Boman, Scott - Michigan
Are you an incumbent?
No
Brief Intro of Candidate
I’m a proud Detroiter, deeply rooted in the city where I’ve lived and worked for decades. My passion for education has shaped much of my career, with over thirty years of experience as a Physics, Math, and Astronomy professor at both Wayne County Community College District and Macomb Community College. I’ve also worked as a substitute teacher, gaining insight into the challenges faced by students and teachers alike across K-12 education.
I attended the Detroit Waldorf school from 2nd through 8th grade. After graduating from Grosse Pointe South High School in 1980, I pursued a dual degree in Physics and Philosophy, with a minor in Mathematics, from Western Michigan University, followed by a Master’s in Physics. My journey continued with a Teaching Certificate and a Master of Arts in Teaching from Wayne State University. Along the way, I’ve earned additional certifications in areas like skydiving, SCUBA, and firearms training—always seeking to broaden my knowledge and skills.
Beyond education, I’ve been an active leader and advocate in my community. I successfully petitioned for the creation of a Community Advisory Council in Detroit’s District 4 and have served as an elected member since 2020. My passion for civic engagement has also led me to serve on the Detroit Board of Zoning Appeals as the first at-large appointee.
As a Board of Education member, I’ll work to decentralize education, promote choice, and advocate for policies that empower both students and educators.
Endorsements
The Libertarian Radical Caucus
Top financials Contributors
Website and social media links
Myself
Scottyboman.org ; [X] @Boman2012 ; facebook.com/scottyboman ; linkedin.com/in/scotty-boman
How would you engage and include parents, caregivers, community members and students in decision-making in your district around things like curriculum, budgeting and district policy?
Decentralization and liberalization:
* Local Control: Let districts, teachers, and parents manage curricula and resources based on local needs.
* Recommend Fair Funding to the Legislature: Support models that let schools allocate resources based on local priorities.
* Recommend Diverse Voluntary Funding to the Legislature: Encourage funding for all educational models to ensure families can choose the best fit.
* Flexible Models: Support charter schools, magnet schools, and homeschooling to increase choice and drive innovation.
* Reduce Mandates: Recommend easing state-imposed standards to allow community-focused approaches.
* Educational Freedom: Ensure access to private, and alternative education, and protect homeschooling rights.
* Diverse Curriculum: Advocate for curricula that promote critical thinking and diverse viewpoints, allowing students to explore ideas freely.
* Free Speech: Support policies that safeguard free expression in schools, fostering debate and intellectual growth.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
Restorative justice is appropriate where there are clearly identifiable victims with tangible damages. Teaching students why it was wrong to do something (based on its effect on others) makes more sense than simply barking orders.
There are additional actions that could improve school discipline:
The Michigan Board of Education and the Legislature should support institutional choice. My personal experience has been that "smart" phones are highly disruptive to the classroom environment, and that they should (at-least) be off during school hours. I have not noticed nearly so much disruption connected with basic cell phones that only receive and make calls.
However some institutions may find innovative ways to include cell phones (including "smart" phones) as instructional tools and I wouldn't want the bludgeon of state law to stop them.
Over the years, I’ve seen classroom culture deteriorate, with many students believing they can act however they want without facing real consequences. Unfortunately, they’re often right—disruptive students are rarely expelled. The right of disruptive students to an education shouldn’t outweigh their classmates’ right to learn.
Smaller class sizes and better handling of chronically disruptive students could improve teacher retention. Managing fewer students allows teachers to address individual needs more effectively, a proven method used with special needs students. If students' behavior prevents others from learning, they should be removed—not denied education, but placed in an environment better suited to their needs. This could include specialized schools, tutoring, or virtual instruction. Sometimes, the school isn’t the right fit for the student, which is why institutional diversity is crucial.
What are your thoughts on how to improve student mental health
While schools aren’t hospitals, they play a key role in supporting mental health. First, schools should avoid harmful practices. The CDC reports that early start times, especially for teens, contribute to sleep deprivation and increased physical and mental health risks.
The American Academy of Pediatrics recommends schools start no earlier than 8:30 AM to align with adolescents' natural sleep cycles. While I support institutional autonomy, parents must know the risks early schedules pose to their children's well-being.
Additionally, teachers should be trained to recognize signs of mental illness, referring students to professionals when needed. Schools should also have mental health professionals on hand to assist in deescalating situations involving security staff, ensuring student safety and care.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
I don't believe in treating students, who identify as black, any differently than those who have assumed other demographic labels. Federally the 14th Constitutional Amendment requires that all persons have equality before the law, and the Michigan Civil Rights Initiative prohibits preferential treatment based on race, ethnicity or sex.
So I would support improving black student achievement by improving student achievement in general.
The latest M-STEP results show third graders had the worst English language arts results in the history of the exam. It’s no coincidence that today’s third graders—who spent their crucial preschool years in the isolation of the COVID-19 pandemic—are part of a school system just now finding its footing again. Standardized tests can’t capture the full picture of their challenges or potential. To truly improve literacy, educators need the freedom to innovate beyond the limitations of one-size-fits-all assessments.
A shining example of such innovation is Helen Moore, who in 2019 helped launch Detroit Public School Community District’s "Let’s Read" program. This initiative is a testament to what’s possible when educators are empowered to think creatively and address students’ unique needs.
In general, over-standardization is holding us back. Let’s make schools laboratories of innovation, encouraging distance learning for all students—traditional and homeschoolers alike. Schools and families should control curriculum, not politicians. adapting education to fit individual students, rather than conforming students to fit an educational system is more likely to enhance achievement.
I support institutional independence, so this is just one example of a learning environment that would enhance achievement:
Imagine a place where free, unfettered intellectual discourse thrives, a sanctuary for the soul's awakening to the vast realm of ideas. Here, students are not merely passive recipients of information, but active seekers of truth, journeying toward independent thought. In an age shadowed by disinformation and the growing grip of censorship by authoritarian forces, the cultivation of truth-seeking and a deep tolerance for diverse perspectives becomes a sacred necessity.
True truth-seeking cannot flourish under the weight of dogma. Rather, it arises when all is open to inquiry, where logic and evidence serve as guiding lights for discerning fact and understanding how to navigate toward desired outcomes. In this space, students should not only learn to think, but to participate in respectful, enlightened dialogue—where discussion fosters illumination, not discord.
Moreover, this environment must nurture creativity. Students should feel encouraged to bring forth their inner artistic expression, whether through creative works or the performance arts, using these methods to embody and communicate profound ideas.
This vision I hold is an ideal, yet I understand it may not resonate with all. That is why a diversity of educational pathways must be available, so each individual may find a place that resonates with one's inner nature and aspirations. Such freedom of choice is essential for the flourishing of human potential.
What are your thoughts on how to ensure that all students and their families, regardless of race, gender identity, sexuality, disability, religion, income status, etc., feel safe and included in your district?
There are two distinct parts to the question. One is safety and the other is inclusion. First I will address safety.
Protecting lives while respecting fundamental rights is essential. Though rare, mass school shootings dominate public attention due to their tragic nature. "Gun-free" zones were meant to safeguard children but have had the opposite effect.
The majority of mass shootings occur in these zones. A study by the Crime Prevention Research Center found that from 1998 to 2015, 96.2% of mass shootings took place in gun-free areas. From 1950 to 2015, this figure rose to 98.4%. Despite these statistics, federal laws enacted in the 1990s designated schools as gun-free zones, potentially making them more vulnerable.
I would work with state legislators to remove schools from the list of prohibited locations for Concealed Pistol License (CPL) holders, allowing responsible citizens to protect students. However, I support institutional autonomy and believe schools should retain the right to set their own gun policies, choosing whether to permit or limit firearms on their premises.
To create truly inclusive environments where all students and their families—regardless of race, gender identity, sexuality, disability, religion, or income—feel valued, schools must embrace diversity and be accommodating.
Public schools, funded by taxpayer dollars, are legally required to be accessible to everyone, without discrimination based on arbitrary demographic categories. This includes providing reasonable accommodations for special needs students to ensure they receive the support they deserve.
A diverse range of schools offers an essential safety net for families. If one school doesn’t meet a student’s needs, families should have the freedom to seek out a better fit. This is the beauty of institutional autonomy—allowing families to find the right educational environment for their child, ensuring no one is left behind.
What are your thoughts on how to recruit and retain staff, particularly staff of color, in your district with regard to pay, benefits, and working conditions?
Faculty, staff, and administrators are responsible for recruitment at the institutional level, but the state can play a valuable supportive role. By facilitating connections between educational institutions and established employment networks like Michigan Talent Connect and Michigan Works, the state can help streamline the recruitment process. Leveraging these platforms allows institutions to access a broader pool of qualified candidates and enhances their ability to attract top talent. This collaborative approach enables the state to assist in optimizing hiring efforts while respecting the autonomy of individual institutions.
However, recruiting new teachers is only part of the equation—retention is an even more pressing challenge, especially in K-12 education. The issue isn't a lack of qualified teachers, but widespread burnout. While higher pay might help attract new educators, it doesn’t address the deeper problem of retaining them. Over the years, classroom culture has deteriorated, with many students believing they can behave disruptively without facing real consequences. Unfortunately, they’re often correct—disruptive students are rarely expelled. The right of a disruptive student to an education shouldn't outweigh their classmates' right to learn.
Improving teacher retention will require smaller class sizes and more effective management of chronically disruptive students. With fewer students, teachers can better address individual needs, a method that has already proven successful with special needs students. If some students' behavior consistently hinders others' ability to learn, they should be placed in a different environment—not denied an education, but moved to a setting better suited to their needs. This could include specialized schools, tutoring, or virtual instruction. In some cases, the school simply isn’t the right fit for a given student, which is why maintaining a diverse range of educational institutions is essential.