2026 Election: South St. Paul School Board

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We talked with candidates for the South St. Paul School Board. Our candidate questionnaire covers top priorities, the budget and failed levy, what makes a candidate unique, and more.

• More: See our full voter’s guide for information on other local races.

Race profile: South St. Paul School Board is a non-partisan position elected to a four-year term. There are four seats on the ballot so voters will choose four candidates. These are at-large seats representing all of South St. Paul. Additionally there is a special election for a fifth seat on the South St. Paul School Board that we covered separately.

Who’s running:

• Anne Claflin – Incumbent first elected in 2022, works as a research scientist at the Minnesota Pollution Control Agency.
• Ann Schultz Counihan (no website) – A former board member, Counihan served from 2009-2018. Counihan did not respond to our questionnaire.
• Sanderia Davis – Senior, housing development officer at Minnesota Housing.
• Christine Estee – Human services and community advocate
• Timothy Felton (no website) – Incumbent first elected in 2022, Felton did not respond to our questionnaire.
• Wendy Woods Felton (no website) – Incumbent first elected in 2000 (lost in 2004, won in 2006 and has served since), Woods Felton did not respond to our questionnaire.
• Kim Humann – Current board chair and incumbent appointed in July 2023 and first elected in November 2023, Humann works as an infant teacher at Luther’s Little Explorers.
• Andrew Hoffman (no website) – Territory sales manager.
• Lisa Moore – Currently a universal baker, previously worked for South St. Paul Schools and ran a Montessori school.
• Nick Schaefer – Owner of DNS Heating & Cooling, a local union HVAC shop.

Candidate Questions

We asked the candidates a series of six questions and asked them to respond in 250 words or less. The questions cover priorities, how you’ve grown from mistakes, what makes you unique, district strengths and weaknesses, immigration response, and the budget.

Priorities: What are the top two to three issues for the district to address in the next four years and how should the school board address those issues?

Anne Claflin: My priority is to build a financially sustainable district that delivers strong outcomes and meaningful opportunities for every student. Student success is the ultimate goal of every decision a school board makes, and we are responsible for ensuring students have the opportunities, support, and resources they need to succeed.

Student achievement means more than test scores and graduation rates. The board should monitor a broad range of measures, including academic growth, access to courses and programs that help students develop their talents and explore their interests, successful transitions to college or careers, and whether students are receiving the support they need to thrive. We also need to ensure teachers have the training, tools, and curriculum necessary to provide the best education possible, such as the proactive adoption of a literacy curriculum grounded in the science of reading.

At the same time, we continue to stretch limited funding to do more with less. The board shapes the district’s long-term financial outlook while responding to annual uncertainties in state and federal funding. That requires proactive advocacy for every available funding source, thoughtful budgeting that anticipates future needs and limits fiscal shocks, and careful evaluation of how resources are used.

When resources are insufficient to meet our priorities, the board must clearly identify those needs and make a compelling case to the community for support. Financial sustainability is more than reducing spending, and includes advocating for our needs and making disciplined choices today so we can continue investing in student success tomorrow.

Sanderia Davis: The top three challenges facing the district are revenue shortfalls directly connected to declining enrollment, staffing recruitment and retention and absenteeism / truancy. Plainly, what we need is more funding. We can solve these challenges by pursuing grants, state and federal funding and creating a sustainable, multi-year, fiscally responsible budget, launch a teacher recruitment and retention program that includes fair wages, meaningful resources and address structural barriers that students face.

Christine Estee: I believe the top three issues the district needs to address in the next four years are focusing on student mental health, improving attendance and student engagement, and supporting the educators and staff doing the work in our schools every day.

Data has shown that student mental health is worsening. Student mental health impacts a child’s ability to learn, attend school, create and maintain relationships, do well in school, and feel like they belong. When mental health rates are poor, it can impact most of the issues we are seeing in schools today – attendance, engagement, The board should strengthen access to school-based mental health support, invest in early intervention, and build stronger partnerships with county and community providers so that our schools are not carrying this responsibility alone.

Attendance and engagement are also issues we need to address. Chronic absenteeism does not have one cause, nor does it have one simple solution. We need early identification, consistent family outreach, clear expectations, and individualized plans that address the barriers our students are facing such as anxiety, transportation, bullying, unmet disability needs, or housing instability. We must also support our students’ academics by providing the resources they need to succeed at school – if they are struggling, as our math and literacy rates show they are, we need to provide tutoring. If they need additional support due to disabilities, we need to have the resources available for our students. Every student in South St. Paul deserves an opportunity to succeed.

Andrew Hoffman:

1. Rebuilding trust with the community and the school board. This can be done by electing a new board and listening to the teachers and the community, listening to the people that have elected you.
2. Levies. We need to keep the schools functional and safe. The longer these get voted down and pushed off, the more expensive these projects will get.

Kim Humann: The board will need to present to our community why maintaining our facilities matters and why it is worth an increased investment in our schools in order to successfully pass a building bond. The current long-term facilities maintenance funding we receive provides about one million dollars a year, while our facilities team has identified around $150 million of maintenance needs ranging from roofing and HVAC to making our spaces more accessible and addressing safety concerns. Telling the story of our district, the history that brings us to today and why protecting that investment for tomorrow matters, is work that needs to be done for this effort to be successful.

Additionally, the district is facing a financial grey area where the mandates coming from the legislature do not match the amount of funding we receive. The board needs to explain to our state legislators how their decisions impact our community and our students. 

Lisa Moore: Declining enrollment is a concern. We need to understand why families are choosing other options and identify ways to make South St. Paul Schools a district where families want to enroll and stay.

We also need to improve academic achievement and test scores. The School Board should work with educators and district leadership to identify where students are struggling, provide the resources and support needed, and evaluate whether those efforts are producing meaningful results.

Finally, we need to recognize that every student is an individual learner. Not every child learns the same way or at the same pace. We should explore learning models that allow educators to meet students where they are. As we welcome students from different backgrounds and outside districts, we must embrace diversity and inclusion while helping students navigate barriers to success, whether those challenges are academic or related to their lives outside of school.

Nick Schaefer: My top three issues are educating our students to higher levels of proficiency, developing a long-term budget to address deferred maintenance, and identifying ways to generate more value out of every dollar. Every minute in the classroom spent on unproven ideological material is a minute taken away from core educational training. Prioritizing educational time on core subjects is a goal of mine to get our test scores back in line with state averages. Identifying which mechanical and building systems need replacement and getting quality estimates on costs will help us develop a long-term plan. Given my time in the construction industry, I would use my experience to cut through what is or isn’t needed and find ways to save the community money. If we are able to execute the first two priorities, we will be able to get more value from every taxpayer dollar. Increased proficiency may reduce some of the additional academic support costs and, in some instances, allow us to use the money saved to retain quality teachers. Planned replacement of building systems will ensure that we have the latest technology, maximize available rebates, and can shop for stronger warranty programs where available. Any place we can create more value, I plan to explore and utilize it. 

Growth: What past mistakes have you made and what did you learn from those mistakes?

Sanderia Davis: Some might view this as a mistake but I view this as a strength: I did not allow not finishing college to define my worth or corner me. In fact, not finishing college has taught me that there are a number of paths toward higher knowledge and success which include, but are not limited to, trade schools, certification programs and entering the workforce. As a school board member, I’ll support career and technical education and strengthen pathways so every student can succeed on the path that’s right for them.

Christine Estee: One of the biggest mistakes I made was believing that struggling in school and having learning disabilities meant I could not succeed in education. I did not graduate from high school and for a time I let that shape how I saw myself and what I thought I could accomplish.

Neither of my parents graduated from high school, so college was not a path I grew up knowing how to navigate. I earned my GED, became a first-generation college student, received my bachelors degree, and went to grad school for social work and public health at the University of Minnesota. My path was not traditional nor was it easy, but it taught me that having a difficult chapter did not have to define my entire life.

I also learned that perseverance does not mean doing everything alone and that it takes a lot of knowledge and support to navigate such difficult systems. My journey through college was not without its difficulties, and I had to ask for support and help, be willing to fall down, get back up again, and sometimes rechart my path forward – and see all of that as a strength rather than a failure.

That experience shapes how I see students who are missing school or falling behind. Students need accountability and expectations, but they also need adults willing to understand what is getting in their way and help find them a path forward. They need, and deserve, an adult who believes in them and supports them.

Andrew Hoffman: I sometimes hesitated to ask for help or delegate, feeling responsible for outcomes. I learned support enables growth, improvement, better focus, and less stress.

Kim Humann: I am currently continuing to learn from the failed May bond vote. Prior to May, I did not push the board hard enough in my role as chair to create a vote yes campaign, I understand now how important that is and how a consistent presence in the community encouraging engagement with the vote could have aided its passage.

I also continue to hear from community members on how a May special election did not hit their radar, with this knowledge, I would encourage the next board to time their bond asks with the regular election cycle.

I learned how quickly the economy can change and how the day-to-day impact of factors such as fuel costs, tariffs, and the insecurity caused by increased ICE presence can impact the community’s ability and willingness to invest in our facilities.

Lisa Moore: I have made the mistake of reacting to situations before taking the time to hear all sides. Through those experiences, I’ve learned how important it is to listen, ask questions, and understand different perspectives before forming an opinion or making a decision. Good decisions come from having all the information, and I believe being willing to listen and learn is an important part of being an effective leader.

Nick Schaefer: When I was 29, I ran for South St. Paul City Council with the premise that I was going to bring more business to town. I went on the campaign trail telling people that the current council was too patient and wasn’t being aggressive enough in pursuing new businesses and developing land suitable to house them. I ended up coming up short of winning and, in the years that followed, saw the exact opposite of what my perceptions had been. The City welcomed many new businesses along Concord, added more dining options, and even completely renovated Southview Boulevard, our “downtown” business hub. I learned that change takes time, and patience is paramount when meaningful change is the desired outcome.

Anne Claflin: I think it was a mistake to ask the community to support a levy without a strong advocacy committee. We heard from residents who did not understand what the request was for, and some were unaware of the election entirely. When we ask the community to invest in our students, we need to do a better job informing and engaging with them.

Early in my term, I also learned how important it is to separate personal interests from the district’s broader needs and to distinguish governance decisions from management decisions. The International Baccalaureate (IB) program had long been a point of pride for South St. Paul. While it was best known as an optional part of the high school curriculum, it also provided the framework used for all students in elementary and middle school. The program was not being used to its full potential, was more expensive than other options, and limited the district’s flexibility to provide the opportunities families wanted. Although I strongly believed in the value of an IB education, I came to believe moving to a new program was in our students’ best interest.

That experience taught me to set aside personal preferences, listen carefully to teachers and administrators who work directly with students, and focus on the district’s broader needs. Good governance means asking what will best serve students and being willing to change course when the evidence supports it.

Unique: What sets you apart from other candidates? What do you bring to the table that no one else can?

Christine Estee: What sets me apart is the combination of mental health professional experience, lived experience, and hands-on community involvement I bring to the table.

For more than 20 years, I have worked alongside children, families, and vulnerable adults in mental health, disability services, schools, shelters, domestic violence programs, case management, policy and advocacy. I have managed a variety of budgets from multi-million-dollar budgets as well as very small budgets and I understand that responsible leadership requires both compassion, empathy, and flexibility.

I also bring lived experience as a parent with disabilities who has children that I’ve had to advocate for to get the resources they needed in school systems. I understand what it is like to navigate systems that were not designed for every family in mind – and how much it matters when educators or school officials truly listen and work with a family.

Lastly, as a community advocate who is engaged with a variety of organizations and mutual aid, I have worked alongside families facing difficult circumstances and helped coordinate support throughout our communities. I have seen firsthand how schools, cities, counties, transportation, mental health services, and access to basic needs are all connected. That experience has reinforced my belief that in order to have strong schools, we must also have strong communities and the two must collaborate.

Andrew Hoffman: I have a business background with experience in goal setting, growth strategies, performance measurement, organizational metrics, and contract negotiations supporting business success.

Kim Humann: I think every candidate brings a unique point of view to the table, it’s the reason school governance is put into the hands of a board instead of a single individual. The opportunity to be part of seven board members working together, allows us to come up with better ideas and ask better questions because there is less chance of something being missed. Working with the other school board members has been one of the greatest privileges of my life. Having been chosen to serve as board chair the past two years has been an additional honor; I believe this leadership role shows the trust the other board members place in me.

The experience of serving on the board the past three years gives me a stronger understanding of current issues the district is facing. My ongoing involvement would provide continuity that would allow board work to move forward more efficiently.

Additionally, I have three children still actively growing in the district. As an interested parent, I’m avidly reading the updates and announcements for three kids at three different levels of school (elementary, middle and high school) – I’m informed and fortunate to see first hand how the school board work leads to classroom results.

Lisa Moore: What sets me apart is my deep, lifelong connection to South St. Paul and my firsthand experience working within our school district. I attended South St. Paul Public Schools, as did my three children, who all graduated from South St. Paul High School. I have lived in this community my entire life, and South St. Paul Schools have been an important part of my family’s story.

I also bring the perspective of someone who has worked directly in the district. I understand what daily life is like on the front lines with our educators and have seen firsthand both the rewards and challenges they experience.

I am deeply invested in this community and care about the education our students receive. I want to ensure our educators feel supported, their voices are heard, and decisions are made with an understanding of how they affect the people in our schools every day. I bring both personal and professional experience with South St. Paul Schools, along with a genuine commitment to the students, educators, families, and community I call home.

Nick Schaefer: I am the only candidate who works in the homes of our taxpayers and has candid conversations with them while repairing their HVAC systems. I am the only candidate to own their own business. I am the only candidate whose decisions put food on the table for their employees and their 30 total family members. I am the only candidate who asked tough questions of the district before the failed Bond and Levy, posted the questions publicly, met with the administration privately, posted the meeting details publicly, interviewed for a vacant Board seat, and was not chosen. I am a candidate who has experience negotiating with union labor. I volunteered at United Hospital cleaning beds, mentored youth with Big Brothers Big Sisters, and volunteer with the South St. Paul Lions Club to promote youth sports, public parks, and the gift of vision throughout the world. I am also the only candidate with four kids attending our schools. I bring the experience of operating a small business in a highly regulated industry. I have to balance budgets, make staffing decisions, and analyze data to make informed decisions. I have a 25-year background working in the industry where our district faces a $150 million backlog of deferred maintenance. I understand the language used to discuss complex building systems and can make decisions based on my own knowledge rather than relying solely on professional engineers. 

Anne Claflin: I learned a great deal over my four years on the board, which helps me be an effective board member. Serving on the finance, facilities, and long-term planning committee, I have delved into the district’s financial details over four budget cycles, developing familiarity with our revenue sources and expenses. This familiarity proved valuable when the board consulted with the community on emerging facility needs and long-term maintenance priorities. I welcome the opportunity to continue serving on that committee, share what I have learned with new board members, and bring a bonding referendum to South St. Paul voters to fund our facility needs and maintain what our community has already invested in.

My experiences and perspectives outside of the board have uniquely prepared me to serve my community. I graduated from South St. Paul with a strong foundation to pursue my interests in ecology and Russian language through further education, and I enjoy paying it forward in the community that supported my education. As a Master Naturalist, I share my passion for our environment and inspire curiosity in kids through local 4-H programs, so I am excited to recognize the programs teachers bring into schools to share their passions and encourage students to find theirs. I have represented South St. Paul and neighboring communities in the MN House of Representatives, which has helped the school district and board advocate to our legislators. As a union steward and school board member, I have gained perspective on both sides in contract negotiations.

Sanderia Davis: I am a mom first. And as a mom with a student enrolled in the district, I want to ensure that all children, including my own, have adequate support in a safe learning environment. I know that in order to do that, we must ensure our schools are fully funded; and that classrooms are rich with teachers who are paid fair wages, and that we expand special education, mental health and multilingual services. My hands-on, work experience leading teams, managing financial systems, and partnering with stakeholders has prepared me to get this job done.

Strengths & weaknesses: What do you think is the district’s greatest strength? How will you build on that? What is the district’s greatest weakness? How will you improve in that area?

Andrew Hoffman: Our greatest strength is our unique combination of longstanding SSP families and our diverse population of newcomers.  I’ve lived here 19 years, my mom grew-up here, but I’m pretty sure I’m still in the “newcomers” category. What is the district’s greatest weakness? The declining school age population that is affecting our class sizes. How will you improve in that area? We need to continue to get new families into SSP, the school district needs to partner up with the city and work together. There are opportunities out there, my experience with the SSP Planning Commission can help get the two to partner up.

Kim Humann: Our district’s greatest strength is our community; the “once a Packer, always a Packer” pride that emanates through SSP is amazing. I believe celebrating our shared Packer Pride is an important element to strengthening our schools, so I want our students to feel that connection to older generations. The achievements of previous Packers can serve as an inspiration to current students. But we also must create the space and opportunities for these students to add new traditions and make their names and faces recognizable in South St. Paul and beyond. I will continue to celebrate what makes SSP strong – the shared, respect, admiration, and Packer Pride between past, present, and future generations.

The greatest weakness of our district are the voices that are resistant to change and choose to undermine progress without constructively identifying ways for the district to succeed. The board gives everyone in the community the opportunity to address their concerns, and I am committed to hearing from you even if we disagree. It takes time to build relationships and trust, and I will continue to invest my time in this process. It calls for actions that invite folks to join in creating solutions and being part of a dynamic and thriving community. I will keep creating opportunities to hear from all stakeholders and won’t hide from negative feedback. When we are pulling the same direction and want everyone from our students to our administrators to be successful, we will see that our district is trending upward.

Lisa Moore: I believe our district’s greatest strengths are the dedication of our educators and the diversity of our students and families. Our educators work every day to support students with different backgrounds, experiences, and learning needs. I would build on these strengths by continuing to support our educators, listening to their experiences and concerns, and ensuring their voices, as well as feedback from families and the community, are part of the decision-making process.

I believe one of our greatest weaknesses is the lack of community involvement and connection with our schools. There was a time when educators, parents, schools, and the community worked closely together, and that partnership was at the core of what helped South St. Paul Schools thrive. We need to rebuild that connection.

A key part of that is better communication and transparency. The district should do more to keep families and community members informed about decisions, including how funds are being used and why. When people understand what is happening in their schools and feel included in the conversation, it builds trust and encourages greater community support and involvement.

Nick Schaefer: Our district’s greatest strength is our teachers. With four kids in the district, our family has had the chance to meet many amazing teachers who truly care about not just our kids, but all their students. I have had teachers reach out to me since declaring my candidacy to discuss the issues we face, which exemplifies their dedication and commitment to our community. I will build on that by ensuring productive conversations with them remain open and transparent. They, along with parents, are the most important voices in how we educate our kids and succeed as a district. Our greatest weakness is our lack of planning. With $150 million in deferred maintenance, we have no choice but to go to taxpayers and ask for additional bond and levy funds. I supported the bond and levy but completely understand why it failed. I told the district that communication and transparency were not good enough and the public lacked trust. From my business experience, I understand facility maintenance and the need for a concrete plan. Starting day one, I would work with the Board and Administration to identify exactly what is needed, gather accurate costs, and prepare projects for competitive bidding. From there, we can approach taxpayers with a line-by-line cost of what is needed and eliminate items that are wants rather than needs. Once we are in a better financial position, we can begin setting aside more money and reduce our dependence on bonds for capital expenditures.

Anne Claflin: Our greatest strength is our strong South St. Paul identity and the fact that our school district is also our city boundary. As a board, we developed shared values with our city council and can continue to work together collaboratively for our community. The city and school district have distinct roles and responsibilities, but share the community that we serve. We need to keep building on this identity to expand it beyond our legacy to include everyone who is part of South St. Paul now.

Our strength also means that our district is small compared to our neighbors, which is challenging and can be a weakness. We need to show families that we offer students the education, experiences, and opportunities that they are seeking right here. We have been losing more students to open enrollment than we gain, on top of a smaller student pool, which means our revenue shrinks as expenses grow. However, our size doesn’t limit our opportunities for students because we collaborate with neighboring districts through programs like the TriDistrict CAPS internships, and we can still offer small class sizes, individualized support, and a variety of co-curricular activities and athletics. Our size also means the district is sometimes seen as a stepping stone to careers in other districts, rather than a place people want to stay long term. We need to invest in our staff and show them that they are valued and have opportunities to grow here.

Sanderia Davis: South Saint Paul’s greatest strength is our community pride. I love how our neighbors show up for one another. We show up for our schools. We volunteer. And we show up for our community. We have a strong civic identity that makes us unique. I want to lean into what makes South Saint Paul who we are and amplify it. In order to grow, we need to channel that goodwill into effective programs with clear stewardship, goals and accountability. We must be willing to make changes for the greater good.

Christine Estee: The district’s greatest strength is its people. South St. Paul has deeply dedicated educators and staff, strong Packer pride, and a close-knit community that is a wonderful combination of longtime residents and newer residents who come together and share an investment in out schools and a love for our community. People care about this district and city, and they show up for one another.

I would build on that strength by advocating for additional ways for students, families, educators and staff to be involved in district development and decision-making. I would also strengthen partnerships with the city, county, local organizations, and community members.

The district’s greatest weakness is the number of students who feel disconnected from school, which is reflected in our absenteeism rates and our math and literacy scores. When students are not in class, and when they lack the tools to stay caught up with their peers, academic and achievement gaps grow, relationships become weaker, and our educators are put in a difficult position.

We need to identify attendance concerns early, communicate consistently with families and understand why each student is missing school. With our math and literacy rates, we need to offer tutoring for students who are struggling. Early intervention is paramount. While accountability matters, truancy referrals will not solve anxiety, bullying, unmet disability needs, housing instability, family crises or academic struggles. I would push for measurable goals, individualized interventions and support plans, and community-based supports.

Immigration: Minnesota saw significant impacts from the increased Immigration and Customs Enforcement (ICE) operations earlier this year, including closed businesses, students missing school, protests, and law enforcement conflicts. How do you rate the district’s response and what should the district do in future conflicts?

Kim Humann: I applaud the district staff and their response to ensure the safety of our students during Operation Metro Surge, beginning with the amazing work of our cultural liaisons who connected directly with our most impacted families. Staff at all levels created on-line learning systems, and delivered food supplies to support families who did not feel safe leaving their homes. For the students who kept attending in person, our secondary building was opened earlier than usual to provide safe shelter for students and office staff and administrators reviewed procedure on how to respond if anyone entered our buildings to request access. Operation Metro Surge disrupted the school year for all our students, even our youngest learners were aware that classmates were missing and could feel the stress that was in the environment. I believe our district did what it could in the moment: it balanced the immediate needs of our students and families without disrupting the academic mission that public schools must fulfill while also staying within the existing financial limits. Did I wish at times there was more the district could do, yes; but I recognize the capacity of our staff was reached. 

I truly hope we never face a similar situation in the future, but if it were to arise, I believe our district will be able to respond even more effectively.

Lisa Moore: I believe the district and local law enforcement did the best they could with the information and resources available at the time. Moving forward, I believe we need stronger systems in place that allow the district to respond quickly when circumstances prevent students from safely attending school in person.

This could include having distant learning options available when appropriate so students can continue their education without falling behind. The district should also help connect families with available community resources when they are facing challenges that affect their children’s ability to attend school or learn.

Communication is also critical. Families and community members need timely, accurate information about situations affecting our schools and students. South St. Paul Public Schools has established safety protocols and staff response procedures for potential immigration-enforcement activity at or near schools, and those plans should continue to be reviewed and communicated clearly.

Finally, we should respect students’ First Amendment rights to peacefully express their views while maintaining a safe and productive learning environment and applying school policies fairly and consistently. Students should know their voices matter, even when the issues they care about are difficult or controversial.

Nick Schaefer: I wrote a letter to the administration after they issued a statement when Operation Metro Surge came to town. I was critical of their response and argued that when there is chaos in the streets, kids need a stable place where they can focus on something other than that chaos. I argued that our schools were the safest place for students to be. When we shut down schools during COVID, it had a profound negative impact on students, and the effects are still visible in declining basic proficiency across the country. The District’s response should be one that steadies the ship in otherwise turbulent waters. Teachers are some of the most compassionate people in the world, and their wisdom and guidance can serve as a calming influence for students. Keeping students home only exposes them more to the anxiety and fear perpetuated by the constant news cycle. Further, our district has a higher-than-average number of IEPs and counselors available to support students and provide comfort they may not have access to outside of school. In future conflicts, I believe schools should remain open whenever it is safe and legally possible to do so. 

Anne Claflin: The district had protections and emergency protocols in place to respond to anything occurring on school grounds, but this wasn’t clear to the broader community, who were concerned and looking out for their neighbors, and even our own families who were concerned about safety in our buildings. In the future, I would advocate for community meetings and open conversations about how the district responds and handles many types of emergencies.

I am proud of the district staff who went to extraordinary lengths to assist families by continuing to provide education and resources amid uncertainty and extreme stress. Our students also showed incredible support for their peers as they dealt with challenges many of us will never face. The board process and schedule slowed our response to concerns, leaving people feeling unheard and unsupported. The board organized a facilitated conversation with students who articulated the need for their concerns to be acknowledged and addressed. Discretion and privacy can create the appearance of inaction, so a public response is necessary.

Sanderia Davis: No student should be afraid to attend school. No parent should have to worry about their child’s safety at school. Schools should not have been used as a tool to enforce political agendas. Our kids are not pawns.

Christine Estee: The district took meaningful steps to protect students, contact impacted families, provide e-learning options, and connected families with resources. I appreciate the work staff did, much of it behind the scenes and unknown to a lot of the greater community.

At the same time, community groups were often responding without knowing what the district was doing, while families were scared to leave their homes and send their children to school. During a crisis, communication and coordination are essential.

For future conflicts, the district should conduct an after-action review, that includes impacted family’s input, and turn what we learned into lasting policy. As we learned during COVID, we should not wait for the next crisis to decide how we will respond. Policies must address student and family privacy, access to school buildings, family communication, transportation, learning and coordination with public agencies and trusted community partners.

Future plans should also include outreach by trained staff or cultural liaisons for students impacted, flexible ways to stay connected to class work – particularly because distance learning does not work for every learner, mental health and basic needs support, and a coordinated safety presence at bus stops as well as patrols around the school buildings itself to ensure safety for students, families, and staff.

Schools cannot control what is happening in the world around them, but they can control how they respond and be prepared for its impact. It is our responsibility that every single student remains safe, supported, and has access to an education.

Andrew Hoffman: As a school board candidate, my focus on this issue is strictly non-partisan and entirely operational: every child in our community has a clear constitutional right to a public education under Plyler v. Doe, and our job is to maintain a safe, predictable environment where that learning can happen without outside disruption.

Budget: In May, the school district had two levy votes that failed. Did you support those levies? Why or why not? How should the board address budget issues? How would you decide what to cut?

Lisa Moore: No. This was the first time I did not support a school levy or referendum. While I recognize that our district has significant facility and financial needs, I did not feel there was enough clear and accessible information provided to the community about how the money would be used and why each proposed expenditure was necessary.

Moving forward, I believe the district needs greater involvement from educators, parents, and community members throughout the budgeting process, not just after decisions have been made. The district’s budget process includes enrollment projections, long-term financial forecasting, staffing guidelines, and revenue and expenditure assumptions, and I believe those decisions should be communicated to the public in a way that is easy to understand.

When cuts are necessary, I would want to hear directly from the educators and staff who understand how those decisions will affect students every day. Parents and community members should also have opportunities to provide meaningful input. Before making cuts, I would carefully consider the impact on students, classrooms, educators, and essential services.

Transparency builds trust. When the community understands where money is going, why it is needed, and how decisions are being made, we can have more productive conversations about the district’s financial future.

Nick Schaefer: Initially, I opposed the Bond because the district stated the money would be spent on essentially the same laundry list that was supposed to be addressed in the 2013 Bond. I developed questions about what had been accomplished with the previous Bond and posted them publicly. The Administration offered to meet with me to address my concerns, and many community members reached out supporting my questions. After meeting with the District, I was satisfied that the 2013 Bond money was spent as intended and publicly announced that I now supported the Bond. The Levy continued existing spending levels and would have no effect until the current Levy expired in 2029. I supported it because I felt the financial impact was manageable. The Board needs to address the budget with a long-term plan. Many facilities professionals recommend setting aside 2-4% of a facility’s current replacement value for maintenance and capital needs. Our District currently sets aside about 1%. Some of this involves State and Federal funding constraints, but we need to adapt to the reality we live in. We should reduce our dependence on Bonds to fund infrastructure improvements. Just because other districts don’t do so is not an excuse for failing to be good stewards of taxpayer money. When cuts are necessary, I will prioritize classroom instruction and look first for spending that provides the least measurable value to students and taxpayers. 

Anne Claflin: I supported both levy questions. The first would have funded prioritized facility needs and maintenance beyond limited state funding, with little impact on property taxes. Community members toured facilities and provided input on priority projects and the size of the request. That process helped me understand community priorities, what would make a difference for students, and how to steward taxpayer dollars responsibly.

The second would have renewed an existing levy for ongoing security and technology funding a year before it expired. I supported this strategic approach because it could improve efficiency and reduce election costs. I also support the board’s current work to use our levy authority for ongoing maintenance and understand community priorities as we develop a future proposal. Any future request must clearly communicate its goals and demonstrate the investment’s value to our community.

Budgets should be built around guiding principles and a clear short- and long-term outlook. Addressing only immediate needs without considering long-term sustainability is fiscally irresponsible and risks putting the district into statutory operating debt that requires corrective actions.

After multiple rounds of budgeting, I have seen that we can meet our guiding principles by using funds efficiently, planning staffing around projected needs, and pursuing every available dollar. However, it is increasingly difficult to stretch those dollars and plan responsibly for future student needs. We must continue advocating for full state funding of mandated programs while making disciplined, sustainable choices about the resources we control.

Sanderia Davis: I voted “Yes” on both levies because it’s important to maintain safe, functioning schools and support teachers.

Christine Estee: I supported both ballot questions because the district’s needs are very real, and we need to be able to update and maintain our schools.   

I support bringing a revised proposal back to voters in 2028, during the general election, not another standalone special election. Before then, the board should create a specific project list with costs, timelines, priorities, oversight measures, and regular public reporting in order to help community engagement and rebuild trust. Voters should understand not only what the district is requesting, but what each dollar will accomplish.  

All budget issues should be addressed through transparent, long-term planning rather than crisis budgeting. I support multi-year forecasts, regular public budget updates, reviewing contracts and seeking out shared-services opportunities. When the district purchases goods or services, it should seek multiple competitive quotes whenever it is practical to do so and share those along with how those were chosen, with the public. This transparency will not only ensure the district is getting good value but would also strengthen trust with the public.

When Budget cuts are unavoidable, I would consider each option by its impact on students, our legal obligations, safety, equity and the long-term costs. I would advocate for non-essential purchases to be reconsidered, seek outside contracts and spending the furthest from the classroom. I would work to protect classroom instruction, special education, mental-health services, student safety, and the educators and staff who work with students. Our arts programs are equally important to our sports and I will advocate for both.

Andrew Hoffman: I did support the two levies, I was disappointed they failed, I felt the current school board members did not do enough to support the levies, they should have been out and about, and it was nothing but silence. Cuts are never fun, careful consideration needs to be done on what should stay and go.

Kim Humann: Yes, as a current board member, I did support both questions on the May ballot and I went out to the public to share why the passage of both would benefit the district. The Facilities Bond would have allowed the district to make greater strides at protecting the investment our community has already made over the past 100+ years. While the Capital Projects Levy renewal, would have maintained the funding the district uses for technology and safety.

In order to address budget issues, the board continues to evaluate the options before us, including using the cash reserves, considering taxation, cutting staffing numbers, increasing class sizes, programming, and advocating at the capital for fully funding the mandates that come to us through legislation.

As the financial needs of our district increase and our budget contracts, the board will need to consider cuts. The board reviews three different budgets multiple times throughout the year, toggling between the current year and the upcoming year while also reviewing the past year, using data to hone in on more accurate numbers regarding enrollment and expenses. All budget changes are made taking into account how our students will be affected. And this will continue to be the guidance that the board will use in making future budget cuts. I would try to continue making cuts in places where they would have the least impact on the day-to-day experience of our students.

Lightning Round

We asked candidates a series of 10 simple questions and asked them to respond briefly in 25 words or less.

1. Do you have a library card? When did you last use it?

• Nick Schaefer: No. The last time I used one was when I was 12.
• Anne Claflin: I use the library all the time and just checked out The Neverfear by Katherine Rundell. 
• Sanderia Davis: Yes. I’m approved for Self-Service Hours. September 2026
• Christine Estee: I have been a proud library card holder as long as I can remember and I used my card this week.
• Andrew Hoffman: Yes, Thursday September 10th, 2026 (My Libby hold list is long!)
• Kim Humann: Yes! And an after hours access card. I love the library and someone from my family is usually there daily.
• Lisa Moore: Yes, I have a library card, although I honestly don’t remember the last time I used it.

2. How many school board meetings have you attended in the past year?

• Anne Claflin: All except for one when I was backpacking in the wilderness. (There are usually 2 meetings per month, plus committees and a few special meetings).
• Sanderia Davis: I’ve watched the full recordings.
• Christine Estee: I attended 2 school board meetings this last year in person and have watched several others online.
• Andrew Hoffman: One in person, do watch on Town Square TV
• Kim Humann: All of them.
• Lisa Moore: None in person, but I have watched the majority of the School Board meetings through televised broadcasts.
• Nick Schaefer: None in person. I watch them online. 

3. Have you volunteered in your community in the past year? Where?

• Sanderia Davis: Yes. I was a volunteer delegate for Precinct 1 at the recent caucus.
• Christine Estee: I’m an active volunteer with Tubman, Girl Scouts, Domestic Abuse Project, and local mutual aid to support our community.
• Andrew Hoffman: Yes, I’ve served on the SSP Planning Commission since March 2024 and a SSP Lions member, volunteering at community events, including Beyond the Yellow Ribbon.
• Kim Humann: Yes, regularly. I run the Red Cross Blood drive at Luther Memorial Church, host a Free Little Art Gallery, assist the Kaposia PTA, others.
• Lisa Moore: Yes. Holiday Helping Hands, made hygiene kits for Bridge to Basics, Open Cupboard, and volunteering at this year’s West St. Paul Police Department’s K9 Walk.
• Nick Schaefer: Yes. South St. Paul Lions Club and coaching youth baseball. 
• Anne Claflin: I coach 4-H wildlife and shooting sports activities, help at the Clark-Grace UCC garden, work on habitat restoration on public lands, and more.

4. If you have children, do they or did they attend public schools?

• Christine Estee: All four of our children attended public schools – two have graduated and are done with college and the two still at home attend public school.
• Andrew Hoffman: Yes; one is a senior at SSP, the other graduated in 2018.
• Kim Humann: Yes, all three of my children attend South St. Paul Public Schools.
• Lisa Moore: Yes. All three of my children attended South St. Paul Public Schools and graduated from South St. Paul High School.
• Nick Schaefer: Yes. All four of my kids attend South St. Paul Public Schools.
• Anne Claflin: Yes, my son attended Kaposia, and he is now a 6th grader at South St. Paul Middle School.
• Sanderia Davis: I have two adult children and a preschooler and he attends Lincoln.

5. Have you attended school events in a non-campaign capacity in the past year? Which ones?

• Andrew Hoffman: I’ve judged high school Debate Teams and will again this fall, run the cannon at SSP football games, and attended Secondary conferences and open houses.
• Kim Humann: Yes. I regularly attend events at the schools with my three kids, including sports and theater.
• Lisa Moore: Yes. I have attended South St. Paul High School football games.
• Nick Schaefer: Yes. Bond and Levy informational session, AmazeWorks informational session, and my kids’ music programs. 
• Anne Claflin: As a parent, I’ve been at school town halls, band concerts, musicals, family festivals, athletics, and even visited an art class to demonstrate weaving.
• Sanderia Davis: Yes. PreK Roundup. Parent/Teacher Conf. Family Connection. And a few others.
• Christine Estee: I have attended tennis matches and theatre productions. We have also dropped in on several ball games this summer as well.

6. Do you support curriculum that presents a variety of voices and perspectives?

• Kim Humann: Yes, it is important that our curriculum represents our students.
• Lisa Moore: Absolutely. I believe students benefit from being exposed to a variety of voices, experiences, and perspectives.
• Nick Schaefer: I support a curriculum that teaches students how to think, not what to think. 
• Anne Claflin: Yes, this diversity validates students’ identities, builds empathy and critical thinking skills, and prepares students to communicate respectfully across differences.
• Sanderia Davis: I support varied views.
• Christine Estee: Yes. Curriculum should represent varied cultures, identities, experiences, and perspectives so every student feels represented and ready for the wider world.
• Andrew Hoffman: Yes

7. Who was your favorite teacher? 

• Kim Humann: Miss Rhoda Arndt, high school art.
• Lisa Moore: Mrs. Dorau, my fifth-grade teacher at Lincoln Elementary, before it became Lincoln Center.
• Nick Schaefer: Mr. Lufkin, my high school math teacher at Henry Sibley. 
• Anne Claflin: Vladimir Kuskovski taught Russian at SSPHS and inspired me to keep studying the Russian language and literature and to experience other cultures while studying abroad.
• Sanderia Davis: My history teacher at Alief Hastings High School in Houston, TX.
• Christine Estee: My 8th grade English/Language Arts teacher, Ms. Jenkins.
• Andrew Hoffman: My favorite teachers from the Hastings School district were Mr. Al Todnem, Mr. Cliff Jacobsen & Mrs. Shirley Kilborn.

8. Do you support social and emotional learning (SEL)?

• Lisa Moore: Absolutely. My background in special education has shown me how important social and emotional learning can be in supporting student success.
• Nick Schaefer: No. It compromises the amount of time spent on core educational subjects.
• Anne Claflin: Yes, SEL helps students develop self-awareness and self-regulation, build healthy relationships, and ultimately leads to better academic performance and long-term success.
• Sanderia Davis: I support safe schools that can meet diverse learning needs.
• Christine Estee: Yes. Social-emotional learning helps students build self-awareness, emotional regulation, healthy and happy relationships, and critical thinking skills they’ll need for the rest of their lives.
• Andrew Hoffman: Yes
• Kim Humann: Yes, learning emotions is fundamental to being in relationship with people and being with other people is what we are meant to do as humans.

9. What was your favorite class?

• Nick Schaefer: SIBCO, a high school small business class.
• Anne Claflin: My favorite college course was prairie ecology (Tolstoy was close), and now I love taking weaving and outdoor skills classes at folk schools.
• Andrew Hoffman: History & school newspaper
• Kim Humann: I loved art class.
• Sanderia Davis: History
• Christine Estee: Language Arts and History were my favorite classes.
• Lisa Moore: Language Arts was my favorite class.

10. Do you support student voice in district operations?

• Anne Claflin: Yes, and I am excited that we have student representatives engaged in our board meetings to share student concerns and priorities.
• Sanderia Davis: Yes. Students should have a voice.
• Christine Estee: Yes. Students should have a voice because decisions impact them and their education, and they offer unique, valuable perspectives adults may not consider.  
• Andrew Hoffman: Yes
• Kim Humann: Yes, working with our student school board representatives and hearing directly from our students is a great privilege.
• Lisa Moore: Yes. It’s their school, and students should have a voice in what works for them, what doesn’t, and how we can improve.
• Nick Schaefer: Absolutely. Their voices are paramount in forming an excellent learning environment.

More Information

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