Durham Public Schools Board of Education District 4: Jerome Leathers

Name: Jerome Leathers

Age: 56

Party affiliation: Democrat

Campaign website: Jerome Leathers for School Board

Occupation and employer: Assistant Principal in Danville Public Schools 

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

I am a product of Durham Public Schools and have spent my career working inside DPS classrooms and schools. I have served as a teacher and school leader, partnering closely with educators, families, and the central office to improve instruction and student outcomes. My experience gives me a practical understanding of how board decisions affect classrooms, staff morale, and student learning. I am qualified because I bring both lived experience and a deep respect for the professionals doing the work every day.

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

I would bring a stronger focus on implementation and follow-through. Too often, good policies stall between approval and impact. I want the board to be more disciplined about tracking whether decisions actually improve student learning, working conditions, and equity, especially for historically underserved students.

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?

The board must prioritize transparency, early budget planning, and impact-based decision-making. That means aligning spending with student needs, evaluating whether investments are producing results, and engaging educators before cuts are made. Fiscal responsibility is not just about balancing budgets; it is about protecting classrooms and using data to guide tough decisions.

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?

I don’t think a single letter grade captures the complexity of leading a district as large as DPS, particularly from outside the board. As a candidate, I do not yet have access to the full range of performance data, evaluations, and closed-session information that would be necessary to make an informed assessment. What I can say is that Superintendent Lewis has provided stability during a challenging period and kept equity centered in the work. Ultimately, any evaluation should be grounded in evidence, transparency, and the experiences of educators, families, and students across Durham. The board’s responsibility is to listen to the public, set clear expectations, and hold the superintendent accountable for results.

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?

Families choose schools they trust. DPS must invest in strong teaching, safe and welcoming environments, and clear communication about student progress. We also need to listen to why families are leaving and respond honestly. When schools are well-resourced, educators are supported, and students feel known, families stay.

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?

Achievement gaps reflect opportunity gaps. DPS must continue targeting resources where needs are greatest, invest in early literacy, support culturally responsive teaching, and hold the system accountable for outcomes, not just intentions. Equity means ensuring every child receives what they need to succeed.

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 must be a strong advocate at the state level while making smart local decisions. That includes partnering with county leaders, supporting educators through compensation advocacy, and protecting instructional priorities when state funding falls short. Advocacy and stewardship must happen at the same time.

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 board should treat DAE as a critical partner. Educators are closest to students and understand the realities of implementation. While the board must balance many interests, decisions are strongest when staff voices are heard early and respectfully. Trust, transparency, and honest dialogue are essential.

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?

There are multiple viable options, but the guiding principle should be stewardship. Any decision should ensure these assets generate value that can be reinvested directly into schools to benefit students and educators. The board must weigh community needs, long-term financial sustainability, and transparency to ensure these properties are used in ways that strengthen DPS both now and in the future.”

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?

The board must clearly affirm that schools are safe spaces. That includes clear communication to families, strong staff guidance on student protections, and partnerships with community organizations. Students cannot learn if they are afraid, and the board has a responsibility to lead with humanity and clarity.

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.

As a school leader, I created an intervention block called Spartan Strive, initially designed as a structured reading and writing period. After listening to teachers, I adjusted the model and allowed them to collaboratively redesign the block to better meet student needs. By trusting teacher leadership, the intervention became more effective. That experience reinforced my belief that the best decisions come from listening to those closest to the work.

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

Durham deserves a school board that is steady, student-focused, and grounded in community trust. I am running to help ensure that DPS decisions are thoughtful, equitable, and rooted in respect for educators, families, and students.