Principal Named Oxford School District Administrator of the Year, Advances State Contest

Keri Jo Sapp was selected as the Oxford School District Administrator of the Year for 2025 to 2026 on December 9, 2025, and will advance to the statewide Mississippi Administrator of the Year competition. The award recognizes Sapp's leadership at the Oxford Early Childhood Center and her long service within the district, a tenure that began in 2003.

Sapp joined the district as a classroom teacher and interventionist and later moved into school leadership positions, serving as an assistant principal before becoming principal of the early childhood center. Colleagues have cited her leadership skills and her ability to listen as central strengths in her role guiding the district's youngest learners and the staff who teach them.

The selection has direct implications for Lafayette County residents because early childhood leadership shapes classroom practice, family engagement and teacher support across the district. Strong leadership at the early childhood level can influence readiness for kindergarten, drive professional development priorities and affect how the district allocates resources for interventions and support services. Recognition at the district level and the potential for statewide visibility can strengthen the case for continued investment in early education programs.

Institutionally, the award highlights the Oxford School District's emphasis on promoting leaders from within its ranks and on prioritizing early learning. As Sapp moves to the state competition, the district gains a platform to showcase its approaches to early childhood education and administration. That visibility can impact local discussions about school funding and governance, and it may shape priorities that school board members face in future budget and program decisions.

Residents and parents should note the connection between administrative recognition and policy outcomes, and they may wish to monitor school board agendas and budget discussions as the district responds to evolving needs. A statewide award would bring additional scrutiny and opportunity, and it would place local practices in conversation with broader state level priorities for early childhood education.