Dallas ISD District 9 Runoff: A Deep Dive into Justin Henry and Bernadette Nutall’s Campaigns

The future of Dallas Independent School District (DISD) District 9 hangs in the balance as two dedicated candidates, challenger Justin Henry and incumbent trustee Bernadette Nutall, head into a critical runoff election on June 16. This highly contested race, which saw a mere 69 votes separate the two candidates in the May 6 regular election, underscores the deep engagement and varied perspectives within the community regarding public education.

In the initial election, Justin Henry secured an impressive 47 percent of the vote, narrowly missing the 50 percent threshold required to avoid a runoff. This close margin propelled both candidates back onto the campaign trail, intensifying their efforts to connect with voters and articulate their visions for the district. The stakes are high, with the outcome poised to significantly influence policy decisions, student programs, and community involvement in one of Dallas’s most diverse school districts.

Crucial Dates for Voters: Early Voting and Election Day Information

For residents of Dallas ISD District 9, exercising the right to vote is more important than ever. Early voting for the runoff election commenced on June 4 and will continue through Tuesday, June 12. This extended period provides ample opportunity for busy citizens to cast their ballots ahead of Election Day. For comprehensive information regarding early voting locations and schedules, prospective voters are encouraged to click here. Understanding where and when to vote is the first step in making your voice heard.

For those who prefer to vote on Election Day, June 16, numerous polling places will be open across the district. To locate your designated Election Day polling site and ensure you are prepared, please click here. Participating in this election is crucial for shaping the educational landscape for thousands of students and families in Dallas.

Analyzing Voter Turnout: The Impact of Election Fatigue

Initial reports indicate a notably low voter turnout during the early voting period, a trend that many observers anticipated. The sequence of elections—a May 5 school board election, followed by a May 20 primary runoff, and now the June 16 school board runoff—has seemingly led to a degree of “election fatigue” among the populace. As of the latest Sunday report, only 3,592 individuals across Dallas County had participated in the various runoff elections. This low engagement poses a challenge for both campaigns, highlighting the need to re-energize their bases and motivate voters to return to the polls.

The success of the runoff election, and indeed the future leadership of District 9, heavily relies on the ability of Henry and Nutall to mobilize their supporters and convince undecided voters of their distinct qualifications and platforms. A small margin of victory could be decided by just a few hundred votes, making every single ballot cast profoundly significant.

Meet the Candidates: Justin Henry and Bernadette Nutall

To provide voters with a clearer understanding of the choices before them, we’ve compiled a brief primer on both candidates. While a more extensive overview was previously published here, we reached out to both Justin Henry and Bernadette Nutall with a fresh set of questions designed to augment that initial information. Our aim was to offer a direct comparison of their perspectives on key issues facing Dallas ISD District 9. We provided a clear deadline for responses, and Justin Henry promptly submitted his answers over the weekend.

Initially, incumbent trustee Bernadette Nutall did not respond to our two email requests, which were sent to her official dallasisd.org address listed on the district website. However, we are pleased to provide an update: Citing a busy campaign schedule and end-of-school-year related conflicts, Ms. Nutall reached out on Tuesday evening with her responses. We have since incorporated her insights, ensuring a balanced and comprehensive representation of both candidates’ viewpoints in this updated report.

Below, you will find our questions and the unedited responses from both Justin Henry and Bernadette Nutall, offering an unfiltered look at their thoughts on crucial educational matters.

Candidate Q&A: Key Issues and Visions for DISD District 9

These direct responses highlight their priorities and approaches to governing Dallas ISD District 9, allowing voters to make an informed decision.

How many DISD campuses have you visited in the past two years?

Henry: “I have visited nearly all campuses in District 9 and many outside of District 9. These visits have been primarily for two reasons: (1) volunteering at a DISD campus or (2) meeting with parents, educators and staff at a campus to learn about best practices across the district. As one example, I have visited elementary schools in DISD that have IB programs so that I can better understand the challenge of starting and implementing a successful IB program at the campus-level.”

Justin Henry emphasizes a hands-on approach, using his visits not just for observation but for active engagement. His focus on understanding successful programs like the International Baccalaureate (IB) at a granular level demonstrates a commitment to evidence-based policy implementation. Volunteering and direct interaction with stakeholders suggest a desire to be deeply embedded in the school community.

Nutall: “I have visited every school campus in District 9 as well as over 15 campuses in neighboring trustee districts.”

Bernadette Nutall, as the incumbent, highlights comprehensive coverage of her district, visiting every campus. Her visits extending to neighboring districts indicate a broader perspective on regional educational trends and challenges, suggesting a collaborative or comparative approach to understanding DISD’s position within the larger educational ecosystem.

What do you think is the biggest obstacle to successful schools in Dallas?

Henry: “If I had to pick one, it would be ensuring that all of our kids have access to high-quality early childhood education. As a parent, you remember the day your child was born. We do not hold our child for the first time and begin daydreaming about all the obstacles that could stop them from achieving their full potential. We hold our kids for the first time and dream big. Early childhood education is the fuel that ignites those dreams. The education and services that we provide our kids beyond early childhood education are what continue to fuel those dreams and love of learning within our kids. The research is clear. We must get our kids in early childhood education as soon as possible. Our family has seen the impact of this personally. We have watched the growth of our children who have been in quality early childhood education as early as the age of 3 months. But, let’s be real: most of our kids in Dallas do not have this opportunity. I sure didn’t. We don’t have to just let the chips fall where they may. Privilege, access or resources should never be a pre-requisite to our kids receiving quality early childhood education. We are frustrated with this denial of opportunity, but we are hopeful because we can solve this issue. We should also expand proven educational programs and services, such as Montessori programs, social and emotional support services, dual language, International Baccalaureate and other options. These opportunities are responsive to families in Dallas and provide opportunities for our kids in an ever-changing world. The good news is that DISD has shown commitment (including passing pre-K policies) and very positive success in this area. DISD just received a report that pre-K enrollment is up and that DISD is leading every major urban district in the state in increases in 3^rd grade reading over the last 5 years. Even with these successes, we have to ensure that the growth is equitable, meaning that kids of all backgrounds are seeing significant growth.”

Justin Henry powerfully articulates that the lack of access to high-quality early childhood education is the foremost impediment to student success in Dallas. Drawing from personal experience as a parent, he highlights the foundational role of early learning in igniting children’s dreams and fostering a lifelong love of learning. Henry emphasizes that early intervention, ideally from as young as three months, is crucial and supported by clear research. He passionately advocates for equitable access, asserting that socio-economic status should never dictate a child’s opportunity for quality early education. Furthermore, he proposes expanding proven programs like Montessori, dual language, International Baccalaureate, and crucial social-emotional support services, seeing them as vital for preparing students for a dynamic future. While acknowledging DISD’s commendable progress in pre-K enrollment and third-grade reading scores, he stresses the ongoing need to ensure this growth is truly equitable across all student demographics.

Nutall: “One of the biggest obstacles that Dallas ISD faces is the resistance by some to allow educator, parental and community participation in the solution finding process. Instead, totalitarian methods have been deployed which frequently hurts the educational experience of students.”

Bernadette Nutall identifies a systemic issue within DISD: a perceived lack of inclusive participation in decision-making. She argues that resistance to involving educators, parents, and the community in “solution finding” processes, often replaced by what she terms “totalitarian methods,” negatively impacts students’ educational experiences. This response suggests a strong belief in shared governance and a potential critique of top-down approaches within the district, advocating for a more collaborative and democratic process to truly address educational challenges.

Describe the families in your district.

Henry: “District 9 is an incredibly diverse district. I was able to interact with a lot of families in our community through my community service and DISD volunteerism. However, this campaign has increased that number significantly. Our campaign believes deeply in community engagement, and that is why I have personally knocked on thousands and thousands of doors over the last 8 months. This has been my favorite part of this campaign. Our team has collectively knocked on well over 14,000 doors. As a result, I have had thousands of conversations with families and people across our district. The people in District 9 are diverse and have different stories, but we have found some constant threads. Families in DISD want the absolute best (social/emotional/academically) for their kids. Even more, families and individuals without kids have also shared that they agree that public education is an incredibly important factor to the success of our communities.”

Justin Henry paints a picture of District 9 as remarkably diverse, a fact he’s deeply engaged with through extensive community outreach. He emphasizes that his campaign’s commitment to community engagement has led him to personally knock on thousands of doors, fostering thousands of direct conversations with families. Despite their varied backgrounds and individual stories, Henry notes a unifying desire among all families: a profound wish for their children to achieve the absolute best across social, emotional, and academic dimensions. He also highlights a broader consensus within the district, including those without children, that robust public education is fundamental to the overall success and vibrancy of the community.

Nutall: “Although some parts of District 9 can be categorized as upper-middle income, the vast majority of my district includes households that are considered to be low income. However, they still want the best education for their children.”

Bernadette Nutall offers a socio-economic demographic snapshot of District 9, acknowledging pockets of upper-middle income but emphasizing that the vast majority of households are classified as low-income. Crucially, she underscores a universal aspiration within these families: despite economic challenges, they share an unwavering desire for their children to receive the best possible education. This perspective informs her advocacy, suggesting a focus on addressing the unique needs and supporting the aspirations of economically disadvantaged students and their families.

How do you presently advocate for the needs of all the students in your district?

Henry: “I’ve spent nearly half my life, more than 15 years, working on behalf of our kids in public schools. This includes my years as a middle school teacher and diligently working the last 8 years here in Dallas. That is more than 15 years of building relationships and working to improve opportunities for our kids in public schools. That is nearly 15 years of experiencing, learning and working to address the challenges DISD students are facing. As a trustee, I am going to continue that commitment to our kids by utilizing these relationships and this intimate knowledge to positively transform our kids’ experience. I am running for students, for DISD, for opportunity and for collaboration. Here is a summary list of my advocacy for our kids in DISD and beyond:

Texas Subcommittee for Higher Education, Committee Staff/Intern (2004-2005)
Los Angeles Unified School District, Middle School Math Teacher (7th Grade)
American Civil Liberties Union (ACLU), Law Clerk — Conducting research, writing and advocacy in the areas of anti-discrimination, disability and education law including School-to-Prison Pipeline (2007)
DISD Citizen Budget Review Commission District 9 Appointee (2011-2014)
Long-time DISD Volunteer
Kappa League Middle School Advisor (2010-2014) o Southwest Province Volunteer of the Year o Weekly mentorship of nearly 100 black boys and lead the middle school cohort of roughly 25 boys
Former Billy Earle Dade SBDM member (Volunteer)
Friends of Lakewood Member (Volunteer)
Former DISD District 9 Task Force Chair (2 terms, volunteer)
DISD District 9 Task Force Member (Volunteer)
Former Chair of the DISD Racial Equity Committee (Volunteer)
Latino Center for Leadership Development (Fellow)
Literacy Instruction for Texas (LIFT) – Math Instructor (2016-2017, Volunteer)

Justin Henry underscores his extensive and long-standing commitment to public education, spanning over 15 years, nearly half his life. He emphasizes that his advocacy is deeply rooted in his experience as a middle school teacher and eight years of dedicated work in Dallas, fostering relationships and gaining intimate knowledge of the challenges DISD students face. He sees himself running for “students, for DISD, for opportunity and for collaboration,” promising to leverage his vast experience to positively transform students’ experiences. His comprehensive list of past roles, from committee staff to a middle school teacher, a law clerk addressing the “School-to-Prison Pipeline,” and numerous volunteer positions within DISD committees (including the Racial Equity Committee) and mentorship programs like Kappa League, demonstrates a multi-faceted approach to advocating for students from various backgrounds and addressing systemic inequities.

Nutall: “I advocate by inclusion. I constantly work with not only educators and principals, but also families and community stakeholders. I believe that a comprehensive approach to addressing the challenges that many of our students face.”

Bernadette Nutall defines her advocacy through the lens of inclusion. She emphasizes a consistent engagement with a broad spectrum of stakeholders, including educators, principals, families, and wider community members. This approach, she suggests, is central to her belief in a “comprehensive approach” necessary to effectively tackle the diverse challenges students encounter. Her statement highlights a strategy of broad collaboration and ensuring all voices are heard in the problem-solving process within the district.

How will you make sure you can address the needs of every student in your district, and effectively advocate for them?

Henry: “(1) COMMITMENT – As a freshman in the College of Engineering at the University of Texas at Austin, I personally recognized the extent of educational inequity in our public schools. From that point, I have committed to providing educational opportunities. Educational inequities is not something that I just began to advocate for and I did not just recently move into District 9. As soon as I moved into District 9 roughly 8 years ago, I became engaged in public education because this has always been about serving our kids. I’ve spent nearly half my life, more than 15 years, working on behalf of our kids in public schools. This includes my years as a middle school teacher, earning a Master’s in Secondary Education, diligently studying/reviewing/drafting policy, and diligently working the last 8 years here in Dallas. That is more than 15 years of building relationships and working to improve opportunities for our kids in public schools. That is nearly 15 years of experiencing, learning and working to address the challenges DISD students are facing. As a trustee, I am going to continue that commitment to our kids by utilizing these relationships and this intimate knowledge to positively transform our kids’ experience.
(2) KNOWLEDGE AND VISION– I have a unique breadth and depth of understanding public education. This stems from being a classroom teacher, earning a Master’s in secondary education, working as an intern for Senator West in Austin while in undergrad at the University of Texas-Austin and again while at the University of Texas School of Law, and spending the last 8 years in Dallas studying local, state and regional policy. In addition, I have plans that I have already encouraged the district to implement (including Racial Equity) and plans (developed from experience, research and conversations in communities) for the future that I believe will provide equitable opportunities to our kids and increase academic achievement.
(3) AUTHENTIC RELATIONSHIP BUILDING – I believe in authentic and respectful relationships. This is not a negotiable for me. You will always find that I am treating others (including those with whom I disagree) with respect. You will not find me belittling or insulting individuals because we disagree. I think we need leadership that has a consistent and proven track record of being respectful. Yesterday was about fear and negativity. Tomorrow can be different. It has to be. “We can choose the politics of cynicism or the politics of hope.” I choose hope. Anything else cheats our kids. This is not blind hope, though. I know we have work to do. I think we must unite when we are tempted to divide; and my actions reflect that. We must build on the values that we share instead of tearing each other down where we may differ. That is why I have worked in various spaces to do just that including attempts to bridge the gap between factions in our community. We can change the future for our kids if we lead with principles, not personal scores. I have a track record of doing just this.
(4) THOUGHTFUL LEADERSHIP – I am thoughtful and intentional about my decision-making process and interactions with others. As an example, I do not return an attack with another attack. I firmly believe that this does not help to build relationships or accomplish great things for our kids. In addition, I have continually researched and thought about various ways to build relationships, create effective policy and create solutions for problems that we are (or will) address in our public education system.”

Justin Henry outlines a four-pronged approach to effectively address student needs and advocate for them, rooted in his extensive personal and professional journey. His first point, **Commitment**, traces his dedication to educational equity back to his college years, highlighting a consistent passion that predates his residency in District 9. He emphasizes his 15+ years of experience as a teacher, policy drafter, and community activist, all geared towards improving opportunities for children. Secondly, **Knowledge and Vision** stem from his diverse background as an educator, policy intern, and dedicated researcher of local, state, and national education policy in Dallas. He references concrete plans he’s already championed, such as racial equity initiatives, and envisions future strategies derived from experience and community dialogue to boost academic achievement and equitable opportunities. His third pillar, **Authentic Relationship Building**, is a core tenet, emphasizing respect and collaboration even with those holding opposing views. He contrasts this with “fear and negativity,” advocating for a politics of hope and unity, demonstrating a proven ability to bridge community divides. Finally, **Thoughtful Leadership** speaks to his intentional decision-making, rejecting confrontational tactics in favor of research-driven policy and solution creation, always prioritizing the collective good for students over personal agendas.

Nutall: “In order to advocate on behalf of children, you must first listen to not only the parents, educators, and principals involved in the process, but also students themselves. I have worked extensively to establish and maintain relationships and advisory committees to better help all children receive the education that they deserve. Open communication is key.”

Bernadette Nutall stresses the absolute necessity of active listening as the foundation for effective advocacy. She asserts that a trustee must engage with all stakeholders—parents, educators, principals, and crucially, the students themselves—to truly understand their needs. Her methodology centers on establishing and nurturing relationships and advisory committees, viewing them as vital conduits for ensuring every child receives a deserving education. “Open communication,” she concludes, is not just a preference but “key” to her approach, reflecting a commitment to transparency and dialogue in governance.

Please provide your elevator pitch for Dallas ISD to a prospective parent who has a negative perception of the district.

Henry: “Great things have occurred and are occurring in DISD that you will not find in other places. Programs such as dual-language immersion, International Baccalaureate (including throughout some feeder patterns), the phenomenal TAG and magnet program (considered the best in the nation). We have schools of choice and innovation and other unique opportunities that this initiative is bringing to the district. DISD has amazing extracurricular activities and there has been great growth of student involvement in extracurriculars. We have many great partnerships with non-profits, community colleges, and other organizations that give students the ability to receive associate degrees while in high school. There is a long list of great things that have happened and continue to happen in DISD. I would prospective parents to be fully aware of these great things while also knowing that DISD is committed expanding programs that have proven to be successful. We also have great educators, staff and diverse families in DISD. The people in our district our pivotal to the success and culture of DISD. Last, I offer to visit DISD campuses with prospective parents. I think the perception of our schools is much different than what is occurring inside the four walls of the schools. DISD must continue to improve the marketing of the many positives of DISD.”

Justin Henry’s elevator pitch for DISD is a vibrant testament to the district’s unique strengths and ongoing innovation. He highlights the presence of exceptional programs that differentiate DISD, such as robust dual-language immersion, comprehensive International Baccalaureate programs integrated across feeder patterns, and a nationally recognized Talented and Gifted (TAG) and magnet school system. He emphasizes the district’s commitment to “schools of choice and innovation,” offering diverse and unique educational opportunities. Beyond academics, Henry champions the thriving extracurricular scene, noting significant growth in student participation, and the invaluable partnerships with non-profits and community colleges that allow high school students to earn associate degrees. He assures prospective parents that DISD is not only a hub of current success but also committed to expanding proven programs. Crucially, he credits the dedicated educators, staff, and diverse families as the bedrock of DISD’s positive culture. To bridge any perception gaps, Henry extends a personal invitation to prospective parents to visit campuses, believing that the on-the-ground reality far surpasses any negative preconceptions, while also urging DISD to enhance its marketing of these many positive aspects.

Nutall: “Dallas ISD provides excellent educational opportunities for students of varying backgrounds and interests. The district has a wealth of professional and compassionate educators whom are so dedicated, that I have entrusted them with the care and education of both of my own children.”

Bernadette Nutall offers a concise yet powerful elevator pitch, centering on the comprehensive and inclusive nature of DISD’s educational offerings. She asserts that the district excels in providing “excellent educational opportunities” tailored to students of diverse backgrounds and interests. Her strongest endorsement comes from personal experience: she expresses profound trust in DISD’s “wealth of professional and compassionate educators,” underscoring her confidence by revealing that she has entrusted both of her own children to their care and education. This personal testimony serves as a compelling vote of confidence for any prospective parent.

What do you see as being the biggest strengths of your opponent?

Henry: “The biggest strength of the incumbent is that she has a long history and deep commitment to community service.”

Justin Henry acknowledges his opponent’s significant strength lies in her extensive history and profound commitment to community service. This recognition speaks to Bernadette Nutall’s established presence and dedication within the community, highlighting a key aspect of her public profile and connection with residents.

Nutall: “My opponent has substantial access to supporters who have significant financial resources which can be of great use in our schools and communities.”

Bernadette Nutall identifies her opponent’s primary strength as his access to a network of supporters with “significant financial resources.” She astutely points out the potential utility of such resources, suggesting they could be beneficially channeled into the schools and communities within the district, indicating an awareness of the financial aspects of public education and community development.

And if elected, would you reach out to your opponent to avail yourself of those strengths if the occasion arose?

Henry: “Yes. I worked with the incumbent for years before the election even through points of disagreement. I have worked to build bridges between the incumbent and others in our community. In addition, Mr. Ed Turner (another District 9 candidate this year) has endorsed our campaign and we are currently working together to bring new leadership and positive change to District 9. I believe this shows that Mr. Turner and I are able to reach out to opponents and work collaboratively for the best interest of our kids.”

Justin Henry unequivocally states his willingness to collaborate with his opponent if elected. He cites a track record of working with the incumbent for years, even navigating disagreements, and actively building bridges within the community. Further demonstrating his collaborative spirit, he notes the endorsement of fellow District 9 candidate Mr. Ed Turner, with whom his campaign is now actively working towards new leadership and positive change. Henry posits these examples as clear evidence of his capacity and commitment to reach out to former opponents and work collaboratively in the best interests of District 9 students.

Nutall: No response.

Bernadette Nutall provided no direct response to this question.

If not elected, what will you do to help both your district and the district as a whole? Be specific.

Henry: “I will continue to serve our kids in DISD the way that I have over the course of the last 9 years. This means that I will (among other things) (1) serve DISD and District 9 (or other volunteer committees where there is an opportunity); (2) continue to look for opportunities to be on Site Base Decision Making Teams (SBDMs) or support PTAs in our community; (3) continue to mentor and work with students across the district and (4) continue to be a voice for increasing academic achievement of our kids in DISD and equitable opportunities for all kids. Given our life experiences, serving to improve public education for all of our kids in our city is a purpose for both myself and my wife.”

Justin Henry affirms that if not elected, his dedication to DISD students will remain unwavering, continuing the work he has passionately pursued for the past nine years. He outlines specific ways he plans to stay involved: first, by serving on volunteer committees within DISD and District 9; second, by actively seeking opportunities to join Site-Based Decision Making Teams (SBDMs) and supporting local PTAs, embedding himself in school-level governance and parent engagement; third, by continuing his mentorship and direct work with students throughout the district; and fourth, by persistently advocating for increased academic achievement and equitable opportunities for all children in DISD. He emphasizes that improving public education is a shared life purpose for both him and his wife, indicating a deep, personal commitment that extends beyond the electoral outcome.

Nutall: “I will always be an active participant in District 9 and DISD matters. I have a child who is a student in DISD and I remain committed to not only her, but all students. Prior to being elected as trustee, I worked for and volunteered for DISD for over 10 years. I am vested in the outcomes of DISD. I plan on helping voice the concerns and needs of children, parents and educators.”

Bernadette Nutall asserts that her involvement in District 9 and broader DISD matters will continue actively, regardless of the election outcome. Her personal connection, as a parent of a current DISD student, reinforces her enduring commitment to not just her child, but to all students within the district. She highlights her extensive decade-plus history of working for and volunteering with DISD even before her election as a trustee, underscoring her deep-rooted investment in the district’s results. Her plan includes continuing to be a vocal advocate for the concerns and needs of children, parents, and educators, ensuring their perspectives remain at the forefront.

How would you define a good, effective trustee? What are the policy hallmarks of such a candidate?

Henry: “I think an effective board governance includes: (1) hiring and firing the superintendent, (2) approving a fiscally responsible budget, (3) setting policy and (4) being responsive to the community as an elected official.

The school board is responsible for hiring and firing the superintendent.
The approval of the budget allows for the Board to evaluate the superintendent’s priorities. The approval requirement allows the board to ensure that the superintendent’s budget is aligned with the Board’s vision and goals.
Setting policy can be the most impactful aspect of a trustee’s role, because policy can create an environment that increases achievement and provides equitable opportunities. Policy is a significant aspect of governance because it is only limited by the collective will of the Board. Policy can be created as long as there is a positive relationship among the Board and the superintendent.
In addition, trustees, like all elected leaders, must provide constituent services. They are elected by the people for the people.

With respect to policy hallmarks, I think a candidate should be familiar with the policies that DISD has implemented (both successful and unsuccessful). I also believe that a candidate should have a good understanding of local, regional, state and national education policy (including trends). This policy understanding should be rooted in how to increase academic achievement and educational opportunities for our kids in DISD. For me, the most important policy hallmark is a willingness to develop progressive policies that provide solutions to our challenges in DISD. I do not think it is productive to consistently advocate against policies without being willing to offer solutions. There are certainly policies that I am are ready to propose so that we can improve the academic achievement and educational opportunities to all of our kids in DISD.”

Justin Henry defines an effective trustee through four core pillars of board governance: the critical duty of hiring and firing the superintendent, the responsibility of approving a fiscally responsible budget that aligns with the board’s vision, the impactful role of setting policy to foster achievement and equitable opportunities, and finally, the essential function of being responsive to the community as an elected official providing constituent services. He elaborates that policy-setting, limited only by the board’s collective will and a positive relationship with the superintendent, is key to creating a transformative educational environment. Regarding policy hallmarks, Henry emphasizes that a candidate must possess a deep familiarity with DISD’s past and present policies, coupled with a comprehensive understanding of educational trends at all levels—local, regional, state, and national. This knowledge, he asserts, must be driven by the goal of enhancing academic achievement and opportunities for DISD students. Most importantly, Henry values a willingness to develop “progressive policies” that offer concrete solutions to DISD’s challenges, rejecting unproductive opposition without alternative proposals. He concludes by affirming his readiness to introduce specific policies aimed at boosting academic performance and ensuring equitable access for all students.

Nutall: “An effective trustee is one who first seeks to understand the challenges and concerns of all children and educators. The trustee must always be unwavering in their commitment to the children and educators to whom the trustee has been charged with representing. An effective trustee must be willing to work with all, not just certain special interests groups. An effective trustee must be willing and able to work with other trustees. I have been able to experience this pushing forward various initiatives such as the Frazier House Initiative and the After8 to Educate Homeless Student Initiative. The policy hallmarks of this trustee is that they must first seek to always adhere to established board policy.”

Bernadette Nutall describes an effective trustee as someone whose primary focus is to deeply understand the challenges and concerns faced by all children and educators. She stresses the paramount importance of unwavering commitment to these key stakeholders whom the trustee is elected to represent. Furthermore, an effective trustee, in her view, must demonstrate a willingness to collaborate broadly, engaging with all parties rather than succumbing to the influence of specific special interest groups. This collaborative spirit extends to working effectively with fellow trustees, an ability she highlights through her personal experience in advancing significant initiatives such as the Frazier House Initiative and the After8 to Educate Homeless Student Initiative. The fundamental policy hallmark for such a trustee, according to Nutall, is a consistent adherence to established board policy, suggesting a reliance on structured governance and existing frameworks.

Make Your Voice Heard in the Dallas ISD District 9 Runoff

The runoff election for Dallas ISD District 9 is a pivotal moment for the community. Both Justin Henry and Bernadette Nutall bring distinct experiences, philosophies, and plans to the table, each with a profound dedication to improving education in Dallas. From Henry’s emphasis on early childhood education and collaborative leadership to Nutall’s focus on inclusive participation and adherence to established policy, voters have a clear choice regarding the direction they wish to see District 9 take.

The close initial race underscores the deep division and passionate support for both candidates. Regardless of your initial vote, this runoff provides a fresh opportunity to ensure your preferences are reflected in the final outcome. With the future of thousands of students and the trajectory of local education at stake, every vote truly matters. We encourage all eligible voters in Dallas ISD District 9 to review the candidates’ positions, consider their qualifications, and make an informed decision on or before June 16.

Remember to mark your calendars for early voting (until June 12) or Election Day (June 16), and visit the Dallas County Votes website for specific polling place information. Your participation is essential in shaping the leadership and policies that will define Dallas ISD District 9 for years to come.