Overview

ACMi hosted the sole debate of the 2026 Arlington special election cycle, bringing together three candidates vying for a one-year term on the School Committee to fill a vacancy. [1] Moderator James Milan guided the candidates through opening statements, three prepared questions, a round of candidate-to-candidate questions, and closing statements. [2] The election is scheduled for March 28, 2026. [3]

The Candidates

Dmitri Vasiliev positioned himself as a data scientist and statistician focused on elevating student voice and reforming the math curriculum. He called for short surveys after every course, exit surveys for departing families, and a replacement of the current Investigations math curriculum (also referred to as "TERC"), which he described as "deficient on almost all metrics" according to the Massachusetts Department of Education. [4] [5]

Crystal Haynes Copthorne introduced herself as a journalist, educator, nonprofit leader, and community organizer with five generations of family ties to Arlington Public Schools. She centered her campaign on three principles: equity and excellence, representation in leadership, and strong schools with smart stewardship. She highlighted state data showing rising student anxiety, disproportionate discipline for Black and Latino students, achievement gaps on MCAS, and a multimillion-dollar budget shortfall. [6] [7]

Sean Berry described himself as a public school educator and math instructional coach with nearly a decade of experience in the Cambridge Public Schools, as well as a Brackett PTO president and town meeting member. He emphasized his readiness to contribute to union contract negotiations, evaluation of the district's five-year strategic plan, and data-driven policy making using Harvard's Data Wise process. [8] [9]

Round 1: Prepared Questions

What Would You Be Particularly Good At?

Vasiliev said his strongest contributions would be in curriculum selection, especially math, and in evaluating data such as MCAS scores. He argued that enrichment programs like RSM and Art of Problem Solving inflate school-attributed scores and that survey-based corrections could isolate the actual contribution of the school curriculum. [10]

Haynes Copthorne highlighted her track record as a convener — on the Human Rights Commission, the Dr. Martin Luther King Jr. Birthday Observance Committee, and the Arlington Black Joy Group — as well as her experience managing multimillion-dollar nonprofit budgets and her anti-bias facilitation training through Northeastern. [11] [12]

Berry pointed to his professional background in educational data analysis, including helping teachers differentiate instruction and helping administrators draft school improvement plans. He also stressed the need for better two-way communication between the school committee and families, noting that many parents feel their concerns are not being heard. [12] [13]

What If the $15 Million Override Fails?

The moderator posed a pointed question about hard choices the committee could face if the override does not pass, including teacher reductions, fee increases, and possible school closures. [14]

Haynes Copthorne said the one cut she could live with would be closing the Fox Library, suggesting its programming could be transferred to Robbins Library. The one thing she could not accept: losing teachers. [15]
Berry agreed that student-facing positions must be preserved and said, if forced, he could accept looking at the structural question of closing a school — provided student-to-teacher ratios could be maintained. He praised the current school committee for pushing back on proposed cuts to multilingual learner teachers. [16] [17]
Vasiliev also endorsed preserving student-facing positions but emphasized the need to hear from children themselves on priorities, noting that kids' voices are absent from these budget decisions. [17]

What Are You Most Excited About Contributing?

Berry said he was excited about advancing project-based learning, as promised in the strategic plan, especially given the challenges AI poses to traditional assessments. He cited a high school student who expressed frustration about classmates using AI on essays. [18] [19]

Vasiliev reiterated his call for the committee to proactively seek student feedback rather than waiting for problems to escalate, and argued that the current elementary and middle school curriculum is too easy for some students. [19] [20]

Haynes Copthorne pointed to equity gaps that she said the district is not sufficiently addressing. She noted that Black and Latino students receive in-school discipline at 14 times the rate of white counterparts, and that MCAS gaps of nearly 30 points persist between students of color and white students. She said celebrations of high-performing schools like Dallin mask the fact that "whole groups of folks in town are being left behind." [21] [22]

Round 2: Candidate-to-Candidate Questions

Vasiliev's Question: Who Do We Really Serve?

Vasiliev asked the other candidates how they would resolve the tension between serving voters (adults) and serving the children who are the actual recipients of school committee decisions. [23]

Haynes Copthorne responded that the school committee serves the entire school ecosystem — students, teachers, administrative staff, and families — and warned against creating another silo focused exclusively on "kid voice." [24] [25]

Berry agreed there is value in engaging students through reflective portfolios and metacognitive practices, and noted he was selected for the Math Pathways Task Force where he worked on a survey designed to capture student experiences. [26] [27]

Vasiliev used his rebuttal to argue that powerful entities like teachers' unions and administration sometimes have interests that conflict with children's needs, and that bureaucratic gatekeeping can traumatize students. [27]

Haynes Copthorne's Question: Representation and Trust

Haynes Copthorne asked how representation and community trust influence effective school governance, noting that no person of color has ever served on the Arlington School Committee. [28]

Berry said representation is critical and pointed to his experience in the diverse Cambridge Public Schools, including navigating culturally sensitive situations involving Muslim students and students using different pronouns. He acknowledged that lived experience brings a unique voice but argued his professional experience also equips him to address these issues. [13]

Vasiliev affirmed the importance of diversity but added that issues like pronouns "are grown-up issues" and that adults should resolve them rather than expecting children to take sides. [29]

Haynes Copthorne pushed back in her rebuttal, saying that past committee members have claimed experience with diverse classrooms but "we've never had anyone who's been a kid of color who's been on the receiving end of those policies." She cited state findings that Arlington has not done enough to address bias incidents. [30]

Berry's Question: Involvement in Arlington Public Schools

Berry asked the other candidates to describe their direct involvement with Arlington Public Schools. [30]

Vasiliev described his family's experience transferring three children from Somerville, calling the academic standards in Arlington's elementary and middle schools significantly lower. He said his middle child came home crying about the math curriculum and that two of his three children were ultimately moved to private schools. He co-founded Arlington Math Parents, which advocated for the creation of the Math Pathways Task Force. [31]

Haynes Copthorne cited her family's five-generation connection to the schools, her work on the Arlington Human Rights Commission addressing hate incidents in schools, her founding of the Black History Banner Project with the art department, and her involvement in the override campaign. [32] [33]

Berry, in his response, highlighted his work as Brackett PTO president addressing disparate PTO budgets across schools and advocated for a return to a district-wide PTO to ensure equitable enrichment opportunities. [chunk:019d0651-0e74-7249-ba78-1653047e521f]

Closing Statements

Sean Berry pledged to bridge the gap between leadership, families, and students, translating "ed-speak into the language of the classroom." He committed to retaining teachers, making evidence-based decisions, and ensuring responsible investment in programs. [34]

Crystal Haynes Copthorne called for "innovative and diverse leadership" and said progress cannot be made in silos. She reiterated her executive leadership experience, community organizing record, and five-generation connection to Arlington schools. "Education is a ladder and a mirror," she said. [35]

Dmitri Vasiliev thanked the other candidates and the host, closing with a quote from European educator Johann Pestalozzi: "Without love, neither the physical nor the intellectual powers will develop naturally." He asked voters to trust him to be "a voice for your kids." [36]

Key Themes

Math curriculum reform: Vasiliev made this a central issue, criticizing the TERC/Investigations curriculum; Berry noted his role on the Math Pathways Task Force
Equity and representation: Haynes Copthorne repeatedly raised discipline disparities, MCAS achievement gaps, and the historic absence of people of color from the school committee
Student voice and feedback: All three candidates supported greater engagement with students, though they differed on methods and scope
Budget and override: All three support the $15 million override; candidates diverged on what cuts they could accept if it fails
Strategic plan accountability: Berry and Haynes Copthorne both emphasized holding the district accountable to its five-year strategic plan
AI in education: Berry raised the growing challenge of AI use among students and advocated for project-based learning as a response