parents should feel like they have a seat at the table when decisions are being made about their kids.
I also want to create more parent-focused events that aren’t just about information but about empowerment. Workshops on mental health, navigating the school system, and academic resources—but also spaces for parents to grow personally. And with Parent Universities, I’m all in on making sure parents have the tools they need to advocate for their kids and be active partners in the education process.
I’m big on communication—parents should never feel left in the dark. Whether it’s newsletters, social media, or in-person meetups, I’m committed to making sure parents are always in the loop.
First, prioritizing diversity and representation is essential. We need educators and leaders who understand and represent the communities they serve. This means actively recruiting from underrepresented groups and partnering with local universities, teacher programs, and creating "Grow Your Own" initiatives to cultivate talent within our neighborhoods.
Partnerships with local universities and nonprofits will help build a strong recruitment pipeline, especially focusing on culturally responsive educators. I’d also advocate for community-centered hiring, where parents and students play a role in the process, ensuring we bring in staff who are not only qualified but aligned with the community’s needs.
Once we recruit great people, we need to retain them. That’s why support and mentorship programs are critical. New staff should feel supported through mentorship and professional development, helping them grow in their roles. Recruitment also includes offering competitive salaries and incentives, especially for underserved schools. Financial incentives, such as loan forgiveness or signing bonuses, can help attract top talent.
For me, it’s not just about publishing numbers; it’s about making sure the public can easily access and understand the budget, policies, and decisions being made. Schools are the heart of our communities, and when financial transparency is prioritized, it fosters trust, allows for better decision-making, and ensures that funds are used equitably to serve all students. Government accountability must go hand-in-hand with transparency, ensuring that CPS is responsive to the needs of its students, parents, and teachers and that leaders are held to a high standard in fulfilling their responsibilities.
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.
See also
2024 Elections
External links
|
Candidate Chicago Public Schools school board District 6b |
Footnotes
- ↑ Information submitted to Ballotpedia through the Candidate Connection survey on October 6, 2024
