Durham Public Schools Board of Education District 3: Gabby Rivero

Name: Gabrielle Rivero

Age: 33

Party affiliation: Democrat

Campaign website: gabby4durham.com

Occupation and employer: Founder & CEO for Express & Release Therapeutic Dance

1. What is your past or current involvement with Durham Public Schools? What makes you qualified for this job?

I bring more than thirteen years of experience working with public schools by supporting students, families, and educators through trauma-informed and restorative practices across multiple districts. For the past four years, I have been deeply engaged with Durham Public Schools (DPS) as a parent-leader, foster parent, contractor, and advocate. My qualifications include professional experience in education, working with Durham Public Schools students, governing and strategic experience on boards in the City of Durham, and lived experience at the intersections of some of the most challenging issues facing DPS.

I currently serve as Vice President of the PTA at Southwest Elementary. In that role, I led the school’s Title I initiative and advocated for transportation access, student safety, and family support during moments of crisis, including the most recent ICE raids in Durham. 

As a Black mother of English as a Second Language-learners and a foster parent to three DPS students, I bring lived experience navigating inequities across multiple schools. This perspective has given me firsthand insight into systemic gaps in policy implementation, exceptional children’s services, and trauma-informed supports, and how those failures disproportionately impact vulnerable students.

Professionally, I am the owner of a therapeutic dance company and have spent over a decade in child advocacy, training educators and parents to understand how trauma and unmet needs show up in student behavior. This work informs how I approach discipline, mental health, and school safety policy- centering prevention and restorative practices over punitive responses. I have also served DPS directly as a contractor, working in classrooms with students and teachers.

The last few years have made clear that commitment and expertise alone are not enough. The Board of Educators needs leaders who have experience governing. I bring strong governance experience from serving on the City of Durham Recreation Advisory Commission and as the Membership Chair for the Greater Durham Black Chamber of Commerce Board. In these roles, I review budgets, evaluate leadership performance, ask hard questions about equity and impact, and push for transparency and accountability. These experiences prepared me to serve as a thoughtful, independent board member who governs with integrity, centers public accountability, and ensures DPS policies truly serve students, staff, and families.

2. For incumbents, what has been your greatest accomplishment on the board? For newcomers, what change would you bring to the board?

I am running for an open seat currently held by Jessica Carda-Auten, a person whose leadership I deeply respect, particularly her commitment to listening and equity. I intend to carry forward that values-driven approach while strengthening the board’s role in accountability, follow-through, and public transparency.

As a Black woman, I approach governance with a lived understanding of systemic inequity and how policy decisions land differently across communities. That lens shapes not only who I center in decision-making, but how I evaluate whether policies are actually improving conditions on the ground. I also bring an intersectional perspective as a parent raising bilingual, biracial children in a Spanish-English household and navigating DPS as both a Black parent and an English Language Learner parent. This experience has given me firsthand insight into how Black, Brown, immigrant, and working-class families are often excluded from decision-making processes even in a district that serves them in large numbers. 

The change I would bring to the board is a stronger commitment to governance that does not stop at listening. Too often, the concerns raised by families and educators are not met with a timely response or action. With ICE terrorizing cities across the country, Durham Public School Strong, which has been leading our anti-ICE efforts locally, named revisions to policy 5120 that I would hope to adopt. Some of these revisions to the policy are that you must have a signed judicial warrant with the student’s full legal name on it, and the warrant must be vetted through the office of the superintendent and be cleared as valid before any law enforcement is allowed entry.

As a board leader, I will push for consistent public reporting on what the board hears, what actions are taken, and how progress is measured, so that the community knows that we are not just listening, but we are also taking action.

I bring experience in proactive outreach, coalition-building, and governance that asks hard questions early before crises escalate. My goal is to create a board that not only reflects community voices but ensures policies translate into real, measurable change for students, staff, and families.

3. For the past two years, the district has uncovered budget shortfalls and had to make midyear cuts and adjustments. How can the board ensure that every DPS dollar is being put to best use?

To ensure every DPS dollar is used effectively, the Board must strengthen oversight, improve transparency, and engage the community throughout the budgeting process. DPS has faced budget shortfalls that resulted in midyear cuts and reactive adjustments that have eroded trust and disrupted our school community. We can improve through regular audits, changing reporting scheduling, and engaging the community. 

First, the Board should conduct regular audits of current programs to identify duplication, inefficiencies, and discrepancies. Streamlining overlapping initiatives can reduce redundant costs and allow funds to be reallocated toward higher-impact priorities. For example, DPS currently uses multiple social-emotional learning (SEL) curricula across elementary schools, each with varying costs. Evaluating and potentially standardizing curricula could generate savings that could be redirected to other needs, such as paid bereavement leave for staff.

One of the ways that the board can ensure that every DPS dollar is being put to the best use is by adopting a practice that we do in the Black Chamber, where we review the organizational budget monthly. Every monthly board meeting, we review the cash flow to ask questions, to improve transparency, and ensure that the money is being tracked. Through this, we are able to see any discrepancies and make better forecast projections for future spending. This level of scrutiny moves governance beyond rubber-stamping and towards active stewardship.

Equally important is community engagement. One of the failures exposed in 2023-2024 was a top-down budgeting process that left families and classified staff confused and excluded. I am committed to engaging educators, families, and community members through public forums, clear budget summaries, and interactive surveys that invite input before decisions are finalized.

Finally, transparency must lead to action. When gathering feedback, the district must report back: “What did we hear? What changed? and Why?” Aligning resources with a transparent strategic plan, paired with clear communication and follow-through, is how DPS can rebuild trust and ensure dollars truly serve students, educators, and families.

4. The superintendent is the board’s sole employee. The current board recently unanimously extended Anthony Lewis’s contract for another year. What letter grade do you give Lewis, and how could he do better?

Superintendent Lewis inherited a district in crisis following the 2023 pay debacle and the 2024 transportation failures. He stepped into a challenging moment with a willingness to listen, stabilize, and begin repairing trust. He worked collaboratively with public school workers to implement Meet and Confer, creating a formal structure for teacher voice in policy development. He has also taken steps toward increased transparency and community engagement, including inviting stakeholder input on issues like the cell phone policy and the school calendar, which helps rebuild trust.

That said, there is still significant room for growth, particularly around communication. Families and staff should hear first from district leadership, rather than the media, when crises occur in the community. Transparency is not only about openness, but also about accountability and clarity. Stakeholder feedback must be received more consistently and translated into visible action, with clear explanations of decisions and tradeoffs. For the challenges he is guiding the district through and the ways he has responded, I would give him a B. 

Dr. Lewis has shown openness and readiness to continue learning, listening, and working alongside stakeholders to guide the district into its next phase of healing and stability. The School Board plays a critical role in this process by holding the superintendent accountable to the district’s strategic plan, vision, and mission. This requires regular evaluation of progress, careful review of data, and ongoing engagement with community feedback to ensure policies and resources are truly serving students, families, and staff.

5. Nearly every public school district in the state saw a decrease in enrollment this year. Durham’s was particularly dramatic, with over 1,000 fewer students than last year. With kids leaving for charter and private schools, what can DPS do to convince parents that public schools are the best option for their students?

To rebuild enrollment and restore confidence in Durham Public Schools, DPS must lead with honesty, transparency, and accountability. Families need clear, timely communication about both what is working well in our schools and where we are falling short. That means openly addressing challenges, sharing concrete plans to fix them, and reporting back on progress. Trust is rebuilt when families feel informed, respected, and heard.

Listening to families is essential. When concerns are raised, DPS leaders must respond with humility and action, not defensiveness. Families need to see that their voices shape decisions and that the district is committed to continuous improvement.

DPS should actively seek feedback from families who leave the district to understand why they made that choice and use that data to guide improvement. At the same time, the district must communicate the many strengths of DPS, its magnet programs, CTE’s dedicated educators, and community partnerships, through accessible outreach and authentic testimonials from teachers and classified staff who are thriving in their classrooms.

Charter and private school voucher expansion have also contributed to enrollment loss by pulling funding and stability away from DPS without the same accountability or obligation to serve all students. When students leave, resources leave with them, but when they return, funding often lags behind. As a Board member, I would advocate for stronger accountability, limits on unchecked expansion, and policies that protect DPS funding. Public dollars should support the system that serves every student and is accountable to the community.

6. DPS is committed to equity in education, but the “achievement gap” between white students and students of color persists. How can the district better fulfill its most basic mission of educating every child?

To fulfill its core mission of educating every child, DPS must address the achievement gap by tackling inequities in access, opportunity, and engagement, not just academic outcomes. One of the most persistent systemic barriers facing students of color is inequitable access to magnet programs. While DPS offers strong programs such as dual language and IB, families with more resources are more likely to know these programs exist, understand the lottery process, and advocate successfully for placement. As a result, the students who could benefit most are often left out.

In a district that is approximately 35% Black, I was deeply troubled when my first-grade child asked, “Why does nobody look like me in my classroom?” That question reflects a larger systemic failure. Magnet programs designed to expand opportunity should reflect district demographics by design, not by chance.

Closing the achievement gap requires stronger, equity-centered family engagement. DPS must invest in proactive outreach in Black and low-income communities, provide enrollment support, and clearly communicate the benefits and feasibility of accessing advanced programs. Families cannot pursue opportunities they do not know about or cannot navigate.

Equity also requires addressing how students are treated when they struggle. Academic success is deeply connected to belonging, safety, and support. As a Board member, I would push for reforms that align policy, budget, and data transparency to ensure all students, regardless of race, zip code, or background, have access to rigorous programs, supportive environments, and high expectations. Equity must be intentional, measurable, and accountable if DPS is to truly educate every child.

7. North Carolina recently received an “F” grade from the Education Law Center, which reported that the state is second to last in average funding per student. As of January 2025, the state legislature hasn’t passed a budget, leaving educators without a cost-of-living adjustment. What can the Durham school board do to help student outcomes with a state government that seems uninterested in supporting public schools?

The Board cannot fix state neglect alone, but it can refuse to accept it quietly. While the Board cannot control state budgets, it can act strategically, transparently, and courageously to protect students and educators and to advocate for change. We must organize, advocate, and be clear and public about the impacts of state policy, and we should be using our platform to fight for Durham’s students and staff.

Building relationships with Durham’s delegation to the NC General Assembly and joining the push back against harmful bills and laws that are being passed is critical. The Board has a responsibility to be clear and courageous in naming the impact of underfunding on staff vacancies and naming how private school voucher expansions drain resources from public schools. The board must use its platform to be clear and public about the impact of state underfunding on DPS, how it affects class sizes, mental health resources, transportation, teacher pay, and more. Naming the consequences with data and lived experience helps families and taxpayers understand what is at stake.

Second, the Board should advocate at the state level by building a school board coalition with other school districts, educators, parents, and community organizations. Collective advocacy through coordinated statements, legislative visits, public testimony, and media engagement can amplify Durham’s voice and apply pressure on lawmakers who are ignoring public education. We cannot be neutral when the state is actively destabilizing public education. 

Locally, the Board must prioritize equitable use of limited resources. That means aligning the budget with student needs, protecting core instructional and support services, and avoiding cuts that disproportionately harm vulnerable students. Strong oversight and transparent budgeting can ensure every dollar is working toward student success. 

Transparency builds trust and keeps advocacy accountable to the needs of the community. 
The reality is this: by advocating boldly, governing responsibly, and centering students and educators, DPS can still move outcomes forward while fighting for the funding our schools deserve.

The question should not be whether we can afford to support schools; it’s whether we can afford not to.

8. The majority-member staff union Durham Association of Educators (DAE) has, at times, clashed with the superintendent and the board over policy and procedure. What kind of relationship should the board have with the DAE, and how can you balance pressure from staff with pressure from administrators and taxpayers? 

The School Board should have a collaborative, respectful, and listening-based relationship with the Durham Association of Educators (DAE). Educators and staff are on the front lines of our schools, and their lived experience in classrooms provides critical insight into how policies impact students, families, and staff in real time. DAE should not be the only voice shaping district decisions, but it must be a strong and influential one, alongside families, students, administrators, and community members.

Balancing pressure from staff, administrators, and taxpayers requires transparency, clear communication, and shared accountability. The Board’s role is not to choose sides, but to listen deeply, review data, weigh evidence, and make decisions aligned with the district’s mission, values, and long-term sustainability. When educators raise concerns, those concerns should be treated as data points that help the Board evaluate whether policies are working as intended or need adjustment.

Meet and Confer is an important tool for this balance. When implemented well, it creates structured dialogue that facilitates problem-solving. The Board must ensure that input from DAE is taken seriously, responded to clearly, and translated into action when possible while also being transparent about constraints and tradeoffs.

Ultimately, trust is built when staff feel heard, administrators feel supported and are held accountable, and taxpayers understand how decisions are made and why. A Board that listens, communicates openly, and grounds decisions in equity and student well-being can hold these pressures responsibly and lead with integrity.

9. With Durham School of the Arts and Northern High School moving to new buildings, the district still owns the defunct former sites of those and other schools. What should the district do with those sites? If it is beyond the jurisdiction of the school board, how can the board work with the county to make those sites useful for the Durham community?

The vacated sites of Durham School of the Arts, Northern High School, and other former school buildings present a significant opportunity for DPS to serve the broader Durham community in creative and equitable ways. Decisions about these properties should be guided by an inclusive, transparent process that actively engages educators, families, neighborhood residents, and community partners.

One option I find exciting is for the buildings, or the land around them, to be used for affordable housing for teachers and school staff. Durham’s cost of living continues to rise, and DPS faces real challenges in recruitment and retaining high-quality educators. If we want stable schools, we must address the barriers that make it difficult for teachers and staff to live in the community they serve, and housing is one of the biggest.

In this creative, values-driven approach, we would be able to use district-owned property to strengthen staff and teachers’ stability. For example, the district could offer affordable housing options for early career teachers and staff, so they can reduce their rent burden and build financial stability on their way to long-term housing in Durham. Not every educator would choose this option but having it available could be a significant recruitment incentive and make a real difference in the lives of teachers and staff across the district.

To pursue this responsibly, DPS should partner with the City of Durham, Durham County, nonprofits, and public housing developers to assess feasibility, zoning, costs, and long-term sustainability. The process should include community engagement, transparent planning, and ensuring the property can be safely utilized for residential use. 

10. Thousands of students have stayed home from school during federal immigration enforcement sweeps. On one November day when agents were in the Triangle, over 20% of DPS students stayed home from school. What can the board realistically do to make DPS a welcoming and safe environment for all students, regardless of immigration status?

When ICE arrived in Durham, my own bi-racial children felt afraid to attend school, unsure whether their Puerto Rican father would be home when they returned. At my school, I co-led the welcome team efforts to ensure immigrant families could safely come and go. I organized hundreds of parents to do safety patrols. As a school community, we felt fear, anger, and deep sadness watching immigration sweeps impact our neighbors, but I bring experience transforming that fear and anger into action.

However, organized parents can only do so much. Our elected leaders must meet the moment and lead. The School Board has a clear responsibility to take concrete action to ensure DPS schools are welcoming and safe for all students, regardless of immigration status. When fear keeps students home, learning stops, and the entire school community is harmed.

To help the community navigate these fears, the Board must require clear, district-wide protocols so that all principals, administrators, and school staff know exactly what to do if ICE appears on or near school grounds. This includes mandatory ICE verification and response training for administrators and frontline staff through trusted partners like Siembra. The Board needs to revise Policy 5120 so that school premises are safe from non-local law enforcement, including but not limited to the Department of Homeland Security, to ensure that any officer attempting to make an arrest on school premises or at school functions has a signed judicial warrant with their legal name on it vetted through the superintendent. 

DPS should also require ongoing anti-bullying training that explicitly addresses immigration-related harassment, ensuring staff can identify and respond to harm quickly and consistently. Educators and staff must know how to identify, interrupt, and respond to bullying rooted in immigration status or fear, and families must understand that such behavior will not be tolerated.

Preparation and proactive communication are essential. The district should share procedures with families before enforcement activity occurs, so parents know what protections are in place and how DPS will keep students safe. Making a statement after ICE arrives is too late. 

However, when enforcement sweeps are active in the community, the Board should host virtual town halls during moments of crisis, so immigrant families and staff are heard and supported.

Finally, the Board should advocate beyond DPS, building coalitions with other districts and pressing state leaders to affirm that schools are safe spaces where ICE has no role. Safety, dignity, and access to education must never depend on immigration status.

11. Give an example of an opinion, policy, vote, or action you changed based on constituent feedback. If you have not yet held elected office, describe a time when you changed your position on an issue after listening to those affected by it.

In November 2025, I co-facilitated the City of Durham’s community-led budget conversations. These sessions were designed to help city residents engage directly with the city’s budget and prioritize how funds should be spent based on the city’s strategic plan. I entered these conversations with assumptions shaped by my background and lived experience. Like many people who have reliable access to a car, I initially overlooked identifying public transportation as a top priority.

However, during these sessions, transportation came up repeatedly across neighborhoods and demographics, specifically, the loss of free bus passes and the need for stronger investment in public transportation. Community members shared how essential bus access is for getting to work, school, medical appointments, and basic services. For many residents, transportation was not a convenience; it was the difference between stability and crisis.

Listening to the stories of the community forced me to confront the gaps in my knowledge and experience and recognize the privilege I carry as someone in a two-car household. As a result, I shifted my stance and viewed transportation as a core equity issue. Now, I am an advocate for free and reliable public transportation.

These conversations reinforce my belief that good policy is shaped by listening first and being willing to shift and change when the community teaches you something you did not previously see. 

12. If there is anything else you would like to address, please do so here.  

I would like to emphasize that my approach to leadership is rooted in listening, transparency, and accountability. I believe Durham Public Schools is at a critical moment where trust must be rebuilt through honest communication, meaningful community engagement, and follow-through on commitments. I bring both lived experience as a parent and foster parent and professional experience in governance, advocacy, and trauma-informed practice.

I am committed to centering the voices of students, families, educators, and staff, especially those who have been historically excluded from decision-making. I govern with courage, care, and integrity. My goal is to help DPS move from crisis management to stability and long-term success so that every child in Durham has access to a safe, supportive, and high-quality public education, so that we are educating the whole child, socially, academically, and emotionally.