We’re three former Springfield school board chairs. Here’s what’s missing from discussions about the district.

As former board chairs of Springfield Public Schools, we understand both the weight of governance and the responsibility that comes with leading a public institution. In moments of heightened debate about leadership and board conduct, it is essential to return to the core purpose of our work: Springfield Public Schools exists to educate and support students. On that front, there is meaningful progress that deserves recognition.

Springfield Public Schools recently celebrated the highest graduation rate in district history. According to Oregon Department of Education data, 76.9% of the class of 2025 graduated on time, an increase from the previous year and a milestone reflecting sustained effort by students, families, educators and support staff. This is something that should be celebrated loudly, and yet it was largely ignored by our local news media in favor of more scurrilous topics.

Student performance data also points in a positive direction. The state’s most recent At-A-Glance profile shows improvements in English language arts and math outcomes compared to prior years. These gains are not accidental. They reflect focused instructional strategies; consistent progress-monitoring; and daily intentional work happening in classrooms across the district.

During our time serving as board chairs, we saw firsthand how educators adapt to meet diverse student needs, how administrators use data to refine instruction and how partnerships with families and community organizations help remove barriers to learning. When outcomes improve, it is important to acknowledge the systems and people who make that progress possible.

Strong governance also requires sound fiscal stewardship. The district adopted a balanced budget amid significant statewide financial pressures, prioritizing classroom stability and long-term sustainability. Budget decisions are not abstract exercises; they directly shape class sizes, staffing levels, program availability and student support. Responsible budgeting protects what matters most: teaching and learning.

Accountability is another cornerstone of effective governance. Over the past three years, when concerns were raised about board members’ conduct, including by other board members, the district initiated a board-directed independent investigation. Most recently, that process resulted in the removal of a board chair, Jonathan Light, and vice chair, Ken Kohl, from leadership roles and the formal censure of Light. These are serious and consequential actions. They demonstrate that governance structures exist to uphold ethical standards and that policies apply to everyone.

At the same time, the state continues its review related to curriculum compliance. We expect and believe that the district has cooperated fully by providing the requested information and respecting the state’s process. Transparency and cooperation with oversight are fundamental to maintaining public trust and ensuring clarity for students, families and staff.

Public education is sustained by steady leadership, thoughtful oversight and a shared commitment to students. Teachers continue to show up prepared and focused. Support staff create safe and welcoming environments. Administrators monitor progress and adjust strategies. Students continue to rise to expectations.

From our perspective, effective leadership is not defined by the absence of challenge. It is defined by how we meet challenges: by centering students, adhering to policy, stewarding resources responsibly and holding ourselves and others accountable.

Springfield Public Schools is demonstrating measurable academic gains, practicing fiscal responsibility and engaging in appropriate oversight processes. That combination of progress and accountability is what sustains strong public institutions.

That is the real story worth telling, and it keeps students at the center of our work.