Licensed P.E. in Texas with 4 degrees
• Former Certified Teacher of mathematics, physical science, engineering (6-12).
• Taught 9 years at a Title 1 school in Houston
Go to vachriscampaign.com
The course curriculum is set by statute and SBOE vote already.
What are being developed now are the individual course TEKS.
I have submitted pages of written testimony to SBOE with specific suggestions to improve the TEKS. For a general outline, go to vachriscampaign.com. There is not enough room in 400 characters to specify changes to one course, never mind all of chapter 113 TAC.
While there is currently an emphasis on teaching methodology, there is far too little emphasis on teaching facts and specific subject matter. Teacher professional development should include methods to teach specific content as specified in the TEKS. This should emphasize student memorization of basic material such as times tables, historical timelines with key facts, etc.
Digital Education, including calculators, should not be used in elementary grades. Students need to learn to read the printed word. Students need to learn to calculate with pencil and paper. Student testing should be on paper. Federal Title one requires State student tests but does NOT require on-line testing. This should be reserved for upper grades. Computer Sciences should include MS Excel.
Our Judeo-Christian heritage is embedded into our legal system and our entire culture. It is WRONG to murder or steal. History should teach the Christian religious founding of the colonies, this is historical reality. The role of Christians in the abolition movement is historical reality. The first Amendment does not mention "separation of church and state", rather it guarantees religious freedom.
The State Board of Education is responsible for oversite of the Texas Permanent School Fund. Investments should be made with the dual goal of preserving and growing the investment capital value while maximizing the return on investment. While these goals can be in conflict, they are not mutually exclusive, and careful attention should be paid to the proper mix of investments.
Audrey brings more than three decades of distinguished service in Texas public education. Her career reflects academic rigor and a career-long dedication to understanding the needs of Texas children.
As a member of the Ad Hoc Committee on Social Studies, Audrey has worked collaboratively with educators, content experts, and community stakeholders to ensure that the curriculum framework reflects both academic rigor and real‑world relevance. She has developed a structured approach that includes clear strands, coherent course sequencing, and the integration of primary sources.
Dr. Young has been a vocal supporter of National Board Certification, recognizing it as one of the most rigorous and research‑based professional credentials available to teachers. By encouraging policies that expand access to National Board programs, she has helped more Texas educators pursue advanced certification, deepen their instructional expertise, and remain in the profession long‑term.
Audrey recognizes digital tools can expand access, however, she believes that engaging in foundational practices: reading physical texts, writing by hand, participating in discussion, and learning through hands‑on activities are most effective for Texas students. Audrey has been a steady advocate for ensuring that technology enhances—not replaces—high‑quality teaching and learning.
Dr. Young supports teaching about religion in an academic, historical, and culturally relevant context. This includes supporting curriculum standards that allow students to study the historical influence of various religions while preparing students to understand the diverse world around them. As an educator, she values ensuring that students receive a well‑rounded, academically sound education.
Several pressing issues: school board training, mathematics standards, and the adoption of high‑quality instructional materials. Audrey believes that strengthening school board training is essential to ensuring that locally elected trustees are well‑prepared to govern effectively, understand their legal responsibilities, and make informed decisions that support student achievement and outcomes.
