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Rachel Stone (Georgia)
From Ballotpedia
This page was last updated during the official's most recent election or appointment. Please contact us with any updates.
Tenure
2025 - Present
Term ends
2028
Years in position
0
Predecessor
Rachel Stone is a member of the Gwinnett County Public Schools school board in Georgia, representing District I. She assumed office on January 1, 2025. Her current term ends on December 31, 2028.
Stone ran for election to the Gwinnett County Public Schools school board to represent District I in Georgia. She won in the general runoff election on June 18, 2024.
Stone completed Ballotpedia's Candidate Connection survey in 2024. Click here to read the survey answers.
Biography
Rachel Stone was born in Suffolk, Virginia. She earned a bachelor's degree from Toccoa Falls College in 2015 and a Juris Master's degree from Emory University School of Law in 2018. She also earned a Tier 1 certification from the University of Georgia Mary Frances Early College of Education in 2021. Her career experience includes working as an advocate and teacher.[1][2]
Elections
2024
See also: Gwinnett County Public Schools, Georgia, elections (2024)
General runoff election
General runoff election for Gwinnett County Public Schools school board District I
Rachel Stone defeated incumbent Karen Watkins in the general runoff election for Gwinnett County Public Schools school board District I on June 18, 2024.
Candidate | % | Votes | ||
| ✔ |  | Rachel Stone (Nonpartisan)  | 50.2 | 1,868 |
| Karen Watkins (Nonpartisan) | 49.8 | 1,851 | ||
| Total votes: 3,719 | |||
| = 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. | ||||
General election
General election for Gwinnett County Public Schools school board District I
Incumbent Karen Watkins and Rachel Stone advanced to a runoff. They defeated Leroy Ranel Jr. in the general election for Gwinnett County Public Schools school board District I on May 21, 2024.
Candidate | % | Votes | ||
| ✔ | Karen Watkins (Nonpartisan) | 41.8 | 7,771 | |
| ✔ | | Rachel Stone (Nonpartisan) | 30.6 | 5,684 |
| Leroy Ranel Jr. (Nonpartisan) | 27.6 | 5,135 | ||
| Total votes: 18,590 | |||
| = 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 Stone's endorsements as published by their campaign, click here. Ballotpedia did not identify endorsements for Stone in this election.
Campaign themes
2024
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Rachel Stone completed Ballotpedia's Candidate Connection survey in 2024. The survey questions appear in bold and are followed by Stone's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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Rachel launched her career as a high school math special education teacher pioneering Foundations of Algebra courses bridging learning gaps for 9th graders. She later ventured into government affairs at Emory University, safeguarding the legal rights of children in foster care and education under Governor Nathan Deal. Joining the Georgia Department of Education, she influenced significant increases in funding for public schools. Rachel's expertise spans grassroots campaigns, legislative research, and advocacy for issues like school funding, education quality, and human trafficking. She currently serves as a State/Local Director of Government Affairs at AAHOA, driving informed policies across 27 states.
- Public School Funding. I am committed to equitable resource allocation, particularly for migrant and homeless students, district-wide transportation, and staffing needs. Drawing from my advocacy experience at the Georgia Department of Education, where I helped secure an additional $80 million for public schools, I will continue to lobby tirelessly for adequate public school funding.
- Mental Health/Whole Child Supports. I will champion comprehensive support services and foster community partnerships to prioritize the holistic well-being of every child. Over a decade ago, a tragic event unfolded just across the street from where I taught 5th and 6th graders, an individual fired a weapon taking the life of another individual. It was then that I realized the profound impact of trauma on young students But trauma doesn't discriminate; teachers carry their burdens too. For example, in a single academic school year --2021-2022-- I buried both my mother and sister, yet I showed up for my students. I vow to prioritize mental health supports for students and educators alike.
- High Quality Education for ALL Students. I pledge to prioritize college and career readiness through tailored training and development programs. Additionally, I will advocate for diverse, culturally relevant literature and effective literacy strategies. Furthermore, I will stand in solidarity with our special education teachers, ensuring they have the necessary resources and support to cater to the diverse needs of all students, including those who are gifted, thus fostering an inclusive and thriving learning environment for every student.
As a school board candidate:
S: Student Success
T: Teacher Empowerment
O: Opportunities for ALL
N: Nurturing School Environment
I wholeheartedly recommend Trevor Noah's "Born a Crime." This book struck a chord with me because it offers a raw and honest comparison between America's education and justice systems and those of South Africa's, both shaped by colonial histories. Through Noah's personal narrative, we glimpse the deep-seated issues of inequality, injustice, and systemic flaws that persist in both countries today, even in 2024. It's a powerful reminder of the ongoing work needed to address these challenges and the need for critical reflection and reform.
The most crucial characteristics for an elected official are integrity, accountability, and a strong commitment to serving the people. Upholding democratic principles means prioritizing the interests and needs of constituents above all else. It's essential to actively listen to community feedback, engage in transparent communication, and make decisions that reflect the will of the people. Elected officials must understand that their positions are based on the trust and support of the electorate, and they are accountable for their actions. In a democracy, the power to vote out officials who do not represent their stakeholders effectively is a fundamental constitutional right that empowers citizens to shape their governance.
1.) Create policies aligned with local, state, and federal law; and act a a judiciary body for students facing disciplinary consequences, which is why the law degree and legal experience I bring to the board of education is necessary.
2.) Budget Implementation. The federal government and the state department provides fundings to local school districts on an annual basis. A role of a school board member is to allocate and implement a multi-million dollar --in Gwinnett's case, a multi-billion dollar-- budget; ensuring that resources are properly allocated to schools across the district.
3.) Transparent Communication. As an elected official, I represent the people in my district. I plan to hold monthly town halls in efforts to meet with my constituents ahead of school board meetings.
I am driven by a deep desire to leave a legacy of positive change and impact. My goal is to contribute to making the world a better place than the one I inherited. I believe in the enduring power of influence and inspiration, aiming to leave behind a legacy that transcends my lifetime.
The first historical event that deeply impacted me was September 11th, 2001. I was just a student in school when the principal asked my teacher to turn on the classroom television. We all watched in shock as the horrifying scenes of planes crashing into the twin towers unfolded before us. The next day, my family and I took a road trip to Washington, DC, and I distinctly remember the somber atmosphere and heightened security in the city. That day marked a shift in our collective consciousness, and the fear of air travel lingered for a long time afterward.
My first job during college was as a campus security guard at Toccoa Falls College in Toccoa Falls, GA. It was a formative experience that lasted three years, from January 2013 to May 2015. I even had the privilege of stepping into the role of interim director at times. As a security guard, I took pride in ensuring the safety of our campus community, checking and securing buildings, and training other guards.
Simultaneously, I also worked as an Administrative Assistant, handling vehicle registrations, parking permits, billing for student fines, and ensuring compliance with federal regulations like the Right to Know Act (1986). These roles taught me the importance of responsibility, attention to detail, and upholding standards, skills that I carry with me in all aspects of my work.
Simultaneously, I also worked as an Administrative Assistant, handling vehicle registrations, parking permits, billing for student fines, and ensuring compliance with federal regulations like the Right to Know Act (1986). These roles taught me the importance of responsibility, attention to detail, and upholding standards, skills that I carry with me in all aspects of my work.
As an English teacher, I have a diverse collection of favorite books! In my childhood, I was captivated by the Nancy Drew and Hardy Boys series, along with "Bud, Not Buddy." Reading "Bud, Not Buddy" sparked a passion in me to advocate for children in the foster care system—a cause close to my heart.
In adulthood, I've developed a fondness for memoirs. One that has left a lasting impact is Loni Love's "I Tried to Change So You Don't Have To." Memoirs offer me a window into the lives of successful individuals, providing invaluable lessons and insights that I can apply to my own life and teaching journey.
In adulthood, I've developed a fondness for memoirs. One that has left a lasting impact is Loni Love's "I Tried to Change So You Don't Have To." Memoirs offer me a window into the lives of successful individuals, providing invaluable lessons and insights that I can apply to my own life and teaching journey.
If I could step into the shoes of any fictional character, I would choose Nancy Drew from the beloved mystery series. Growing up, I admired her intelligence, courage, and ability to solve complex puzzles. As an English teacher, I appreciate Nancy's love for adventure and her determination to seek justice and uncover the truth. Embodying Nancy Drew would allow me to combine my passion for literature, problem-solving, and advocacy—an exciting and fulfilling combination that aligns with my values and aspirations.
"This is Me" by The Greatest Showman
One of the greatest struggles I've faced in my life is coping with significant trauma and loss. For example, in 2022, I experienced the profound pain of losing my last living immediate relative, my mother. As I navigate the challenges of life and as Mother's Day approaches, the ache for my family remains palpable. Jasmine Sullivan's poignant words, "I will cry for my mom for the rest of my life," deeply resonate with me.
Taking care of my mental health has become a daily priority as I work through grief and healing. I believe that sharing my story can inspire others who may be going through similar experiences. I am committed to breaking the stigma surrounding mental health, advocating for open conversations, and promoting access to resources and support for those in need.
Taking care of my mental health has become a daily priority as I work through grief and healing. I believe that sharing my story can inspire others who may be going through similar experiences. I am committed to breaking the stigma surrounding mental health, advocating for open conversations, and promoting access to resources and support for those in need.
1.) Create policies aligned with local, state, and federal law; and act a a judiciary body for students facing disciplinary consequences, which is why the law degree and legal experience I bring to the board of education is necessary.
2.) Budget Implementation. The federal government and the state department provides fundings to local school districts on an annual basis. A role of a school board member is to allocate and implement a multi-million dollar --in Gwinnett's case, a multi-billion dollar-- budget; ensuring that resources are properly allocated to schools across the district.
3.) Transparent Communication. As an elected official, I represent the people in my district. I plan to hold monthly town halls in efforts to meet with my constituents ahead of school board meetings.
The District 1 students, parents, teachers, and staff I have served as an educator (the Dacula cluster) for nearly five years, as well as the Grayson, and Archer clusters.
To support the diverse needs of our district's stakeholders, I propose implementing a comprehensive equity audit conducted by a third-party organization. This audit will meticulously identify the individual needs of our English Language Learners (ELL), students with disabilities, multilingual learners, and other marginalized groups. By examining resource allocation, educational programs, and support services, we can ensure fairness and eliminate bias in our policies and practices. This approach will empower us to allocate resources effectively, provide targeted support, and create an inclusive environment where every student, faculty member, staff, and community member can thrive.
Leveraging my experience in government affairs, I'll host regular town halls and forums to foster open dialogue, gather feedback, and collaborate on addressing community needs. Town halls have proven invaluable in my role as Director of government affairs, and I will continue to utilize these platforms to build trust, transparency, and meaningful partnerships across our community.
Teaching involves a blend of skills and artistry. Educators, myself included, are trained to establish connections with our students, understand their diverse needs, and align lesson plans with local and state standards accordingly. Following this, we deliver instruction, incorporating differentiated instruction. Subsequently, we evaluate students' understanding using various assessments and leverage this data to shape future instruction, whether through remediation or enrichment. Ongoing professional development is vital for refining teaching techniques. I propose supporting teachers through evidence-based methods, including quantitative input from discussions and qualitative insights from evaluations and student outcomes. These efforts aim to ensure teachers feel fully supported and emotionally secure in their classrooms.
Expanding our curriculum is a passion of mine, rooted in my experience as a teacher at Dacula High School, a District 1, Gwinnett County Public School. I co-created a Multicultural Literature and Composition course that had a profound impact on students' literacy outcomes, increasing them by 65%. This course was more than just reading—it taught social awareness and civic engagement, connecting students with literature that reflected their own backgrounds and cultures. Observing my Gwinnett students from Ghana, South Korea, Russia, and other countries respond positively to literature from their home countries was incredibly rewarding. It was often the first time many of my students saw themselves represented in literature, fostering a deep connection with the characters and authors.
If given the opportunity, I would champion innovative programming that celebrates diversity and inclusivity, expanding multicultural literature courses and providing advanced technical training and apprenticeships. This approach not only meets academic standards but also empowers students to embrace their identities and succeed in a diverse, interconnected world.
If given the opportunity, I would champion innovative programming that celebrates diversity and inclusivity, expanding multicultural literature courses and providing advanced technical training and apprenticeships. This approach not only meets academic standards but also empowers students to embrace their identities and succeed in a diverse, interconnected world.
Budget discussions are paramount, especially concerning fair resource allocation. While some argue for bypassing an equity audit due to time and resource constraints, favoring direct school principal involvement, I firmly believe that with a $3 billion dollar budget, equity data is crucial for equitable distribution of resources. Gwinnett County has a very diverse student body, encompassing various social and cultural backgrounds. We must adopt a needs-based funding model. This model will allocate additional resources to schools with larger populations of multilingual, special education, and economically disadvantaged students.
As a school board member, a key responsibility is to oversee and maintain the budget effectively. It is crucial to ensure that each school receives the resources necessary for optimal functioning. For instance, one cluster school may have a diverse migrant student population, and may require more English Language Learner (ELL). Another may have a higher student with disability population requiring additional special education support when compared to other schools or clusters within the district. We must prioritize allocating resources based on the unique needs of each school to ensure they can meet the needs of their students effectively.
As a school board member, a key responsibility is to oversee and maintain the budget effectively. It is crucial to ensure that each school receives the resources necessary for optimal functioning. For instance, one cluster school may have a diverse migrant student population, and may require more English Language Learner (ELL). Another may have a higher student with disability population requiring additional special education support when compared to other schools or clusters within the district. We must prioritize allocating resources based on the unique needs of each school to ensure they can meet the needs of their students effectively.
I would “be ashamed to die [if I] had not won some victory for humanity;” a mantra taught to me by my father, a Protestant Christian pastor, I remember first putting it into practice as a member of my hometown’s Teen Court program. I analyzed evidence and jury instructions to inform outcomes for students who allegedly committed disciplinary infractions while enrolled at my high school. My mantra is the standard I hold myself to every day. It informs my passion for advocacy and my pursuit to improve outcomes for children, families, businesses, and communities. I am driven by a commitment to create a world far greater than the one I inherited where victories for humanity stand as the measure of a life well-lived.
Both of my parents were teachers. As a child, I convinced myself that teaching was not my calling. After my freshman year of college, I found myself working as a city camp counselor at Aliquippa Impact (AI) teaching fifth and sixth graders. It was my only alternative to spending my summer in my hometown. That summer, I heard my students talk about the gun violence they witnessed in broad daylight. Other students did not know where they would lay their heads at night or whether they would eat dinner. I remember wondering how I would teach the required curricula to my students when their basic needs were not met. My perspective on service outreach as well as the teaching profession completely transformed that summer. When I returned to Georgia to start my sophomore year of college, I changed my major to Teacher Education. However, I knew the system-level change I wanted to see required me to step into leadership roles.
Both of my parents were teachers. As a child, I convinced myself that teaching was not my calling. After my freshman year of college, I found myself working as a city camp counselor at Aliquippa Impact (AI) teaching fifth and sixth graders. It was my only alternative to spending my summer in my hometown. That summer, I heard my students talk about the gun violence they witnessed in broad daylight. Other students did not know where they would lay their heads at night or whether they would eat dinner. I remember wondering how I would teach the required curricula to my students when their basic needs were not met. My perspective on service outreach as well as the teaching profession completely transformed that summer. When I returned to Georgia to start my sophomore year of college, I changed my major to Teacher Education. However, I knew the system-level change I wanted to see required me to step into leadership roles.
I will champion comprehensive mental health resources for students, faculty, and staff, including on-campus counselors, emotional intelligence programs for students, and regular mental health training for educators. Open communication, stigma reduction, and community partnerships will be key to promoting mental well-being.
I must admit, I have a soft spot for puns! While I don't have a specific favorite joke, I recall a humorous saying from my late father that always brings a smile to my face. He used to joke, "Teeth and tongue fall out together, but when it's time to eat, they get back together." It's a playful reminder of the quirky humor that runs in our family.
I strongly believe in revising and clarifying our district's Equity policy to ensure clarifying language that is reflective of district perspectives. The current policy is very short; about a paragraph in length. We need clear language that leaves no room for misinterpretation, drawing input from students, teachers, parents, and the community. This revised policy should prioritize equity in resource allocation, hiring practices, curriculum development, and disciplinary actions. Collaboration with stakeholders will ensure that our policies reflect the needs and values of everyone involved, fostering a more equitable and inclusive educational environment.
I am honored to have received endorsements from a diverse range of individuals who know me both personally and professionally. These endorsements include former Gwinnett County Public School students, several of my former teacher colleagues from GCPS, and a number of parents whom I've had the privilege of collaborating with over the past five years. For further information, please feel free to visit my Instagram handle @elect_ms_stone.
In my view, the ideal learning environment for students is one that feels like a second home—a place where they feel safe, valued, and supported. I envision classrooms buzzing with excitement and curiosity, where students are encouraged to ask questions, explore their passions, and think creatively. It's important to me that our schools embrace diversity and inclusion, celebrating each student's unique strengths and backgrounds. I believe in fostering a culture of collaboration and mutual respect among students, teachers, and parents, working together as a community to ensure every child reaches their full potential.
I believe Gwinnett County Public Schools handled the coronavirus pandemic as effectively as possible given the unprecedented challenges we faced. One aspect I appreciated was the emphasis on compassion over strict compliance. Recognizing the trauma experienced by students, parents, and educators, including myself, was crucial during such difficult times. We were all grappling with sickness, loss, and separation from loved ones. Looking ahead, I would advocate for a continued focus on compassion-driven policies --yet compliant-- and support systems. Additionally, incorporating lessons learned from the pandemic to enhance remote learning capabilities and emergency response plans would be essential for future preparedness.
I plan to foster open communication through regular parent meetings, forums, and feedback sessions. Additionally, I'll utilize digital platforms to provide updates, resources, and opportunities for parental engagement. I believe in transparency and accountability, so I'll ensure that parents are informed about district policies, initiatives, and decision-making processes. Collaborating with parent-teacher associations, hosting workshops on relevant topics, and actively seeking input on educational priorities will further strengthen our partnership.
As a former Gwinnett County Public School (GCPS) teacher who left the GCPS district last school year (2023), I understand firsthand the importance of attracting and retaining top talent among faculty, staff, and administrators. Competitive salaries, robust benefits, and professional development opportunities are crucial. I advocate for proactive outreach efforts as well as strengthening partnerships with colleges to diversify our workforce. Addressing reasons for turnover, including conducting exit interviews and implementing changes based on feedback, is also vital.
Financial transparency and government accountability are non-negotiable pillars of effective governance. It's imperative to ensure that taxpayer dollars are used responsibly and ethically, with clear reporting mechanisms in place for public scrutiny. Accountability means holding ourselves and our government accountable to the highest standards of integrity and ethical conduct. I advocate for regular audits, open budget meetings, and accessible financial reports to foster trust and confidence in our government's stewardship of resources. Transparency and accountability are not just ideals; they are essential for a healthy democracy.
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 Stone completed for other organizations. If you are aware of a link that should be added, email us.
See also
2024 Elections
External links
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Candidate Gwinnett County Public Schools school board District I |
Personal |
Footnotes
- ↑ Information submitted to Ballotpedia through the Candidate Connection survey on May 1, 2024
- ↑ LinkedIn, "Rachel Stone, JM," accessed May 2, 2024
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