2025 School Board VoteDelaware Questionnaire Responses: Shannon Troncoso

1. Our country’s history is incomplete without acknowledging the legacy of discrimination and lived experiences of historically marginalized communities. Additionally, Delaware passed a law in 2021 requiring schools to develop and incorporate an African American curriculum for K-12 public schools. Nonetheless, some schools have adopted curricula which fail to teach the full history of the treatment of marginalized communities. Do you commit to adopting curricula which include the perspectives and full histories of all historically marginalized communities?

YES
I believe in teaching the full history of marginalized people because history is more than just a collection of dates and events—it is the foundation of identity, justice, and progress. Too often, the histories of immigrants, LGBTQ+ individuals, Indigenous peoples, and communities of color are either erased, sanitized, or reduced to footnotes in our textbooks. But without their full stories, we fail to understand not only the injustices they have faced but also the resilience, contributions, and triumphs that have shaped our world.

This issue is personal to me. My children are Hispanic, and their father’s family is from the Dominican Republic. When educating them at home, I had to search hard for information to teach them about that aspect of who they are. The history of the Dominican Republic is not just about the brutality of Trujillo’s dictatorship, the near-erasure of the Taino Indians, or the ongoing struggles with poverty and health disparities—it is the very foundation of American history. Santo Domingo was the first city of the New World. What Christopher Columbus did to the Dominican Republic was the genesis of colonization, enslavement, and exploitation in the Americas. Yet, this history is often glossed over, replaced with mythologies that ignore the suffering of Indigenous and Afro-Caribbean peoples.

The same erasure happens with the histories of other marginalized communities. Black history is often reduced to slavery and the Civil Rights Movement, ignoring the intellectual and cultural contributions of figures like Frederick Douglass, James Baldwin, W.E.B. DuBois, bell hooks, Malcolm X, and Angela Davis. Indigenous history is treated as if it ended with westward expansion, when in reality, Indigenous communities are still fighting for sovereignty and recognition today. LGBTQ+ history is barely mentioned at all, despite the fact that activists like Marsha P. Johnson, Sylvia Rivera, and Bayard Rustin played crucial roles in civil rights movements.

If we truly want to prepare students for the future, we must teach them the truth about the past. We need to dig deeper into history books, not erase them. When students learn a complete and honest history, they gain the critical thinking skills, empathy, and awareness needed to build a more just society.

I will always advocate for teaching the full history of marginalized people because every child deserves to know where they come from, who fought for them, and how they can shape the future. Erasing history does not protect children—it weakens them. Knowledge is power, and I will always fight to ensure that power is in the hands of all students, not just a select few.

2. Book bans in school libraries are misguided attempts to suppress student ability to explore ideas, encounter new perspectives, and learn to think for themselves. These efforts target LGBTQ+ identities and censor discussions about how gender and sexuality impact people’s daily lives under the guise that such topics are not age appropriate. Will you commit to protecting students’ ability to see themselves represented in the books they’re reading?

YES
I will always protect books because they are the foundation of knowledge, empathy, and critical thinking. Literature challenges us to see the world through different perspectives, and banning books is nothing more than an attempt to silence uncomfortable truths.

I grew up in an economically depressed area of Indiana, where opportunities often felt limited. To Kill a Mockingbird was where the seed of my passion for law began. Atticus Finch’s words—“The one thing that doesn’t abide by majority rule is a person’s conscience”—taught me that justice isn’t about what’s popular; it’s about what’s right. That lesson shaped my path and strengthened my resolve to advocate for those who are often unheard.

Books were my refuge, a safe place to process emotions, navigate changes, and know that I wasn’t alone. Children need that now more than ever. Taking away these books doesn’t protect them—it isolates them from knowledge and comfort.

In The Kite Runner, Khaled Hosseini writes, “There is only one sin. And that is theft… When you tell a lie, you steal someone’s right to the truth.” Book bans are a theft of truth. They rob students of the ability to learn from history, to understand different cultures, and to build empathy for experiences beyond their own.

When we start banning books, we don’t just take away stories—we take away voices, experiences, and opportunities for growth. I will fight to keep books on our shelves because every child deserves the freedom to read, to think, and to learn from history—not be shielded from it.

3. The 2023-2024 School Discipline Improvement Plan (SDIP) emphasizes the need to address the disproportionate discipline of Black students, low-income students, male students, and students with disabilities. Schools listed under SDIP are required to submit corrective plans. How will you work with your district to eliminate excessive, unjust, and exclusionary disciplinary practices?

Every student deserves a fair and supportive learning environment. Yet, data consistently shows that Black and Brown students, as well as students with disabilities, face disproportionately harsh discipline in our schools. This disparity not only affects academic outcomes but also contributes to the school-to-prison pipeline—a systemic failure we must urgently address.

If elected, I will advocate for:

• End Zero-Tolerance Policies and shift toward restorative justice practices, which focus on conflict resolution, mediation, and accountability rather than automatic suspensions or expulsions.
• Mandate Implicit Bias & Disability Training for Educators and Administrators, because studies show that racial and ableist biases impact disciplinary decisions—often unconsciously.
• In addition, require annual professional development on cultural competency, implicit bias, and disability rights to ensure discipline is fair and not rooted in prejudice.
• Protect Students with Disabilities from Unfair Punishment, because disabled students are often punished for behaviors related to their disabilities. We must implement Individualized Behavior Support Plans (IBSPs) that align with students’ IEPs or 504 Plans, ensuring discipline accounts for disability-related behaviors.
• Increase Mental Health Support, Not Policing, because studies show that schools with more counselors and mental health resources—rather than police officers—see reduced disciplinary disparities. Instead of more funding for school resource officers (SROs) we need to allocate more resources to mental health counselors who can de-escalate conflicts and support students in crisis.

As a lawyer and school board candidate, I am committed to ensuring that discipline policies reflect justice, and equity. Schools serve in loco parentis—“in the place of a parent”—and with that role comes the duty to nurture, not criminalize, our children.

4. Research shows that the presence of police officers also known as school resource officers (SROs) can lead to disparate discipline for Black and brown students. As a school board member, would you oppose adopting or continuing to implement school safety plans which include the use of SROs?

YES
The term “School Resource Officer” is a misnomer—because too often, these officers do not bring resources, but rather perpetuate the same disproportionate disciplinary actions against Black, Brown, and disabled students that we see in the broader criminal justice system. Instead of offering safety and support, the presence of police in schools has fueled the school-to-prison pipeline, where minor infractions become criminal records rather than learning opportunities.

The data is clear: Black and Brown students are more likely to be suspended, expelled, or arrested in schools than their white peers for the same behaviors. Research also shows, students with disabilities are disciplined at higher rates, even when their actions stem from unmet educational or behavioral needs.

Schools with heavy police presence do not see significant reductions in crime or violence, but they do see increased student criminalization. That has to stop.

Instead of spending limited education budgets on law enforcement in schools, we should invest in services that actually support students and create better outcomes, such as: Mental health professionals and counselors who can de-escalate conflicts and provide behavioral support.We must also implement restorative justice programs that emphasize mediation and accountability rather than punishment.

Schools must work in partnership with other agencies to provide wraparound services, including mentorship programs, social workers, and community engagement efforts that help students stay on track rather than funneling them into the juvenile justice system.

The goal of our schools should be to educate, uplift, and prepare students for success—not to punish and criminalize them. We must shift resources toward proven strategies that support students, address behavioral challenges with care, and break the cycle of over-discipline—not continue investing in a system that disproportionately harms our most vulnerable children.

5. How would you ensure that budgets and other resources are equitably distributed to serve high-needs students (i.e. English language learners, students with disabilities, and students from low-income households) across a school district and that those financial decisions are more transparent?

Delaware schools are funded on an inflexible "unit" system that does not adequately account for student needs-- especially for English language learners, students with disabilities and low-income families.

This means districts like Christina often struggle to provide the necessary resources for students who need the most support. That's not just a budget issue; it's an equity issue.

While we work within the constraints of the current system, I am committed to ensuring every dollar is spent wisely. Funding decisions must be student-centered and allocates resources based on the actual needs of students.

I will prioritize transparency in budgeting, ensuring funding decisions are student-centered, with focus on teacher retention, classroom resources, and support services. I also believe in engaging the community in the budget process so that families and educators have a real voice in how education dollars are spent.

6. A December 2023 independent report, commissioned by the State of Delaware as a result of education funding litigation brought by the ACLU, found that public schools across the state are underfunded by at least $600 million dollars and recommended increased per-pupil funding, transparency, and the flexibility to allocate resources. What would you propose to ensure districts close the funding deficit to provide a constitutionally adequate education?

Delaware's school funding model is one of the most outdated in the country, and it does not reflect the realities of today's classrooms.

A school board can advocate for better funding and allocate resources wisely, but it is important to be honest about the significant limitations we face in closing the funding deficit. The challenges stem from state-level funding policies, local revenue constraints, and legal limitations on how a board can generate or reallocate funds.

The state provides the majority of school funding, and the current model does not account for the specific needs of English learners, students with disabilities and low-income students. As a school board member, I know that closing Christina School District's funding deficit is not something the board can do alone-- but that doesn't mean we stop fighting for the resources our students deserve.

Right now, Delaware's outdated state funding model and local revenue limits make it nearly impossible for school districts like Christina to fully meet the needs of every student.

What I can and will do is: Advocate for state-level reforms like pushing for a fairer, weighted funding model that gives more support to English learners, students with disabilities, and low income families. Christina School District has struggled to build support for local referendums that could bring support and I will advocate for budget measures to be more transparent so that the community trusts the board to responsible stewards of their hard-earned money.

I will work every day to make sure no student of Christina School District is left behind due to Delaware's broken funding system.

7. School Districts such as Red Clay Consolidated and Christina have implemented policies to create a culture in which transgender and gender diverse students feel safe, supported, and fully included by assuring access to the curriculum, social events, clubs, athletic participation, and all other basic curricular and extracurricular activities. Will you commit to adopting or expanding policies in your school district which ensure that LGBTQ+ students are fully included in social events, clubs, athletic participation, and all other basic curricular and extracurricular activities?

YES
I am proud to be running for Christina School Board—and even prouder that Christina School District was a leader in implementing protections for LGBTQ+ students. Being one of the first districts to take a stand shows a commitment to equity, inclusion, and student well-being—values I will continue to champion.

But progress doesn’t stop with the first step. The most vulnerable are the bellwether, and as challenges to LGBTQ+ rights grow, we must evolve, strengthen, and adapt our policies to ensure every student feels safe, valued, and supported.

I look forward to joining the board and continuing this important work—ensuring Christina remains a leader in LGBTQ+ protections and making the necessary changes to meet the needs of every student.

8. Immigrant students and their families have the right to access public education without fear of discrimination or intimidation. Will you support a district-wide policy that protects students’ personal information (including immigration status), provides clear guidance on interacting with ICE, and ensures staff, students, and families are aware of relevant state, school, and community resources?

YES
In today's climate, the weaponization of information and the fear of ICE has created an atmosphere of uncertainty and distress for many immigrant families. Now more than ever, schools are not just places of learning—they are lifelines of safety and stability for children who live under the constant threat of family separation and discrimination.

But providing a safe space for children inside school walls is not enough. Parents need safe spaces, too. They need access to reliable information, legal resources, and support systems without fear of retaliation or exposure. When families are too afraid to seek help, when misinformation is used to manipulate and intimidate them, it undermines not only their safety but also their children’s ability to thrive.

That’s why I fully support strengthening school policies that make schools a trusted conduit for immigrant families—not just for education, but for resources, advocacy, and protection. Schools should be a place where:Parents can access multilingual legal and community resources without fear; families are connected with trusted organizations that can guide them through immigration-related challenges; students and parents know their rights and how to protect themselves from misinformation and intimidation, and ICE and other enforcement agencies cannot use schools as a tool of fear—because every child deserves to learn without the weight of uncertainty on their shoulders.

I believe in Delaware, and our schools are not just institutions of education but also must be beacons of safety, empowerment, and hope for every student and their family—no matter where they come from.

9. When staff, students, and families know what the law says, they are better equipped to protect themselves and the school community. Will you support distributing Know Your Rights resources—specifically related to immigrant and LGTBQ+ protections—in classrooms, offices, school websites and communications, and other easily accessible locations?

YES
I support Know Your Rights initiatives because knowledge is power. As a lawyer, political scientist, and advocate, I have seen firsthand how a lack of awareness about legal rights can lead to exploitation, discrimination, and systemic barriers—especially for immigrants, LGBTQ+ individuals, and those from marginalized communities.

Understanding your rights is the first step in self-advocacy, whether it’s in schools, workplaces, or interactions with law enforcement. I believe that informed individuals can challenge injustices, demand accountability, and create meaningful change. This is especially crucial for children who speak a second language, who often face unnecessary obstacles due to institutional failures.

Empowering people with legal knowledge is not just about protection—it’s about ensuring dignity, equity, and access to justice for all. That’s why I stand firmly behind Know Your Rights education and will continue to advocate for policies that promote awareness and self-advocacy.

10. Over the past few decades, many immigrants have chosen to make Delaware their home and have become vital members of our schools. Will you ensure that students and families with limited English proficiency have access to translated classroom materials and in-person translators for school meetings and events?

YES
I support students and families with English proficiencies and will ensure they have access to translated classroom materials. But I want to go one step further—acknowledging and assisting parents and families who may be illiterate.

Language access isn’t just about translation; it’s about true inclusion. Many immigrant families and historically marginalized communities face literacy barriers, whether due to lack of formal education, systemic inequalities, or displacement. These parents want to be involved in their children’s education, but when school materials, forms, and communications are inaccessible, they are effectively shut out of the system.

We need to do more than provide translations—we need to implement support systems that recognize the diverse needs of families. This means offering multilingual school liaisons, accessible verbal communication options, and community workshops that empower parents with the tools they need to engage in their child’s education.

But beyond resources, we have to gain the trust of parents and families who are wary of the system. Past history shows that the systemic barriers many students face begin in schools and are perpetuated for generations. Many families have experienced discrimination, neglect, or exclusion within educational institutions, leaving them rightfully distrustful. If we want families to engage with us, we must show them that we are here to listen, support, and advocate alongside them.

Trust is one of the most important things to me. Without it, we cannot build meaningful relationships with the families we serve. I will work to ensure that no student or family is left behind due to language or literacy barriers and that every parent feels respected and valued in their child’s educational journey. Education should be accessible to everyone, and that starts with trust, understanding, and action.