Jason's Story
Copyright© 2025 by writer 406
Chapter 25
Dr. Ronald J. Stafford, Superintendent of the Seattle School District, nudged his phone a quarter inch to the left until it aligned perfectly with the corner of his desk pad. He straightened his already-straight stapler, rotated his pen holder so the district logo faced forward, and adjusted his nameplate—brass, not plastic like the ones his principals used.
The LAUSD, the Los Angeles Unified School District, opening was his next logical career step. The superintendent there had been under fire recently. He was sure to be dismissed soon. Ronald was already mentally composing his interview responses, practicing his initial introduction until it projected exactly the right combination of confidence and humility. Every morning, he spent time reading the latest articles about the LA superintendent’s recent struggles, filing away quotes and statistics like ammunition.
When his secretary knocked and entered without waiting for permission—she’d been doing this for two years now, a tiny rebellion he’d cataloged but not yet addressed—Ronald made a show of checking his watch. “Susan. You were late this morning.”
She ignored his statement. “The morning reports are ready. The test scores just came in from OSPI,” she said, setting the folder down slightly off-center.
He moved it precisely into position before opening it.
His heart sank. The scores were worse than expected. Down a good five percent in math and science district-wide. Ronald reached for his red pen and circled the figure. Then he started reviewing the scores and planning the ways to blame and reprimand the principals who were obviously not doing their job, not to mention trying to wreck his career.
His secretary barged in again.
Seriously, this is simply intolerable.
“You have a phone call.”
“I’m busy; take a message.”
“I think you’re gonna want to take this.”
The woman on hold was Mrs. Victoria Sterling, whose husband was a City Councilman. Over the years, the family had donated significantly to various school programs. Her daughter Madison attended Capitol Hill High.
He told himself to be very careful. This woman could wield considerable political clout.
After some meaningless platitudes, she got right to the point. “There is a teacher named Stone teaching at my daughter’s school. Lately, she has been coming home with some very inappropriate ideas.”
“What specifically concerns you, Mrs. Sterling?”
“He’s telling them that college is just an option. He’s bringing in trade workers and suggesting that teenagers should consider manual labor instead of higher education. My daughter is an honor student; she should be preparing for university, not learning about the life of a plumber. It’s not his job to fill these children’s heads with ideas about becoming blue-collar workers. And frankly, I’m not comfortable with a former soldier teaching my daughter about life choices. In my experience, military people have a very narrow worldview. The question is whether this district is going to allow unauthorized curriculum that contradicts our commitment to preparing students for higher education. No wonder test scores are falling. The Seattle School District apparently can’t maintain basic focus on the fundamentals. How can you people expect continued community support?”
The threat was unmistakable.
Ten minutes later, another call came in. “Dr. Stafford, my name is Sandy Johnson. I need to talk to you about what’s been happening at my daughter’s high school.”
He remembered meeting her earlier in the year at a PTA function. She was very active in the PTA. Her daughter Melissa probably going to be valedictorian. Sandy herself held a master’s degree in social work and was active in various causes around the district.
“I’m very concerned,” Mrs. Johnson continued, “about the message being sent to our students—particularly students of color and first-generation college prospects—when the school brings in blue-collar people to discourage higher education.”
“Mrs. Johnson, I doubt anyone was discouraging—”
“Sir, the PTA has fought for decades to break down barriers that kept working-class students out of higher education. Now we have a teacher literally bringing in plumbers to talk kids out of college. You are educational redlining.”