Laura Marie Rivera
Laura Marie Rivera is running for election to the Seattle Public Schools Board of Directors to represent District 4 in Washington. She is on the ballot in the general election on November 4, 2025. She advanced from the primary on August 5, 2025.
Rivera completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
Biography
Laura Marie Rivera was born in Sacramento, California. She earned a high school diploma from Del Campo High School, a bachelor's degree from UCLA in 1998, and a graduate degree from Bank Street College of Education in 2015. Rivera's professional experience includes working as an educator and business owner.[1][2]
Elections
2025
See also: Seattle Public Schools, Washington, elections (2025)
General election
The candidate list in this election may not be complete.
General election for Seattle Public Schools Board of Directors District 4
Incumbent Joe Mizrahi and Laura Marie Rivera are running in the general election for Seattle Public Schools Board of Directors District 4 on November 4, 2025.
Candidate | ||
 | Joe Mizrahi (Nonpartisan)  | |
 | Laura Marie Rivera (Nonpartisan) | |
| ||||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
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Nonpartisan primary election
Nonpartisan primary for Seattle Public Schools Board of Directors District 4
Incumbent Joe Mizrahi and Laura Marie Rivera defeated Bill Campbell, Gloria Suella Menchaca, and Harsimran Kaur in the primary for Seattle Public Schools Board of Directors District 4 on August 5, 2025.
Candidate | % | Votes | ||
| ✔ | | Joe Mizrahi (Nonpartisan) | 70.0 | 13,964 |
| ✔ | | Laura Marie Rivera (Nonpartisan) | 17.2 | 3,423 |
| Bill Campbell (Nonpartisan) | 6.0 | 1,189 | ||
 | Gloria Suella Menchaca (Nonpartisan) | 5.9 | 1,170 | |
| Harsimran Kaur (Nonpartisan) | 0.6 | 123 | ||
| Other/Write-in votes | 0.4 | 81 | ||
| Total votes: 19,950 | |||
| = 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. | ||||
Do you want a spreadsheet of this type of data? Contact our sales team. | ||||
Endorsements
Rivera received the following endorsements. To send us additional endorsements, click here.
- Kent School District Board Dir. Andy Song (Nonpartisan)
- King County Council Memb. Girmay Zahilay (Nonpartisan)
- Frmr. King County Council Memb. Jeanne Kohl-Welles (Nonpartisan)
- Biden’s Committee on Arts and Humanities Kim Shirley
- King County, Wash., Democratic Party
- Legis. District 11, Wash., Democratic Party
- Legis. District 36, Wash., Democratic Party
- Liz Berry (D) - State Rep.
- Democrats for Diversity and Inclusion, Wash.
- King County, Wash., Young Democrats
- Moms Demand Action
- NWPC-WA
- National Women's Political Caucus of Washington
- Seattle Education Association
- Vote Mama PAC
- WEA-PAC
- Washington Education Association PAC
- Women of Color In Politics
Pledges
Rivera signed the following pledges. To send us additional pledges, click here.
2021
See also: Seattle Public Schools, Washington, elections (2021)
General election
General election for Seattle Public Schools Board of Directors District 4
Vivian Song defeated Laura Marie Rivera in the general election for Seattle Public Schools Board of Directors District 4 on November 2, 2021.
Candidate | % | Votes | ||
| ✔ |  | Vivian Song (Nonpartisan) | 72.0 | 170,364 |
| Laura Marie Rivera (Nonpartisan) | 27.7 | 65,469 | |
| Other/Write-in votes | 0.4 | 851 | ||
| Total votes: 236,684 | |||
| = 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. | ||||
Do you want a spreadsheet of this type of data? Contact our sales team. | ||||
Nonpartisan primary election
Nonpartisan primary for Seattle Public Schools Board of Directors District 4
Vivian Song and Laura Marie Rivera defeated incumbent Erin Dury and Herbert Camet Jr. in the primary for Seattle Public Schools Board of Directors District 4 on August 3, 2021.
Candidate | % | Votes | ||
| ✔ | | Vivian Song (Nonpartisan) | 59.8 | 18,268 |
| ✔ | | Laura Marie Rivera (Nonpartisan) | 21.4 | 6,534 |
 | Erin Dury (Nonpartisan) | 10.7 | 3,276 | |
 | Herbert Camet Jr. (Nonpartisan) | 7.5 | 2,297 | |
| Other/Write-in votes | 0.6 | 170 | ||
| Total votes: 30,545 | |||
| = 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. | ||||
Do you want a spreadsheet of this type of data? Contact our sales team. | ||||
Endorsements
To view Rivera's endorsements in the 2021 election, please click here.
Campaign themes
2025
Video for Ballotpedia
| Video submitted to Ballotpedia Released July 24, 2025 |
Laura Marie Rivera completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Rivera's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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Champion for Every Student. I’m running for Seattle School Board because our kids—and our public schools—deserve leadership that works for them. Right now, too many families, students, and educators feel unheard, unsupported, and left behind. We need new leadership that brings fresh energy, lived experience, and a relentless commitment to putting students first. As a proud mother of four Seattle Public Schools students, I see the gaps between what’s promised and what’s delivered. As an educator and nonprofit leader, I understand how policy impacts classrooms, and I know what it looks like when systems fail the students who need them most. I recently completed my Doctor of Education at Seattle University, where my focus includes disability justice, educational equity, and inclusive policy design. I’ve taught in overcrowded schools, in arts and technical programs, and in inclusive and special education classrooms. I’ve seen how our system falls short—and what’s possible when we actually listen to those on the front lines. In 2021, The Seattle Times called me a “practical, student-focused candidate who would bring needed perspective to the Board.” That perspective is needed now more than ever. I’m ready to fight for real solutions: a stable and transparent budget, safe and inclusive schools, better support for educators, and bold policies that center students furthest from educational justice.
RIVERA IS THE BEST CHOICE- The Seattle Times- MAKE SCHOOLS SAFE, INCLUSIVE, AND CENTERED ON STUDENT WELLNESS
Too many students in Seattle are showing up to schools that don’t feel safe, supportive, or responsive to who they are. Whether it’s rising rates of mental health struggles, increases in bullying, or the lack of inclusive support systems for LGBTQ+ students and students with disabilities, the reality is clear: Seattle Public Schools is not meeting its responsibility to create learning environments where all students can thrive. We must take student wellness seriously—they are built through intention, policy, and investment. I will fight for schools where
every student feels seen, valued, and supported. - FIX THE BUDGET AND RESTORE TRUST Right now, our school district’s budget process is broken—and the consequences are landing squarely on students and educators. For years, Seattle Public Schools has made decisions behind closed doors, issued sudden cuts, and failed to communicate clearly with the communities most affected. Families find out about school consolidations after the fact. Educators prepare for programs that get slashed overnight. And students lose access to the very supports that help them learn and thrive. We cannot keep repeating this cycle. Budget decisions are moral decisions—and they must reflect our values as a community. I will fight for a budget process that is transparent, predictable, and rooted in student needs.
- INVEST IN WHAT HELPS STUDENTS THRIVE Seattle is one of the most innovative cities in the country—but you wouldn’t know it from how we treat our public schools. Programs that inspire, challenge, and prepare students for life beyond the classroom—like music, visual and performing arts, duallanguage immersion, technical education, advanced learning, and inclusive special education—are often first on the chopping block. This is unacceptable. We should be expanding these opportunities, not eliminating them. I believe every student should have access to the tools that unlock their potential, no matter what neighborhood they live in. Seattle Public Schools should be a place where students don’t just survive—they thrive.
Our public schools should reflect the best of who we are—and who we want to become. They should be places where every child
is seen, supported, and set up for success. But right now, too many families feel pushed out, too many students are falling through
the cracks, and too many educators are being asked to do more with less. We need a school system built on
partnership—between families, educators, communities, and students themselves. I believe in a shared vision: one where we
make bold, student-centered decisions, invest in what works, and restore trust through real transparency.
My admiration also extends to the countless women we don’t see in history books—mothers, teachers, and advocates whose daily leadership quietly shapes the future. This inspired my dissertation research on the intersection of motherhood and leadership, which included responses from nearly 1,000 mothers. The findings revealed a very real connection between the
leadership capabilities developed through motherhood—such as empathy, resilience, multitasking, and advocacy—and those most valued in the paid workplace. You can see more at intuitionship.com ***
There are many impactful films about education, but Stand and Deliver remains one of the most meaningful to me. As an educator, I’m especially drawn to narratives where students are truly seen and supported — particularly those whom the system has failed
to serve. Jaime Escalante’s story exemplifies what can happen when a teacher holds students to high expectations grounded in belief and respect. He didn’t just teach calculus; he disrupted the status quo and helped his students redefine what was possible. This is what our students *and our society* need right now.
My experience in classrooms has also taught me patience, resilience, and collaboration—qualities essential for navigating complex systems and building consensus. I’m comfortable asking tough questions, advocating fiercely for equity, and holding institutions accountable to their promises.
Responsibilities include:
1. Setting Vision and Goals
Establish a clear, long-term vision for the district.
Define goals that prioritize student learning and achievement.
2. Creatting and Overseeing Policy
Develop, adopt, and revise policies that govern the district.
Ensure policies are implemented equitably and effectively.
3. Hiring and Evaluating the Superintendent
Hire a superintendent who aligns with the district’s values and goals.
Ensure that they remain on target, fiscally and scholastically.
Provide support and conduct regular performance evaluations.
4. Envisioning and Managing the Budget
Oversee and adopt a balanced budget that reflects educational priorities.
Ensure responsible fiscal management and transparency.
5. Community Representation and Advocacy
Represent the interests and needs of students, families, educators, and the wider community.
Regularly engage with the public, listen to concerns, and advocate for resources at the local and state level.
6. Monitoring Student Outcomes
Use data to assess progress toward goals.
Make informed decisions that center student learning and well-being.
Ultimately, school board members are stewards of public education, accountable to the public, and dedicated to ensuring all students receive a high-quality, equitable education.
beyond the classroom.
I envision a legacy where students don’t just graduate with knowledge, but with confidence, resilience, and the tools to thrive in whatever paths they choose. Where families and educators feel heard and empowered, and where public education is recognized
as a powerful foundation for community strength and social justice.
Later in life, I experienced another defining moment—living in New York City during 9/11. I was an adult then, and the fear, grief, and uncertainty of that day were overwhelming. But I also witnessed profound resilience, community, and humanity in the aftermath. Both events left a deep imprint on me: a respect for the fragility of life, and a belief in the strength of people coming together.
variety show that was famously one of Walt Disney’s personal favorites. It was pure joy: singing, dancing, making people laugh, and performing for audiences from around the world multiple times a day. It was thrilling, successful, and full of that unique Disney
magic.
That job was my third of four union memberships. It gave me a strong foundation in teamwork, timing, and showing up fully for the people in front of you—skills that still serve me today. Before that, I had worked part-time in commercials, film, and television—and yes, even once as an Ewok—but Disneyland was my first experience punching the clock day in and day out. It
taught me the discipline of rehearsal, the power of connecting with an audience, and the importance of every role, on stage or off.
That experience launched me into the world of musical theater, eventually leading to joining the Broadway touring production of Beauty and the Beast—a full-circle Disney moment. Performing gave me joy, confidence, and resilience—qualities I now bring to
As an educator, this book helped reinforce why it’s so important to create schools where every student feels confident and valued for who they are. It shows that when we remove these pressures and believe in each student’s potential, they can do amazing things. The book is full of interesting stories that explain this idea in a way that really sticks with you.
And MATRESCENCE by Lucy Jones
Matrescence is a vital book because it gives language to an experience many people live but few fully understand: the profound transformation that occurs when someone becomes a mother. Drawing on psychology, neuroscience, and lived experience, the book reframes motherhood not as a fixed identity, but as a developmental process—much like adolescence. By naming this transition, Matrescence helps validate the emotional, physical, and social shifts that come with parenting, and invites society to better support mothers, rather than expect them to silently adapt. It's a compassionate, necessary read for anyone navigating motherhood—or supporting someone who is.
And my soon-to-be favorite: Beyond the Pipeline
The Scully Effect is real and an excellent example of how representation matters! Her character inspired a generation to see themselves as capable of pursuing STEM careers and challenging stereotypes. I admire how she stayed true to her values while navigating difficult situations—something I try to do in my work as an educator and advocate, minus the part about the aliens.
And also: “We Are the World,” produced by Quincy Jones. This anthem brought together some of the world’s greatest artists to raise awareness and support for global issues, showing the incredible power of collaboration and collective action. Quincy’s influence
Because I struggled without those supports, I’m deeply committed to making sure today’s students don’t have to face the same challenges. I want to advocate for stronger, more accessible special education services, early identification, better training for educators, and systems that don’t leave students behind simply because their needs aren’t immediately visible.
Yes, board members are responsible for setting vision, adopting policy, and overseeing budgets—but none of that can be done well without meaningful community engagement. Decisions should reflect the lived experiences and aspirations of the people most
impacted by them—our students. A truly effective school board member helps bridge the gap between policy and people—ensuring transparency, accessibility, and shared ownership of our public schools.
As an educator and community member, I’ve seen how disconnected decision-making can harm trust. I believe school board members must show up—in schools, in neighborhoods, and in conversation—with humility, consistency, and accountability.
But my responsibility doesn’t stop there. Families, educators, school staff, and community members are also constituents and partners—each playing a vital role in the success of our public schools. I’m committed to listening deeply, honoring lived experience, and making sure every voice has a place at the table, not just those who have traditionally had access or influence.
My approach centers those furthest from educational justice—students who have been historically underserved because of race, ability, language, income, or immigration status. Equity doesn’t mean giving everyone the same thing; it means ensuring every
school and every child has what they need to thrive.
That commitment extends to faculty, staff, and families as well. Educators deserve the resources, respect, and working conditions that allow them to serve students well. Families deserve to be heard and included, especially those who’ve been excluded from decision-making. And community partners deserve to be valued for the essential roles they play in supporting whole-child learning.
I will specifically seek to connect with communities and organizations that have historically been marginalized or underrepresented in school decision-making. This includes BIPOC-led advocacy groups, immigrant and refugee support organizations, disability rights advocates, and grassroots neighborhood associations. Partnering with culturally specific parent networks and community-based organizations will be critical to ensuring diverse voices shape policy.
I also plan to collaborate closely with educators’ unions, student councils, and staff affinity groups, recognizing their frontline experience and leadership.
Ultimately, my goal is to create ongoing channels of communication—not one-off conversations—so the board’s work reflects the needs, hopes, and wisdom of the full Seattle community. When we engage widely and deeply, we build a stronger, more equitable
academic growth and social-emotional development. Good teaching also builds strong relationships, fosters curiosity, and encourages critical thinking.
Measuring good teaching can’t be reduced to test scores alone. Instead, it requires a holistic approach that includes multiple measures: student growth over time, classroom observations, student and family feedback, and evidence of culturally responsive practices. Most importantly, educators should have a voice in defining what success looks like in their classrooms.
To support advanced teaching approaches, I believe educators need ongoing professional development, collaborative planning time, and access to resources that empower innovation—whether that’s technology, specialized training, coaching, or reduced
in preparing for the workforce.
And advanced learning opportunities should be accessible to all students, with a focus on equity so that historically underserved students can also benefit from challenging curriculum.
Finally and very importantly, inclusive special education services must be prioritized and fully resourced to ensure students with disabilities receive individualized support in the least restrictive environments, surrounded by their peers. Whether or not your
child receives special education services, someone in their classroom does and we need to build a system that works for all of our students.
To advance this, I will advocate for transparent, community-centered budgeting that prioritizes direct classroom investment and support for students furthest from educational justice. I believe in pursuing state and federal resources aggressively while holding
district leadership accountable for efficient, equitable use of funds.
I also support expanding local funding mechanisms—such as levies and bonds—that are thoughtfully designed with strong community input and clear accountability measures. Building broad coalitions with educators, families, and community organizations will be key to advancing these funding priorities.
My approach to school safety is grounded in care, prevention, and dignity. That means taking serious action to protect students from gun violence, including strong advocacy for common-sense safety measures, secure campuses, and partnerships with city and state leaders to address this crisis with urgency.
It also means ensuring schools are safe from abuse and harmful practices. I believe we must eliminate the use of restraint and isolation, which disproportionately harm students with disabilities and students of color. Safety cannot come at the cost of a child’s humanity.
True safety also includes mental health support, trusted adults, and restorative practices that foster belonging and accountability—not punishment and exclusion. Policies must be trauma-informed, inclusive, and focused on the long-term wellbeing of every child.
For educators and staff, we must acknowledge the reality of burnout. Teaching and supporting students is demanding, especially in under-resourced environments. That’s why I support policies that provide protected planning time, manageable workloads,
access to mental health resources, and a school culture that values wellness over constant urgency.
We must provide more school counselors, nurses, psychologists, and community-based mental health partnerships to ensure students and staff have real, timely access to care. When adults in the building are well-supported, students benefit too.
Because they make up everything!
For example, our commitments to inclusive education, racial equity, and student well-being need to show up in day-to-day teaching and learning—not just in strategic plans or on paper. That means ensuring teachers have the resources, training, and support to apply those policies in real time, with real students.
I also believe we need stronger policies that recognize students as indivudials and protect and expand access to specialized instruction—like dual-language programs, inclusive special education, technical education, arts, and advanced learning. These
opportunities should not be determined by zip code or access to advocacy.
votelaurmarie.com/endorsements
Students need to feel seen and valued—not just as learners, but as whole people. Classrooms must be inclusive spaces where culturally responsive teaching and social-emotional supports are woven into everyday learning. Teachers must be supported and empowered to personalize instruction, encouraging curiosity, creativity, and critical thinking, so every student can thrive at their own pace and style.
Beyond academics, schools should foster a sense of belonging and community, where differences are celebrated and every student has access to the resources they need to succeed—whether that’s language support, special education services, arts
programs, hands-on technical training, or mental health counseling.
Students with disabilities, English language learners, and others who need individualized, hands-on instruction experienced significant disruption. Then, when online learning was eventually discontinued altogether, it eliminated an option that actually
worked better for some students, including those managing health challenges, anxiety, or bullying.
In the future, I believe we must center flexibility, equity, and student voice in our emergency responses. That means building infrastructure for multiple learning pathways, ensuring clear communication with families, and making decisions that reflect the needs of our most vulnerable students—not just the majority.
district.
Many parents already know me through my ongoing advocacy work, and I’m eager to deepen those connections by being accessible and present—in schools, at community events, and through regular conversations. I want all parents to feel heard,
especially those whose voices have historically been marginalized or overlooked.
which makes recruitment a challenge that requires both urgency and intentionality.
My approach centers on strengthening that pipeline through partnerships with local universities, educator preparation programs, and community organizations that serve historically underrepresented groups. We need to invest in grow-your-own programs,
mentorship, and professional development that support educators of color from entry-level through leadership roles.
At the same time, recruitment must go hand-in-hand with retention. That means creating supportive, inclusive working environments where all staff feel valued, empowered, and equipped to thrive. As someone who’s been in the classroom, I know
that support—from competitive pay to culturally responsive professional development and leadership opportunities—is critical to keeping great educators in our schools.
We cannot keep repeating this cycle. Budget decisions are not just financial—they are moral decisions that should reflect our shared values and priorities. I believe in a budget process that is transparent, predictable, and centered on student needs. That means clear communication, long-term fiscal planning, and genuine engagement with the communities most affected—particularly those historically furthest from educational justice.
Government accountability isn’t just about tracking dollars—it’s about earning and keeping public trust. As a board member, I will fight for public dollars to serve the public good, not bureaucracy or confusion. Our students deserve a school system that invests
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 Rivera completed for other organizations. If you are aware of a link that should be added, email us.
2021
Laura Marie Rivera completed Ballotpedia's Candidate Connection survey in 2021. The survey questions appear in bold and are followed by Rivera's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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The imminent, post pandemic, in-person school year for 2021-22 presents an opportunity for new leadership to reimagine what our public schools can be for our children. I'm ready to hit the ground running for decisions which will set our course for at least a generation.
In this role, my knowledge and experience as an SPS parent and an educator matters. I have taught in multiple disciplines, from Kindergarten to UW, school programs at an urban museum, and arts education for children and adults in the public and private sector. I am on the board of the Coe Elementary School PTA and Friends of Seattle’s Olmsted Parks, and I currently serve as the local Reflections Art Chair and Coordinator for the National PTA Arts Competition. I have an M.S. in Education from Bank Street College of Education in NYC and a B.A. from UCLA.
Giving the gift of education to our kids is what centers me and my commitment to our Seattle Public Schools community in a meaningful way. Endorsed by The Seattle Times, the Teamsters and the 11th District Democrats.
- Accessibility and the best possible education for all Seattle Public Schools students. We must be inclusive regardless of race, gender, ability, economics, first language, religion. Seattle is a leader in technology, innovation, and the arts. Our schools need to be leading as well. We need to protect the learning opportunities that we have and work to open up more options for our students.
- Transparency and Communication. Parents, caregivers, and even experienced advocates are daunted by the barriers to accessing school leaders to meaningfully hear our voices. I will work to change the process of creating advisory groups and task forces to ensure that we are seeking out community in their spaces. I firmly believe: Nothing About Us Without Us. As a SPS Director I will work to ensure that those impacted by administrative decisions are both informed and have the opportunity to provide feedback.
- I will be physically, mentally, and emotionally engaged and present in seeking out and listening to families of color. I will work to eliminate disproportionate discipline, isolation and restraint, and the school to prison pipeline, and create an environment where students of color see themselves, are seen and supported, and are given opportunities to develop and demonstrate their talents and work. The intersections of students of color with LGBTQIA+, cognitively atypical, disabled, and more mean that space must be held in every conversation for families of color to be heard, seen, and supported.
As an educator, it is always my goal to help students achieve success. I recognize that this success can look different for each student, but they all have so much potential. Whether I’m teaching a kindergartener how to write the number 5 or a tap student how to do a time step, it’s all about breaking it down into manageable pieces.
As a family who receives special education services, we have experienced first hand how difficult it can be to navigate the system and advocate for our child. I would like to use my experiences--as a parent, a teacher, and a member of our community--to advocate for all of our children. And to give each parent the space and support to advocate for their kids.
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
2025 Elections
External links
|
Candidate Seattle Public Schools Board of Directors District 4 |
Personal |
Footnotes
