Jermaine Kennedy

Jermaine Kennedy is running for election for an at-large seat of the Columbus City Schools Board of Education in Ohio. Kennedy is on the ballot in the general election on November 4, 2025. Kennedy advanced from the primary on May 6, 2025.

Kennedy completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.

Biography

Jermaine Kennedy earned a bachelor's degree from The Ohio State University in 2003, a graduate degree from the University of Cincinnati in 2007, and a graduate degree from The Ohio State University in 2019. Kennedy's career experience includes working as a chief operating officer. He has been affiliated with The Boys & Girls Clubs of Central Ohio.^[1]

Elections

2025

General election

General election for Columbus City Schools school board (3 seats)

The following candidates are running in the general election for Columbus City Schools school board on November 4, 2025.

		Candidate
	Submit photo	Patrick Katzenmeyer (Nonpartisan)
		Jermaine Kennedy (Nonpartisan)
		Janeece Keyes (Nonpartisan)
		Mounir Lynch (Nonpartisan)
		Kimberley Mason (Nonpartisan)
		Antoinette Miranda (Nonpartisan)

	There are no incumbents in this race.
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Nonpartisan primary election

Nonpartisan primary for Columbus City Schools school board (3 seats)

The following candidates ran in the primary for Columbus City Schools school board on May 6, 2025.

		Candidate	%	Votes
✔		Antoinette Miranda (Nonpartisan)	21.9	16,955
✔	Submit photo	Patrick Katzenmeyer (Nonpartisan)	19.1	14,760
✔		Jermaine Kennedy (Nonpartisan)	18.4	14,239
✔		Mounir Lynch (Nonpartisan)	7.6	5,881
✔		Janeece Keyes (Nonpartisan)	7.2	5,556
✔		Kimberley Mason (Nonpartisan)	7.1	5,510
		Liz Caslin‐Turner (Nonpartisan)	6.2	4,812
		Karrie Lumpkin (Nonpartisan)	4.9	3,766
	Submit photo	Teresa Hannah (Nonpartisan)	4.2	3,228
		Julie Trabold (Nonpartisan)	3.4	2,646

	There were no incumbents in this race. The results have been certified. Source 1 Source 2	Total votes: 77,353
= candidate completed the Ballotpedia Candidate Connection survey.
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Withdrawn or disqualified candidates

Ivory Kennedy Jr. (Nonpartisan)
Yasmine Farah (Nonpartisan)
Tracey Sigers (Nonpartisan)

Endorsements

Kennedy received the following endorsements. To send us additional endorsements, click here.

Campaign themes

2025

Ballotpedia survey responses

Jermaine Kennedy completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Kennedy's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.

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Who are you? Tell us about yourself.

I’m Dr. Jermaine Kennedy—an educator, youth advocate, and proud parent with a deep commitment to community. I’ve spent over 20 years leading in classrooms, nonprofits, and systems that serve young people. Currently, I serve as the Chief Program Officer at the Boys & Girls Clubs of Central Ohio, where I lead strategy, partnerships, and programming that impact thousands of students and families. I’m a Columbus City Schools parent—one of my sons is a graduate, and the other is a junior. I’ve also served as a Family Ambassador and PTA member. My journey is grounded in service, equity, and opportunity, and I’m running for school board because I believe every child deserves access to a quality education and every family deserves a voice in shaping it.

Please list below 3 key messages of your campaign. What are the main points you want voters to remember about your goals for your time in office?

Rooted in Community: I’ve spent my life listening to, working with, and advocating for the families of Columbus. As a CCS parent, educator, and youth development leader, I bring the lived experience and relationships necessary to lead with integrity, compassion, and collaboration.
Focused on Students: Every decision I make centers students—ensuring they have access to high-quality instruction, safe learning environments, and meaningful career pathways that prepare them for success in life, not just the classroom.
Inspired by Learning: I believe learning should be engaging, innovative, and reflective of the world our students live in. From educator support to inclusive curriculum, I’ll champion a system where curiosity, creativity, and equity are at the core of everything we do.

What areas of public policy are you personally passionate about?

✅ Fair school funding that ensures students in all neighborhoods have access to high-quality education and resources.

✅ Career pathways and workforce development, especially for students who have been historically underserved or disconnected.
✅ Mental health and student well-being, because we can’t separate learning from emotional safety and support.
✅ Inclusive education policies, including DEI and protections for LGBTQ+ youth, so every student feels seen, safe, and valued.

✅ Community partnerships, because schools should be the heartbeat of their neighborhoods—not just learning spaces, but places of opportunity, healing, and hope.

Is there a book, essay, film, or something else you would recommend to someone who wants to understand your political philosophy?

One book that has deeply shaped my leadership and political philosophy is “Pedagogy of the Oppressed” by Paulo Freire. It speaks to the power of education as a tool for liberation—not just learning to fit into systems, but learning to transform them.

I also draw a lot of inspiration from Dr. Martin Luther King Jr.’s “Letter from Birmingham Jail”—particularly his insistence that justice delayed is justice denied, and that moral leadership often means acting when it's unpopular or inconvenient.

For a more personal, community-rooted lens, I’d also recommend “All About Love” by bell hooks—because it reminds us that public service, like teaching, should be grounded in care, courage, and connection.

What characteristics or principles are most important for an elected official?

The most important characteristics are integrity, transparency, accountability, and humility. Elected officials must lead with a deep respect for the people they serve—not ego, not politics. They need to be good listeners, coalition builders, and truth-tellers, even when it's hard.

I also believe that courage and compassion go hand in hand. We need bold leadership that doesn't shy away from complex problems—but also leadership rooted in care, especially when making decisions that affect young people and families.

Above all, an elected official must stay mission-aligned. That means showing up with purpose, being clear about who you're fighting for, and remembering that the seat you hold is not about power—it's about service.

What qualities do you possess that you believe would make you a successful officeholder?

I lead with authenticity, humility, and a deep commitment to service. As a lifelong educator and youth development leader, I’ve spent my career bringing people together across sectors to solve real challenges. I understand how to navigate systems, advocate for equity, and hold space for diverse perspectives.

My ability to listen deeply, build coalitions, and remain grounded in community values is what sets me apart. I approach leadership with discipline, empathy, and a belief that policy is personal—because behind every data point is a student, a family, an educator who matters. I don’t just lead—I collaborate, and I follow through.

What do you believe are the core responsibilities for someone elected to this office?

The core responsibilities of a school board member are to lead with vision, center the needs of students, and ensure that the policies and budget of the district reflect our community’s values. That means holding the superintendent accountable, setting clear goals for academic success and equity, and maintaining transparency in all decisions.

We are stewards of public trust—charged with making sure every child, no matter their background, has access to high-quality education, safe and inclusive learning environments, and real pathways to opportunity. It also means listening to families, uplifting educator voice, and fostering partnerships that bring resources and hope into our schools.

At its heart, this role is about leadership rooted in service—collaborating with the community to ensure that Columbus City Schools lives up to its promise for every student.

What is the primary job of a school board member in your view?

The primary responsibility of a school board member is to ensure that every decision made serves the best interest of students. That means setting a clear vision and strategic direction for the district, holding leadership accountable to that vision, and ensuring the district’s policies, budget, and practices reflect equity, excellence, and transparency.

A school board member is a steward of public trust—someone who listens to the community, uplifts the voices of families and educators, and works collaboratively to remove barriers to student success. It's not about micromanaging operations; it's about providing leadership rooted in purpose, integrity, and a deep belief in the potential of our students and schools.

Who are your constituents?

As a candidate for the Columbus City Schools Board of Education, my constituents are the students, families, educators, and residents of Columbus who are invested in the future of our public schools. That includes every student—regardless of zip code, background, or learning style—who deserves access to a high-quality education, as well as the families who support them and the educators who show up every day to teach, guide, and inspire.

It also includes community members, business leaders, and partners who understand that strong public schools are the foundation of a thriving city. My role is to represent and advocate for all of them—especially those who have historically been unheard or underserved—so that our school district works for everyone.

How would you support the diverse needs of your district’s students, faculty, staff, and community?

Supporting the diverse needs of our district means listening first—then leading with equity, empathy, and accountability. I believe in creating student-centered policies that recognize and affirm every learner’s unique background, learning style, and lived experience. That means expanding access to culturally relevant curriculum, mental health supports, career pathways, and inclusive learning environments.

For our faculty and staff, it means providing the resources, professional development, and respect they need to thrive—especially those serving high-need student populations. And for the community, it means making schools places where trust is rebuilt through transparency, partnership, and shared leadership.

Ultimately, meeting the needs of our district’s diverse community requires more than just good intentions—it requires a commitment to doing the hard, ongoing work of equity in practice.

How will you build relationships with members of the broader community? Which groups, organizations, stakeholders will you specifically target?

Building strong relationships starts with showing up—with consistency, transparency, and a willingness to listen. I will be intentional about engaging faith leaders, parent groups, neighborhood coalitions, labor unions, cultural organizations, youth-serving nonprofits, and community-based advocacy groups.

I’ll prioritize working with organizations like the Columbus Urban League, ACLU of Ohio, Somali and Latino community networks, LGBTQ+ advocacy groups, local churchers, and local higher education institutions. I’ll also maintain close communication with teacher unions, student voice coalitions, and frontline staff.

As someone who is deeply rooted in community, I know trust isn’t given—it’s earned. I will lead by example, keeping families and stakeholders engaged not only when decisions are made, but in the conversations leading up to them.

What constitutes good teaching? How will you measure this? How will you support advanced teaching approaches?

Good teaching is grounded in relationships, relevance, and rigor. It meets students where they are and helps them grow through culturally responsive instruction, student-centered learning, and high expectations for all. Great teachers don’t just deliver content—they ignite curiosity, foster critical thinking, and build environments where students feel safe to take intellectual risks.

To measure this, we need more than test scores. We must use multiple measures—like student engagement, growth over time, classroom observations, and feedback from students and families—to capture the full picture of instructional impact.

To support advanced teaching approaches, I would advocate for sustained, high-quality professional development, dedicated time for teacher collaboration, and classroom autonomy that allows educators to innovate. When we trust and invest in our educators, they create the kind of learning that transforms lives.

In what areas would you like to expand curriculum? For example, do you see a need for advanced technical training or apprenticeships? What sort of innovative programming would you advance if given the opportunity?

I believe Columbus City Schools has an opportunity to reimagine what 21st-century education looks like by expanding curriculum in ways that truly prepare students for the future.

That means deepening our investment in career and technical education (CTE), apprenticeships, and industry-recognized credentialing programs—especially those that begin as early as middle school. Whether students are headed to college, the trades, or entrepreneurship, they should graduate with real options and real-world experience.

I’d also champion innovation in areas like esports, environmental science, digital media, and culturally responsive humanities—fields that tap into students’ interests and prepare them for emerging industries. We should be working hand-in-hand with local unions, higher ed institutions, and business leaders to create meaningful partnerships that bridge school and career.

If given the opportunity, I would push for a district-wide innovation strategy that connects advanced academic pathways with workforce development, community impact, and student voice. Our curriculum should be as bold, diverse, and forward-thinking as the students we serve.

What strategies or plans would you advance to ensure the schools are properly funded?

Ensuring our schools are properly funded starts with advocating at every level—for fair state funding formulas, responsible local budgeting, and stronger community investment. I would push for full implementation of the Fair School Funding Plan in Ohio, while also scrutinizing local tax abatements that siphon dollars away from public education.

At the district level, we need transparent, equity-centered budgeting practices that ensure resources are distributed based on student need—not just enrollment numbers. I would also explore partnerships with local businesses, labor unions, and higher education institutions to co-create programs that support career pathways and workforce development.

Ultimately, school funding is about priorities. I would work to ensure that our dollars go directly to classrooms, teacher support, and wraparound services that make a real difference in student outcomes.

What principles drive your policies for safety in schools?

My approach to school safety is rooted in care, prevention, and belonging. I believe every student deserves to feel emotionally, physically, and psychologically safe the moment they walk through the school doors. That starts with building strong relationships, restorative practices, and a commitment to equity.

I prioritize strategies that address the root causes of conflict—like access to mental health services, trauma-informed care, and peer support systems. I also believe in transparent safety protocols that include student, family, and educator voices in their design and implementation.

Safety is not just about enforcement—it’s about environment. When students are connected, engaged, and affirmed, schools become safer for everyone.

How might you support the mental health needs of students/faculty/staff?

Supporting mental health means recognizing that learning and wellness go hand-in-hand. I believe we need to invest in more school-based mental health professionals—counselors, social workers, and psychologists—so that students and staff have access to real-time, culturally responsive support.

We also need to build school cultures that reduce stigma and normalize asking for help. That includes regular wellness check-ins, professional development for trauma-informed practices, and expanding community partnerships that bring additional resources into our schools.

For faculty and staff, it’s about more than wellness days—it’s about workload relief, workplace respect, and access to support systems that prioritize their own well-being as essential to student success.

What existing district policies would you like to change, or what new policies would you like to implement?

I believe we need stronger policies that ensure accountability in how we deliver equity—not just in theory, but in practice. I’d advocate for increased transparency in budgeting, equitable resource allocation based on student need, and community-driven data dashboards that allow families to track progress on academic achievement, discipline disparities, and school climate.

I also want to see policy changes that elevate workforce readiness and career pathways starting earlier in a student’s journey. That means expanding partnerships with union apprenticeship programs, local industries, and community colleges.

Finally, we need policies that center family engagement—not just as an event, but as a practice. This includes communication tools that meet families where they are, expanded parent advisory councils, and intentional support for multilingual and marginalized communities.

Describe your ideal learning environment for students.

My ideal learning environment is one where every student feels safe, seen, supported, and challenged. It’s a space where cultural identity is affirmed, curiosity is encouraged, and learning is rooted in real-world relevance. That means classrooms equipped with up-to-date technology and engaging materials, led by educators who are empowered, well-supported, and reflective of the communities they serve.

It also means investing in social-emotional learning, restorative practices, and access to mental health resources—so that students are not only academically prepared but also emotionally grounded. Whether it’s through hands-on career exploration, arts integration, or collaborative problem-solving, our classrooms should spark joy and agency.

At its core, an ideal learning environment is one where equity is not a buzzword—it’s the standard.

How do you feel like your school district handled the coronavirus pandemic? What, if anything, would you do differently in the future?

The pandemic created unprecedented challenges, and like many school districts across the country, CCS was navigating uncharted territory. There were moments where the district made efforts to center safety and learning, but there were also real gaps—particularly in equitable access to technology, consistent communication with families, and support for educators adapting to rapid change.

Moving forward, I believe we must build a stronger infrastructure for crisis response—one that ensures every student has access to digital tools, every family receives timely, clear information, and every educator is equipped and supported during transitions. We also need to center the social-emotional needs of students and staff in any recovery or emergency planning process. Transparency, equity, and collaboration must guide how we prepare for the future.

What will you do to build a relationship with parents in the district?

Parents are our students’ first and most important teachers. Building authentic relationships with them is foundational to improving outcomes in Columbus City Schools. I would start by restoring and expanding consistent two-way communication between the district and families—through user-friendly apps, multilingual outreach, and regular community forums where parents feel heard and included.

I also believe in strengthening the Family Ambassador program, elevating parent voices in school-level decision-making, and creating space for meaningful feedback on policies that directly affect students. Whether through PTA meetings, cultural events, or neighborhood conversations—I’ll show up, listen, and lead with transparency. When parents are respected as partners, our schools become stronger and more accountable to the communities they serve.

What are your preferred strategies for faculty, staff, and administration recruitment?

To recruit top talent—especially educators and leaders who reflect the diversity of our students—I believe in a multi-pronged approach rooted in equity, investment, and belonging.

First, we must strengthen local educator pipelines through partnerships with teacher prep programs, HBCUs, and grow-your-own initiatives that support aspiring educators from within our community. We should also prioritize mentorship and career pathways for paraprofessionals and support staff who want to advance in the profession.

Second, we need to be intentional about inclusive hiring practices. That means addressing bias in recruitment, creating clear and transparent promotion pathways, and investing in onboarding and retention strategies that help educators thrive—not just survive—in CCS.

Finally, we should center recruitment efforts around the values of public service, innovation, and community impact—because great educators aren’t just looking for a job, they’re looking to be part of a mission. I want them to see CCS as a district that believes in their leadership and invests in their growth.

What are your views on financial transparency and government accountability?

As a school board candidate and community-rooted leader, I believe transparency isn’t just good practice—it’s a promise we make to the public we serve. Financial transparency ensures that every dollar is spent with purpose and equity in mind, especially when it comes to public education. Our families, educators, and students deserve to know where resources are going, and whether they’re truly making an impact.

Government accountability starts with data-driven decisions, clear communication, and a commitment to listening. As a board member, I would push for accessible budget reporting, community-involved planning, and systems that hold leadership accountable—not just for what gets done, but for how it gets done. Trust is built through openness, and I intend to lead in a way that keeps community trust at the center.

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.

Other survey responses

Ballotpedia identified the following surveys, interviews, and questionnaires Kennedy completed for other organizations. If you are aware of a link that should be added, email us.

The Columbus Dispatch

External links

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Candidate

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Footnotes

↑ Information submitted to Ballotpedia through the Candidate Connection survey on April 6, 2025

[1] Information submitted to Ballotpedia through the Candidate Connection survey on April 6, 2025

[1]

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Jermaine Kennedy

Contents

Biography

Elections

2025

General election

General election for Columbus City Schools school board (3 seats)

Nonpartisan primary election

Nonpartisan primary for Columbus City Schools school board (3 seats)

Withdrawn or disqualified candidates

Endorsements

Campaign themes

2025

Ballotpedia survey responses

Other survey responses

See also

External links

Footnotes

Information about voting

2025 Elections

2026 Elections

2024 Election analysis

Trending

Public Policy

Information for candidates

Get Engaged

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