Durham Public Schools Board of Education District 4: Xavier Cason

Name: Xavier Cason

Age: 63

Party affiliation: Democrat

Campaign website: https://www.vote4cason.com/

Occupation and employer: Sr. Manager, Durham Public Schools Foundation

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

I have spent more than three decades working in and alongside Durham Public Schools as an educator, former member of the Durham Board of Education, and a community-based partner supporting schools, families, and students. I have also led a number of civic boards in Durham, including serving as co-chair of Durham’s Safety and Wellness Task Force. These experiences placed me in close partnership with school leaders, educators, families and community organizations, giving me insight into how Board of Education decisions are implemented at the school level.

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

I served on the school board from 2016-2020, and I’m now running with a perspective shaped by the work I’ve done since then. The most important change I would bring is a steadier approach to governance, emphasizing clear priorities, thoughtful questioning, and consistent monitoring of progress. My focus would be on creating predictable, disciplined processes so the Board’s work stays centered on outcomes for students and staff, even when difficult issues arise.

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?

A more disciplined approach to financial governance would include stronger forecasting, multi-year scenario planning, and regular monitoring so that risks are identified earlier. Ensuring every dollar is well used involves alignment, oversight, and rebuilding trust so that employees and the public aren’t surprised by avoidable financial corrections.

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?

Dr. Lewis stepped into a very difficult role during a period of instability and has brought a more collaborative tone and steadiness to the position. I have given him a great deal of grace as he has worked to strengthen internal systems around financial forecasting, communication, and community connections. Ultimately, a superintendent’s success depends in part on clear expectations and disciplined oversight from the Board. Having served in that role myself, not fully knowing the Board/Superintendent dynamic, and given that he’s still early in his tenure, I don’t believe I have sufficient information to offer a fair letter grade at this time.

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?

First of all, it is important for DPS to demonstrate reliability in areas such as consistent staffing, safe and orderly learning environments, strong instruction, and dependable transportation. Still, a well-informed view of DPS’ programming will show that DPS currently offers choices that many families value, including bringing the popular magnet programs into each of the five regions of the Growing Together initiative, early colleges, dual enrollment with Durham Tech, career and technical education, and specialized pathways such as health sciences. The task is to make sure that DPS schools deliver high-quality, predictable experiences that families can trust.

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?

The district must ensure that students of color have reliable access to strong instruction, stable staffing, and the academic and social-emotional supports that allow learning to take place, especially in early literacy and math. That also means examining how policies are implemented on the ground, where inequalities often emerge through uneven expectations or unequal access to advanced coursework. Equity is achieved through sustained attention to how everyday decisions shape student experience. 

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?

While the Board can’t control state decisions, it does have a responsibility to respond forcefully and strategically. That means working with the county to protect core instructional supports, stabilize staffing, and avoid policies that impact stability when state funding falls short. It also requires active, visible advocacy, working alongside other districts, educators, parents, and local governing bodies to press the General Assembly for fair funding and full compliance with the Leandro obligations. The Board must also be honest with the public about constraints while being disciplined in developing its priorities. In the current state funding environment, strong local governance requires both clear advocacy and careful stewardship.

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 have a professional, respectful, and transparent relationship with the DAE, recognizing that educators critical insights into how policies affect classrooms and students. Balancing those pressures requires clear roles, meaningful Meet and Confer processes, and careful consideration of staff input alongside administrative expertise, fiscal realities, and taxpayer expectations. Strong governance creates structured ways to hear differing views and make decisions that are fair, sustainable, and centered on student outcomes.

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?

A thoughtful and transparent approach may reveal that some sites may need to be preserved for future educational needs, while others may need to be repurposed in ways that benefit the community, such as shared public services. While financial decisions often involve the county, the Board’s role is to set priorities, engage the public, and work collaboratively with county leaders to ensure these properties are used responsibly and in alignment with long-term community needs. 

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?

While the Board cannot control federal immigration enforcement, it can be very clear about schools being safe learning spaces where students’ rights are respected under existing law (including FERPA), and where staff clearly understand when and how they are permitted to respond to enforcement activity. The Board should ensure clear policies, staff training, and proactive communication so families know what protections exist. Equally important is listening to trusted community experts such as immigration attorneys, advocacy organizations, and family-serving nonprofits who understand the real impacts on students. 

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.

During my previous term on the Board of Education, I initially understood the district’s use of contracted custodial services as a cost-saving measure in a difficult funding environment. However, after listening directly to custodial staff, principals, and community advocates, I changed my position. After hearing their feedback, I supported the decision to bring custodial services 100% in-house as district employees. 

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

I bring a perspective shaped by experience at every level of our educational system. From the classroom and Board of Education, to community and nonprofit leadership working alongside schools and families. That arc has given me a clearer understanding of how decisions are make, how they are implemented, and how they are experienced by students, staff, and the public. At a time when Durham Public Schools works to rebuild trust and stability, I would govern with clarity, listen carefully to those most affected, and follow through on commitments. That is the perspective and discipline I would bring if elected.