My daughter with special needs thrived in ISD and graduated two years ago. I would give the district a A+ grade during most of her time in school. However, my son, with a gift in Math, could not start a Math club in Middle School because they did not have the funds (a teacher had to proctor a class for an hour a week)—so I researched spending vs. outcomes and found big gaps. The job of the school board is to set goals for the Superintendent and hold them accountable. The Superintendent's job is to meet these goals using a $400 million budget ($20,000 per student per year). The Superintendent manages all school employees. The board used to perform its duties effectively, but since the COVID-19 pandemic, it has not been able to do so. Instead of fulfilling its job - to hold the Superintendent accountable with measurable and time-bound goals - the board is setting subjective goals and evaluating activities rather than demanding results. At the present time, the evidence provided by the Superintendent for success in yearly performance reviews does not need to yield results; it only needs to demonstrate activity (presentations, seminars, training, statements of intent, and so on). If elected to the board, I will set concrete targets, such as reducing the percentage of students who fear speaking in class from 40% to 10% and closing the discipline gap for Black students and students with special needs. For e.g., only 2% of students are Black, but 14% of suspended students are Black! We need to publish an itemized “promised-vs-delivered” dashboard so that every voter can track where each tax dollar is allocated and how the district is tracking its goals. I’m also running to restore safety, trust, and ensure that every child—whether college-bound, trade-bound, or special-needs—receives the support they need. As an articulate, data-driven, and goal-oriented technologist with extensive experience in a fast-paced, results-oriented environment, I am well-equipped to fulfill the responsibilities of a board member.

Yes, this is my first time running for elected office in a local election. I have run for office for student groups in my University days.

My philosophy is common-sense governance, choosing the best ideas regardless of their political origin, as long as they advance sustainability, fairness, and student success. Like most Americans, I support less red tape and maximum focus on beneficiaries—the students. In the same spirit, I value effectiveness, striving to get the most out of every dollar and every precious minute. That’s why I prioritize financial transparency, teacher empowerment, and measurable outcomes—not party labels. Like many conservatives, I believe in excellence in core academics—math, reading, and writing—as the fundamental foundation of learning. Like many progressives, I value diverse perspectives, especially when addressing the most critical challenges facing our students. However, I place greater importance on a person’s lived experience, a well-rounded perspective, and the ability to evolve, than on unchangeable characteristics like race or national origin. This aligns with my emphasis on excellence. Like most Americans, I believe in pragmatism over ideology. I refuse to be pigeonholed. Good ideas transcend labels. When a solution benefits students, I embrace it—whether it involves cutting waste or expanding programs. It’s about what works, not what’s trending in social media echo chambers.

My work and career speak for themselves. So does my hard work—knocking on more than 2000 doors as of this writing, speaking in community meetings, including the ISD Candidate Forum at Blakely Hall (July 17), Providence Point (July 21, July 29), and other community meetings. My campaign relies on door-to-door engagement—not large special-interest checks. I've been endorsed by Dr. Wendy Ghiora (former principal) and hundreds of grassroots supporters, Americans for Hindus (A4H), and several other community elders in and outside Seattle. I consider the endorsements of the voters I've engaged as the most important. Please visit the endorsements page for details.

Ballots mailed July 16; return them by August 5 (primary). You can drop them in any King County vote box or mail them in (no stamp needed).

Click Volunteer or Donate on votechinmay.org. You can also email me directly at votechinmay@gmail.com if you have questions.

Community confidence in the district is slipping. Bond measures failed twice—in 2024 and 2025—despite strong outreach efforts. After visiting more than 2000 households of varied ages, backgrounds, and political views, I’ve heard a consistent concern: residents want clearer accountability for how their tax dollars are used and a focus on safety and basic education. Roughly one in three families now opt for homeschooling, especially at the elementary and middle school levels, many citing negative experiences. Many spend thousands of dollars each year or rearrange work schedules to teach at home. When these parents learn that the district spends approximately $20,000 per student annually (more than the University of Washington's in-state tuition), they naturally ask why public school quality does not better reflect that investment. When they see that we spend $80 million on special needs programs but suspend special needs students at twice the average rate, questions are asked. It doesn't help that we allocate 3% of the budget to vocational training, which is critical for preparing students for the real world, while we spend 13% on district bureaucracy. Students share similar frustrations. According to recent district surveys, two out of three middle schoolers feel that their classrooms do not bring out their best. Approximately 30-40% of high schoolers report in district surveys that they are afraid to speak their minds in the classroom. Listening to these voices—taxpayers, parents, and students alike—is essential. Without their support, we all suffer. I'd like to see all parents enroll their children in public schools, and I'd like to see more voters support bonds and levies, but this is not possible until we get our act together and regain the community's trust.

All information is drawn from Issaquah School District budget documents, OSPI Report-Card data, official board-meeting minutes, and the district’s own Speak-Up surveys. You can find this information on the home page - https://www.votechinmay.org/#didyouknow Detail: Washington state report card (includes YoY data) Official ISD surveys (e.g. the speakup survey), or budget documents (shared with me by the ISD CFO, for instance). www.isd411.org/about-us/reports-and-surveys/national-speak-up-survey, www.isd411.org/about-us/departments/finance, ISD enrollment forecast to board, 3/13/25, slide 7 Issaquah High School Survey (qualtrics) OSPI data, or other official data sets at state or federal level, e.g Organization and Financing Of Washington’s Public Schools. November 2020, T.J. Kelly CFO [OSPI] Independent reports, e.g. Schooldigger reports: https://www.schooldigger.com/go/WA/schools/0375000574/school.aspx#:~:text=10th%20Grade%20English%20Language%20Arts,1 Information shared by ISD insiders - that is not available easily to the public. These sources are confidential. News reports. Information collected by our door-to-door campaign Numbers are derived with simple math. For example, 74.2 % → 63.9 % is a 10.3-point decline (OSPI Report Card). Per student costs can be calculated from the budget table showing “$370.55 M ÷ 19,000 FTE = $19.5 k.” A lot of the data on the ISD website is non-transparent and deliberately hides unfavorable facts. If you see any discrepancy in the data, please contact votechinmay@gmail.com and we will fix it as quickly as possible.

Washington is among the top states in per-student spending, but its overall K-12 education system ranks in the bottom half of states. A report from the Washington State House Republicans indicates that the state spends $18,944 per student. In Issaquah School District, the budget shows a similar number - a budget of $400 million, and just below 20,000 students - 400M/20K = 20K/student. In spite of this spending, the state ranks 23rd in the overall school system. A report from the Annie E. Casey Foundation indicates that Washington is in the bottom half of states for education and economic well-being. On the positive side, Washington is recognized for teacher salaries, ranking second for starting salaries and fourth for average salaries. National Rankings For Washington State 2nd Starting teacher salary 4th Average teacher salary 14th ACT scores 15th Government spending 23rd Overall school system 28th SAT scores 35th High school graduation rate 48th College-going rate Sources: NEA Educator Pay Data 2024, NEA 2024 Rankings and Estimates Report, On To College 2024 Average SAT/ACT Test Score by State, WalletHub 2025 States with the Best School Systems, U.S. News & World Report 2024 Rankings, National Center for Education Statistics, IPEDS, 2021

The term “social media” can be misleading; in practice, it sometimes makes us less social. From a comfortable distance, we watch—and absorb—content that can shape our thoughts and choices in unhealthy ways. Meanwhile, endless scrolling or gaming draws attention away from the real world, which is rich with mystery and learning opportunities. Social media leaves children more isolated and distracted, pulling them away from the rich, real-world experiences that nurture curiosity and growth. As a community, we need to approach new technologies — whether social platforms, AI, or whatever comes next — with thoughtful discernment, not reflexive acceptance. In our schools, that means keeping students focused on learning by storing phones during class time, with calls allowed only in designated areas. Smartwatches, which are less disruptive, could be permitted for essential communication. Ultimately, technology must serve education, not overshadow it. By setting clear boundaries, we can help children develop healthier relationships with their devices and better habits for life.

We need a balanced, common-sense approach to cell phones in schools. Smartphones are a major source of distraction during class, and I support policies that limit their use during instructional time so students stay focused on learning. However, students should still be able to access their phones before and after school or during lunch, especially to communicate with family. Enforcement must be consistent, respectful, and centered on helping students engage with their education — not on punitive or arbitrary discipline. Ultimately, restoring focus in the classroom gives every student, especially those who are struggling, the best chance to succeed. Excessive smartphone use is linked to psychological and physical harm. Personally, I chose not to give my daughter a smartphone until she was 18, and my son will wait just as long. Both of them had smartwatches or flip-phones growing up. That was my family’s decision, but I encourage every parent to think carefully about when their child truly needs a smartphone.

My belief in respecting every individual is deeply personal. As an immigrant, I would never have had the opportunity to build a life here, to contribute, or to give back without America's inherent acceptance of diversity. I am incredibly grateful for that, and I believe our district has a duty to provide that same foundation of opportunity to every single child. For our schools, this isn't a political issue; it's about student success. My number one priority, as outlined in my Safety and Excellence plan, is ensuring we have safe and secure schools where every student can focus on learning. When a child feels unsafe or disrespected, they cannot learn. Forty percent of high school students and a similar number of middle schoolers say that they don't feel safe when speaking up in the classroom, and the schools don't listen to their feedback. Parents report the same issues. When families feel unheard, they cannot be effective partners. As a board member, my role is to ensure that our policies foster a welcoming environment for all students and families, enabling us to focus on our primary mission: academic excellence. When I look at a trans student, I just see a student who is trying to find their way in life. Ideally, I like to see what talents they possess. The purpose of schools is to identify and nurture each child's unique talents and abilities. All children are equal in this respect, no matter their background. We have masculine and feminine names - pronouns (she/her, he/him) can be helpful in further clarifying how to address someone. When I look at a Black, Hispanic, or Special-needs student, I see the numbers: 2% of the school enrollment is Black, but translates to 14% of suspensions. Special-needs students are twice as likely to receive a suspension, and if they are suspended, they are more likely to receive an out-of-school suspension, despite needing school services the most. Why have we allowed this disparity to take root? Our school administrations spend millions on DEI consultants, expensive seminars, and symbolic declarations. What they refuse to do is set targets to eliminate these inequities. Do we want to fix these problems, or do we want to preserve them so we can continue to feed the machine? We can and must do this while maintaining a laser focus on the basics: boosting test scores, expanding Career and Technical Education, and restoring financial trust. My platform is called 'No Talent Left Behind' for a reason. It means ensuring that every child, regardless of their background, has the tools and support they need to succeed. That is how I will approach this issue.

We must align with state and federal law, avoiding culture wars that divide our community. I support maintaining dedicated competition and locker-room spaces for cisgender girls to protect fairness and privacy, while providing private facilities for transgender students when needed. At the same time, we must enforce a zero-tolerance policy for bullying of any student—regardless of gender identity, race, religion, or background—so every child is treated with dignity and respect.

We must begin by restoring public trust. Many voters have lost faith in how the district spends money, which is why recent bonds have failed. My first step would be a comprehensive, top-to-bottom audit of spending versus results, starting with administrative costs and capital projects. We must prioritize the classroom, not bureaucracy or unnecessary construction. Any deficit plan should focus on preserving direct services to students — including Special Education, Career & Technical Education (CTE), and Hi-Cap — while cutting waste and deferring nonessential expenses. Transparency and community involvement in the budgeting process are critical to rebuilding confidence. Some may call this approach “drastic,” but consider what’s happening in the Bellevue School District (https://shorturl.at/Lc9dt): as it faces insolvency, it has entered into “binding conditions” with the state, requiring strict financial targets set by OSPI, frequent reporting, regular meetings with state officials, and mandated strategies for maximizing state funding. Bellevue is not alone — several other Washington districts are already in similar situations. We need to fix our financial problems now, before we find ourselves forced into the same position.

Freeze central-office staffing levels until key academic targets are achieved, giving schools more flexibility to meet classroom needs. Spend some of the savings to make sure teachers have the resources and flexibility they need to innovate. With less red tape, the teachers will find their voice. Conduct contract reviews for major projects to ensure transparency and accountability. This will go a long way in regaining voter trust. Publish a monthly “promised vs. delivered” dashboard so residents can track exactly how each levy and bond dollar is spent.

Voter frustration often indicates deeper issues. District policies should follow the spirit of the U.S. Constitution’s preamble: fair to individuals—such as students, parents, taxpayers—and beneficial to the entire community, not just a few special interests. Many residents, most without children in our schools, see taxes rising while scores fall and feel excluded. I propose a line-item review of all controversial high-cost contracts—including penalty clauses—for projects like the $300 million high-school build. Transparent scrutiny will either confirm spending decisions or prompt needed changes, restoring trust and benefiting everyone involved.

My top priority is preparing every student for success, whether that means higher education or a career in the skilled trades. To achieve this, we need to invest directly in students and teachers, rather than in bureaucracy. Our funding must prioritize foundational subjects, including Math, Science, English, and Career and Technical Education (CTE), so that students of all talents and interests can thrive. Too often, groups like gifted learners and students pursuing CTE are overlooked; in the 2023–2024 budget, they received just 0.5% and 3% of general funds, while over 10% went to district administration. We also need to modernize classroom technology and maintain our facilities in a safe and well-maintained condition. Above all, every dollar should deliver real value for taxpayers and measurable impact on student success

Only 3 % of the general fund reaches CTE labs today. Doubling that share gives students low-debt pathways in welding, nursing, software, and advanced manufacturing—vital for families who prefer careers over four-year college debt.

Focus on core Math, Science, and English; expand tutoring and gifted programs; set clear metrics; and tie budgets to improved test scores and attendance. Empower teachers. Reduce procedural red tape. Recognize teachers for innovations, and provide strong encouragement when positive results are obtained.

Competitive pay is essential—teachers should earn enough to live in the communities they serve. While many salary decisions are set at the state or union level, the school board can still shape conditions that support higher pay. Reducing red tape will empower innovative educators. Regularly honoring outstanding teachers at board meetings and community events will spotlight their achievements and reinforce the profession’s dignity and purpose. By elevating teachers, we lay the groundwork for better compensation.

Parents care deeply, yet they juggle work and taxes so the district can educate their children. At roughly $20,000 per student each year, families rightly expect high standards. Some parents want to help improve schools but feel their input is dismissed. Many withdraw their children—one in three now choose private school or homeschool. Creating two rotating parent seats on the school board would raise family voices above a brief public-comment window and beyond closed PTA sessions, giving parents a meaningful role in district decisions, and a way to voice their concerns loud and clear.

Schools should not endorse or advance any single religion. Instead, they should present all faith traditions objectively and encourage respectful dialogue and debate. The word religion—from Latin re-ligare, “to bind again”—also brings to mind modern secular dogmas, where loyalty to certain slogans is treated as a mark of virtue or vice. Schools exist to foster critical thinking, not to endorse the words of any one community or tradition.

The school struggled to give the necessary support to my son. When he brought challenging math problems to his teachers, he encountered irritation - they said the questions were not part of the syllabus. When my son proposed starting a Math club, the school rejected the idea, stating it would require a teacher to moderate the group for a few hours each week and they didn't have the money. My son even volunteered to lead the instruction along with other talented students, as his goal was to help his peers. To support his math skills, I have homeschooled him since 2024. He is doing well in international math competitions and fulfilling his promise. However, this episode did encourage me to look into why the school system was unable to support a talented child. When I discovered the $400 million budget and how it was allocated, I decided we needed to ask some questions. When I asked questions, the board ignored them. So, I'm running to create change from the inside. As many as 67% of kids are suffering in silence according to the district's own surveys. They don't have the option to homeschool and private school. As citizens, it is our duty to fix this.

When I first arrived in this country, I believed our schools were the best in the world — and back then, they probably were. Sadly, over the past five years, I’ve seen them decline. My son sometimes misses public school, but through homeschooling, he’s thriving, solving challenging problems, and exploring subjects like math, physics, and writing more deeply than before. He also attends an online program, The Socratic Experience, which enriches his learning, although he misses daily, hands-on social interactions. I’m not running for my son — he’s doing well — nor for my daughter, who graduated from Liberty High School when the system was stronger. I’m running for the many kids today who don’t have a choice but to stay in a system that’s failing them. I believe every child deserves access to a high-quality public education. I will not prioritize my own children’s needs, but I will work to make our schools places where every student can succeed, so that all families can feel confident sending their kids to Issaquah public schools. Who knows — if we can turn things around in the next few years, my son might even return to the public school system!

I would describe myself as spiritual, but not religious. My approach is grounded in humility, curiosity, and direct experience rather than rigid dogma. I strive to learn from every person I meet and every situation I encounter. This openness allows me to genuinely connect with people of all backgrounds and beliefs. I often write and reflect on spirituality publicly, emphasizing that real spiritual understanding comes from direct, personal experience—much like scientific inquiry. My beliefs are therefore empirical: rooted in the ongoing pursuit of knowledge and truth through direct interaction with the world. As a school board director, this translates into policies that are inclusive (in a wider sense, not narrowly in terms of DEI policies), flexible, and grounded in reality. I aim for transparency, fairness, and evidence-based decision-making, welcoming diverse perspectives. Ultimately, my spiritual values encourage me to create environments where everyone is respected, heard, and valued, regardless of their background or beliefs.