by Team Comms | Aug 6, 2020 | Uncategorized
By Capital City Public Charter School Twenty years ago, Capital City Public Charter School listened to families in the District. There was a clear need for a public school that would give DC children, regardless of ability and background, an engaging and rigorous...by Team Comms | Jul 31, 2020 | Uncategorized
By Shannon Hodge, Founding Executive Director, DC Charter School Alliance My name is Shannon Hodge and I am the Founding Executive Director of the DC Charter School Alliance (“DC Alliance”), the local non-profit that advocates on behalf of public charter schools to...by Team Comms | Jul 13, 2020 | Uncategorized
By DC Charter School Alliance Staff The annual DC Data Summit will be held virtually this month for the first time in its 11-year history. From July 20-24, school-based data managers, analysts, practitioners, leaders, and other data users from both charter schools and...by Team Comms | Jun 24, 2020 | Uncategorized
By Shannon Jeffries College & Career Coordinator District of Columbia International School As a college counselor at the District of Columbia International School (DCI), I am constantly looking for better ways to engage and inspire my students. When COVID-19 hit,...by Team Comms | Jun 14, 2020 | Uncategorized
Ramona Edelin, senior advisor for the DC Charter School Alliance, shares her thoughts on the role of advocacy in bettering the education of DC students. She is a lifelong advocate and former executive director of the DC Association of Chartered Public Schools, which...As Senior Director of Operations and School Support, Rachel furthers the DC Charter School Alliance’s work by advancing its school support services; leading special projects that include facilitating collaboration among charter schools; managing business operations; and serving as a thought-partner for the Executive Director. Rachel also works with and reports directly to the Executive Director, relaying messages and ideas from other team members that improve the DC Alliance’s internal functions and processes.
Formerly the DC Alliance’s Director of Special Projects, Rachel also served as the Strategic Initiatives and Finance Coordinator at Kingsman Academy Public Charter School. She holds a bachelor’s degree from Northwestern University and master’s degrees in business administration and public policy from Georgetown University.
In her spare time, you will find Rachel out on a run or spending time with her husband and dog.
Ariel Johnson is the Executive Director of the DC Charter School Alliance, having previously served as chief of staff since December 2021. She brings more than a decade of distinguished service as the lead statewide advocate for charters and education reform in Illinois, a litigator for the Chicago Board of Education, and former teacher.
Ariel leverages her commitment to education equity to advocate for social justice initiatives and economic freedom for underserved communities. As the first in her family to obtain a degree from a four-year university, she is keenly aware that access to high-quality education can shift generational narratives. She brings strong policy, advocacy, community, and legal expertise to her work. She enjoys building diverse coalitions and directing strategies that impact education equity for all students.
Ariel began her career as a legal advocate for Diverse Learners adversely affected by the criminal justice system and school-to-prison pipeline. She has served as legal counsel in a major school district before finding herself leading political and legislative advocacy efforts for charter public schools.
Ariel received her undergraduate degree from John Carroll University and her law degree from Loyola University Chicago School of Law. She was selected as a National Lawyers Guild, Haywood Burns Memorial Fellow and a Surge Institute Fellow. She also serves on the board of the Sharper Moise Foundation, an organization dedicated to the professional development of educators and supporting students with dedicated wrap-around services both within and outside the schoolhouse.
Cecile Meyers Middleton, a trailblazer in education for decades, led a three-year battle to convert Paul Junior High School to a public charter school with a rigorous academic program. Today, that legacy is Paul Public Charter School.
Middleton was an educational pioneer who saw in the walls of Paul PCS a school where students grow in both knowledge and character and are prepared to lead lives of purpose, service, and leadership. Her passion forged a home for young minds to focus on modern, diversified academics, serving the community.
As a trailblazer in education for decades in the city, Cecile Middleton spent her final chapter at Paul and ensured that Paul scholars were given an opportunity to excel beyond expectations. Although she passed in 2008, Middleton left a legacy of excellence, as Paul continues to provide its scholars with an exceptional education.
Ariana Quinones has long been known as a tireless advocate for all underserved children in the District of Columbia and has advocated strongly for equal services for public charter schools.
Quinones has been integrally involved with the District’s education reform efforts since the early-1990s when, as a law student, she began working with adjudicated youth and those in the child welfare system. In 2011, she shifted her focus when she served as the chief of staff to the Deputy Mayor for Health and Human Services for the Government of the District of Columbia. Prior to that, Quinones worked for Friends of Choice in Urban Schools (FOCUS), Fight For Children, the National Council of La Raza (now UnidosUS), the Latino Civil Rights Task Force. She served as an AmeriCorps member with Public Allies DC and was the first Executive Director of the DC Public Charter School Association. Quinones has served on numerous boards and committees as well as various DC Public Schools and public charter school parent-teacher organizations and advisory bodies.
Jenaine Butler, Operations Manager of the DC Association of Chartered Public Schools at its inception, established the foundation for the City’s only charter school Membership organization. Over the years, Butler has coordinated several city-wide events for families of charter schools and facilitated many workshops and retreats for parents and parent leaders. She organized parents and families to participate in school and city-wide advocacy efforts to secure equitable funding and resources for students. She established the Parent-Teacher Organization at Arts and Technology Academy and served as the first parent on its Board of Trustees. While there, she initiated the 1st Teacher campaign, which empowered parents to engage in their child’s educational journey. Currently, Butler is the Director of GED and College Services at the Academy of Hope Adult Public Charter school. She continues her work by supporting parents who want to be role models to their children through education.
Butler has served as an exemplary Parent Leader at her children’s charter schools and city-wide.
During a banking career spanning 55 years, Tom Nida has been active with the charter school movement since 2000, with a unique background as a lender, Board member for two charter schools, journalist, authorizer, and a developer of charter school facilities. Nida has been active in financing DC charter schools as a DC banker, currently serving as Executive Vice President/Market Executive for City First Bank. Serving on the Board of Charter Schools Development Corporation since 2005 (and as their Board Chair from 2010-2020), he’s engaged in developing and financing charter school facilities across the country.
Appointed to the DC Public Charter School Board by then-Mayor Anthony Williams in 2003, Nida was re-appointed in 2006, and served as Board Chair from 2004-2010. As the DC PCSB Chair, Tom testified many times before the City Council in support of funding equity and increasing the charter school facilities funding. He has also authored articles on charter school lending in a national financial journal, one of which won a journalism excellence award.
Anthony Williams, the former Mayor of Washington, DC, is the current Chief Executive Officer of the Federal City Council, an organization focusing the creative and administrative talents of Washington’s business and professional leaders on major problems and opportunities facing the District.
He is widely credited with leading the District’s comeback during his two terms as Mayor, restoring the finances of our nation’s capital, and improving the performance of government agencies, all while lowering taxes and investing in infrastructure and human services.
As Mayor, Williams was a strong supporter of charter schools and parental choice. He worked toward ensuring charter schools received equal funding, and helped provide access to unused school buildings for the sector to serve more students. He also was instrumental in creating the charter school facilities fund to ensure that buildings are maintained and secured for the nearly half of public school students charter schools serve.
Before his election as Mayor, Williams was the District’s independent Chief Financial Officer of the District from 1995 to 1998, working with and on behalf of local officials, the DC Financial Control Board, and the US Congress.
Dr. Ramona Hoage Edelin, Senior Advisor to the DC Alliance, is a scholar, activist and executive consultant with 40 years of experience in leadership to uplift and advance African Americans and the economically disadvantaged. She served as Executive Director of the District of Columbia Association of Chartered Public Schools starting 2006 until the 2020 merger that became the DC Alliance. Under her leadership, cutting-edge programs in education, community empowerment, and young adult leadership development have been established and sustained. Education and urban policy, the definition and cultivation of African American cultural leadership, and the building of policy collaborations have been her primary priorities. A Phi Beta Kappa graduate of Fisk University in 1967, Dr. Edelin earned the master of arts degree from the University of East Anglia in England in 1969 and the doctorate from Boston University in 1981, in philosophy.
Ramona is also committed to the cultural and athletic mastery of young people, including her eight grandchildren. She mentors young adult leaders, and Third World Press has published her book, We The Village.
Shannon Hodge is the founding Executive Director of the DC Charter School Alliance. She previously served as the executive director of Kingsman Academy Public Charter School in Washington, DC, which she co-founded to serve students at risk of dropping out because they were overaged and undercredited, had attendance and truancy issues, or had emotional and behavioral challenges. A former high school counselor and guidance director, Shannon has worked in and around education at the local, state, and federal levels for much of the past twenty years. Before becoming a charter school leader, she was an attorney representing a variety of educational organizations, including school districts and universities. Ms. Hodge has served as co-chair of the editorial boards of the Harvard Educational Review and the Stanford Journal of Civil Rights & Civil Liberties. Shannon holds a bachelor’s degree in Afro-American Studies from Harvard, where she also completed the Undergraduate Teacher Education Program; a master’s degree in educational and psychoeducational studies from Purdue; a master’s degree in educational administration, planning, and social policy from Harvard; a law degree from Stanford; and a master’s degree in educational leadership from Georgetown.
In her spare time, Shannon enjoys hanging out with her 130-pound Cane Corso, Nero.
Anne is responsible for the DC Alliance’s services to public charter schools, including performance management support and the start-up and expansion programs. She spent eight years previously doing similar work for FOCUS. Anne co-founded the Capital City Public Charter School in 2000 and served as its Executive Director, providing leadership during its expansion from a successful PreK-8th grade school to incorporate a high school. Before getting involved with education and charter schools, she worked for the U.S. Department of State as an intelligence analyst, covering arms control and Russian foreign policy. Anne is a graduate of Princeton University and the University of Maryland’s School of Public Affairs.
Anne is a compulsive reader, usually reading three or four books at once. She enjoys listening to podcasts, doing jigsaw puzzles, playing games on her phone, and trying new restaurants (when not in a pandemic).
As the Senior Director of Government Affairs, Tameria “Tami” Lewis brings more than 20 years of experience advocating on behalf of students and families in the District of Columbia. She has held numerous leadership positions in the DC government and the charter school sector focused on improving educational opportunities and services for at-risk children and students with disabilities.
Tami previously served as Deputy Director of Kingsman Academy Public Charter School, Chief Compliance Officer for Cesar Chavez Public Charter Schools, and Director of Student Support Services at E.L. Haynes Public Charter School. She also served as Senior Policy Advisor for special education at the DC Public Charter School Board, where she developed policies and procedures to monitor special education services at charter schools.
Prior to her work in the DC charter sector, Tami held several roles in the DC Council, Executive Office of Mayor, and Office of the State Superintendent of Education focusing on various policy issues including education, child welfare, and juvenile justice. Tami holds a bachelor’s degree from George Washington University.
In her spare time, Tami is devoted to live jazz and poetry, and the local artistic community. For many years, she maintained a commitment to hearing live music, primarily jazz, at least once a week.
As Senior Director of Communications, Millree Williams leads the DC Alliance’s internal and external communications efforts. He collaborates with internal and external stakeholders to drive strategy that advances the DC Alliance’s priorities and elevates the sector through strategic communications, public education, and advocacy campaigns.
Millree has more than 20 years of experience in strategic communications and messaging for a variety of nonprofits, foundations, health care associations, and universities. He previously served as Director of Communications for the Center for Responsible Lending, where he drove public awareness and media coverage of predatory lending practices across the nation. He also served as Executive Director of Public Affairs Strategy at the University of Maryland, where he transformed the university communications office into a strategic public affairs team.
Millree is also a founding board member of the Richard Wright Public Charter School for Journalism and Media Arts, located in Washington, DC.
Millree holds a bachelor’s degree in English from Bowie State University. In his spare time, he serves food each month to seniors through his church, volunteers at a local nonprofit, practices martial arts, teaches tai chi, and hangs out with his family.
McDaniel brings a wealth of experience to her new DC charter schools role. As the former Director of Community Programs at Washington State Charter Schools Association (WA Charters), she was responsible for designing and implementing the organization’s community engagement strategy, which connected with 5000 stakeholders statewide. She also led the effort to recruit strong leaders to open charter public schools through school incubation fellowships., while supporting the charter sector through advocacy and technical assistance and serving as the lead voice and hub for information for a high-quality charter public school sector in Washington state. Her work included leading the execution of WA Charter’s family and community engagement strategies and coordinating parent engagement and advocacy initiatives.
McDaniel previously served two years as the Youth Services Assistant for Seattle Public Schools and as After School Program Counselor for the Torrence-South Bay YMCA, in the Greater Los Angeles Area.
In her spare time, McDaniel has volunteered for the ACLU of Southern California and on behalf of a range of civil rights and social action causes. She has a bachelor’s degree in political science and government from Seattle Pacific University.
Franki loves wandering bookstores, trying new recipes, swimming, and exploring new neighborhoods.
Jewel Chiosi, Advocacy and Programs Associate, provides support for the DC Charter School Alliance’s advocacy activities and its numerous programs, including workshops, meetings, convenings, and large events. Completing a fellowship program at a DC charter school sparked Jewel’s professional interest in the charter sector. Jewel’s prior advocacy experience includes collaborations with organizations like Damayan: Migrant Workers Association and Columbia University’s First-Generation Low-Income Food Insecurity committee. An alumna of Baltimore City’s charter schools, Jewel earned a bachelor’s degree in urban studies from Barnard College.
On her days off, you are most likely to find Jewel at a local farmer’s market, or at home attempting a new recipe, and listening to Sade. She enjoys recycling and reuse innovation, especially related to textile, home decor, and art.
Shantelle Wright
Jessica Wodatch is a leadership coach and educator with a passion for creating engaging learning environments and growth opportunities for children and adults. She is the founder of Wodatch Coaching & Consulting and works with clients around the world. Jessica is a co-founder and was the long-time Executive Director of Two Rivers Public Charter Schools, a network of high performing, progressive, in-demand schools in Washington, DC. As Executive Director, Jessica led the expansion of the school to quintuple in size while earning awards for student achievement and staff satisfaction. Prior to her work at Two Rivers, Jessica served as a school leader at two special education schools and as an education researcher. She began her career as a teacher in the Bronx through Teach for America. Jessica loves learning, and is delighted to be a 2020 Pahara-Aspen Education Fellow.
Maura Marino is Co-Founder and Chief Executive Officer of Education Forward DC. Prior to launching Education Forward DC in July 2016, Maura served as the Managing Partner at NewSchools Venture Fund and Lead Teacher at East Palo Alto High School. In addition to the Alliance, Maura sits on the board of directors for DC Prep, Ingenuity Prep Public Charter Schools, and The Equity Lab. Maura earned a B.A. with honors in American Studies from Stanford University, an MA in teaching Secondary Social Studies from Columbia University, and an MBA from Harvard University.
Michael is the Senior Director of Government Relations at the DC Alliance. In this role, he develops and implements strategies in the areas of government relations and legislative outreach at the federal and local levels. For the last 15 years, Michael has been a dedicated advocate for the national school choice and public charter school movement, through FOCUS and other organizations. Prior to joining FOCUS Michael worked in a variety of roles for non-profits, private companies and government agencies where he worked on a number of education reform related activities but always with the goal of fighting to ensure parents have the right to choose the best educational options for their children. He earned a Bachelor of Arts degree in political science and a Masters of Public Administration from The George Washington University. Michael has also served as an elected official in the District of Columbia by serving a two-year term as a local advisory neighborhood commissioner in the Capitol Hill neighborhood., where he resides with his wife and two children.
Passionate about the interconnectedness of education, policy, and racial equity, Queen serves as the Manger, Policy and Advocacy at the DC Alliance; she previously served in this role at FOCUS. Prior to joining DC’s charter school movement, Queen served as the Policy and Partnerships Associate and founding member of a STEAM-based, early college charter school in NJ, developing its articulation agreement to ensure college accessibility and affordability for all students. Queen has worked for multiple elected officials and as an educator in Baltimore City Public Schools. She holds a M.S. in Education from Johns Hopkins University, a B.A. from American University.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am running to serve on the DC Council because I believe we need more leaders who are focused on policies to make DC work for everyone. These last few months have been ones of uncertainty, change, and reflection on our core values, as a city and as a nation. The global pandemic and ensuing economic fallout underscore DC’s need for leaders who take a commonsense approach to policy making, embrace a collaborative working style, and possess a tireless commitment to equity. That’s my kind of leadership. My life’s work has been guided by the principle that your zip code should not determine your opportunity for success, and as a Councilmember I will fight each and every day to make that a reality. We need to stabilize our childcare market, while improving quality and bringing down costs for families. We need to radically improve our delivery of health care, especially for Black and brown women in DC. We need to focus on affordable housing, not just new production, but also preservation and advancing homeownership. We need to get serious about equitable growth ensuring every neighborhood has access to things like reliable public transportation and a grocery store. And we need to fight for safe streets for our young people, while ensuring their schools are welcoming environments for learning and success. There’s so much to be done, and I’m ready to get to work on behalf of you and all DC residents.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
I have dedicated my career to creating better access to and equity in educational opportunity for students in DC and nationwide. As a DC Councilmember, my commitment to that effort would not stop. I envision every young person in the District of Columbia receiving a quality education regardless of where they live, what type of school they choose to attend, or if they have a physical or intellectual disability. A quality education that challenges them, gives them a greater sense of self, develops them into curious life-long learners, and helps them become good, productive global citizens. I envision teachers and parents collaborating, encouraging and applauding their children, and expecting—and getting—excellence from them. I’d like to see learning and innovation in the District driven by best practices culturally responsive to the reality of our students, rather than a desire to get a certain score on a standardized test. I envision our educators, communities, and policy makers collaborating on future policies as advocates for the best interest of children in the District.
There are three areas that I would focus my attention in the first term. Funding: In 2014, the Deputy Mayor for Education released an in-depth study of the city’s UPSFF which was first implemented in 1996. The study team recommended an increase to the UPSFF after local educators came together to identify the resources required to meet the needs of students today. Six years later, we are still not close to the recommended levels. As a Councilmember, I would advocate for increased investments especially for things like school based mental health and after school funding. Furthermore, I believe it’s imperative that the Council finally fund the bill I drafted and worked on while Committee Director of the Committee on Education, which would ensure every DCPS and public charter school has access to a full-time nurse. Equity in rigor and resources: Even when we are not in the midst of a global pandemic, I believe that all DC students should have access to a computer device and to broadband. As a Councilmember, I would push for 1:1 devices for all students and that the city finally address the internet connectivity inequities across the city which would not only improve students’ educational experience, but also their families. Meaningful public engagement: I believe now more than ever that we must harness the power of our communities to outline and advocate for what they want to see from DC’s public education system in this next phase of progress. If want to sustain reforms and accelerate the pace of student achievement, the public has to be at the table. As a Councilmember, I would push for field hearings and providing non-traditional opportunities for folks to provide feedback on issues they care about. I will also commit to regular updates with the Ward Education Councils and organizations like PAVE. I will always be willing to engage and have conversation, and even if we may disagree on an issue.
3) What role do you think charter schools play in DC’s education system?
First and foremost, I believe that charter schools are public schools. Charters have diversified the portfolio of public schools we have and as a result, have afforded generations of DC students and families the opportunity to choose what type of learning environment and curriculum is best for them. After decades of declining public school enrollment, we are now in the midst of an upward climb and I do believe that charter schools have played a role in that.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
I believe that part of the Council’s role in supporting the goal of high achievement for every student is ensuring that LEAs have the resources it needs to be successful. That means listening to stakeholders about the successes and challenges they are facing and working collaboratively to address their concerns. Additionally, I believe the Council should question, push, and hold LEAs leaders, the PCSB, and OSSE accountable for meeting their defined goals for the school system from student learning to student health.
I believe now more than ever that we must harness the power of our communities to outline and advocate for what they want to see from D.C.’s public education system in this next phase of progress. If want to sustain reforms and accelerate the pace of student achievement, the public has to be at the table. When I served as Committee Director for the Council’s Committee on Education, I tried to ensure that everyone had space at the ‘table.’ For example, our Committee was one of the first to split budget hearings into morning and evening, so that working families could participate. When I heard from some teachers that they did not feel comfortable testifying in a hearing setting, I worked with the Chairman to launch a series of educator conversations at libraries around the city that provided them a more intimate environment to share feedback with the Committee. Those were incredibly insightful conversations and I would look to start those up again in partnership with organizations, if elected. I will always be willing to engage and have conversation, and even if we may disagree on an issue I will not shut the community out of the process.
5) How do you plan to support students that are designated as at-risk and their families?
We have not fully funded the base UPSFF to the 2014 adequacy study recommended levels to ensure that specialty funds like at-risk funds are being used solely to supplement investments in schools rather than supplant. Schools should not need to spend at-risk funds on Related Arts teachers (Art, PE, Health, etc), social workers, or equipment and supplies. In the absence of at-risk funds, how would those things have been funded? Advocating for a true increase in education funding must be a priority for Council and it would be a priority for me, if elected. I also think it’s important for DC government and LEAs to think outside of the box when it comes to supporting at-risk students and their families. For instance, I was disappointed that DC didn’t launch community learning hubs at the start of the school year to provide working families and students in foster care or experiencing homelessness the opportunity to come into a building (school or DPR) to engage in virtual learning while also having adult supervision and the ability to engage with others. The last 6 months have been incredibly isolating for some of our most vulnerable students and we have not been crafting policies with them at the forefront. As a Councilmember I want to change the frame—that will get us to a more equitable DC.
6) How do you plan to support newcomer/undocumented students and their families?
The enrollment of English Language Learners in our public schools has outpaced the growth of the general education population, percentage wise. New students, many of whom are unaccompanied minors, are arriving each day. I believe the Council can help ensure that ELL students receive the resources and support they need to be successful through funding. First, I would doggedly advocate for the increase in ELL weight and UPSFF allocation as outlined in the 2014 adequacy study. The study recommended an ELL weight of 0.61 and UPSFF allocation of $6,440 and we are still well below that. Second, I would support public charter schools seeking to serve newcomer or undocumented students who present during the lottery (ie, a preference), after the lottery or the school year has already begun. Right now, DCPS carries the brunt of that weight, enrolling anywhere from 200-400 new ELL students from January through June of each school year. Finally, I strongly believe that if DC is going to call itself a sanctuary city, our policies and practices should be aligned with that meaning. I support the Sanctuary Values Amendment Act of 2019 which limits DC government’s cooperation with federal immigration agencies in several ways including information sharing, holding individuals in custody after they would have otherwise been released, and limiting access to DC facilities. The legislation would also prohibit DC government officials from inquiring about immigration status of individuals in custody. I was pleased to see that the Council quickly passed this bill on an emergency and temporary basis last Fall, but the legislation expires in October 2020. I anticipate that the Council will not let that legislation lapse, but it’s only a first step. If DC is to truly detangle itself from cooperation with federal immigration agencies, we must revisit the intergovernmental agreement DC has with the US Marshals Service to house federal inmates at the DC Department of Corrections. Due to this agreement, there are a number of inmates in DC facilities are that do not have the protections that the emergency and temporary legislation affords. As a Councilmember, I would push to ensure that information about this agreement, including the financial implications, are made public and if feasible, that we pull back. I also am committed to continued oversight on this issue. Many of us did not know that the DC Department of Corrections was providing ICE with a 48-hour warning before releasing an inmate with an ICE detainer request until a local paper filed a Freedom of Information Act request and published their findings. Anecdotally, we know that some MPD officers also cooperate with ICE. Changing DC government policy is one thing, but as a Councilmember I will be also working to ensure that our policies and laws are being implemented by agencies with fidelity.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
I do not believe we currently provide enough funding for access to mental health supports for students and teachers and this is an area I would prioritize for funding as a Councilmember. I was disappointed that during the budget debate this year that the Council did not add more funding for school-based mental health. We are kidding ourselves if we believe that kids only carry books and supplies with them to school each day, and emotionally leave behind everything else at home. I’m deeply concerned about how the various traumas associated with COVID-19 (health, financial, isolation, etc) has impacted our young people and teachers. As for the adults, I would advocate for funding for hiring behavioral health professionals, not to train teachers but to support our teachers. And I don’t mean just providing employee assistance programs off-site, but bringing counselors to the school. Teaching is a choice of work, but it involves relationships and a spiritual connection with others unlike many other professions. We have to take care of our teachers if we want them to produce successful students.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
By January, most LEAs will have been operating with some type of virtual learning for at least 7 months (if we include the end of last school year). I believe it will be crucial that the city continue to provide meals and grocery pick-ups for likely the remainder of the school year, even if the USDA does not continue with its ongoing waiver for the school food program. It will be especially critical if Congress does not provide additional funding for pandemic EBT program that we’ve seen over the last 6 months. In addition to helping secure funding to continue critical food security programs, as a Councilmember I would also push for increased funding for rental and mortgage assistance programs. It is going to take families and individuals months, even years, before they can fully recover from the financial impact of the layoffs and furloughs as a result of the COVID-19 pandemic. In the long-term, as a Councilmember, I would push for 1:1 devices for all students and that the city finally address the internet connectivity inequities across the city which would not only improve students’ educational experience, but also their families. We’ve known this was a need before the global pandemic, and frankly, students need access to devices and the internet year-round if we are truly providing them access to a 21st century education. We have managed to accomplish free wi-fi in downtown commercial spaces, but have not expanded that to residential areas where we could use schools, recreation centers, and even metro bus shelters as hotspot hubs.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
It’s imperative that DC engages in a true Master Facilities Plan that aligns with changes to the new Comprehensive Plan that the Council is anticipated to approve later this Fall. We are adding zoning density to some areas where there are no longer by-right public schools in a reasonable distance. For example, in Ward 5 in Michigan Park where I used to live, the only DCPS elementary school in that area is LaSalle-Backus Education Campus. DC Bilingual PCS, Bridges PCS, and Washington Yu Ying PCS are nearby but they all have lengthy waitlists. If the anticipated growth continues, it is likely that area will need another public school building, but I believe education sector as a whole needs to engage with the Office of Planning to establish a real facilities plan. In terms of underutilized buildings, I absolutely believe that the priority should be using spaces to support schools and communities, as opposed to just building more overpriced developments. Young people need safe places to channel their energy. That’s why I support the Ivy City community’s fight to have more community and open space at the old Crummell School redevelopment site. DC is rapidly changing and we need to be very thoughtful and strategic about our needs in terms of public school facilities.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
The DME does not need the Council approval to establish a taskforce on co-locations, but all stakeholders should be prepared for a spirited debate once it is created. I would urge the DME and his taskforce on this issue to proceed with caution, transparency, and empathy. In my opinion, co-location is the most emotionally charged issue of the charter school debate, and often times where you stand depends on where your child sits. In 2011, I worked for the New York City Department of Education (NYCDOE) in their Charter Schools Office. At the time, nearly half the city’s schools (1700) shared space, but only 77 charter schools were co-located with district schools. However, you wouldn’t know that because of the intense community battles, lawsuits, op-eds, and protests that take place anytime NYCDOE attempts to co-locate a charter school with an underutilized district school. And it does not end once the decision is made; I’ve seen co-locations exacerbate equity issues which were very evident to the students in the building and create serious tension in terms of school climate. Hopefully, the taskforce will look to learn from other jurisdictions and avoid similar pitfalls.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
I support the Council’s efforts to bring greater transparency to public school budgets, expenditures, and operations. I believe that transparency laws not only bring greater accountability to institutions, but also push institutions to proactively communicate and engage stakeholders in decision-making. If for some reason, the law that was just passed by the Council is causing public charter schools undue burden or harm, yes I would support adjusting them. In general, I believe any legislation considered by the DC Council that impacts schools should be crafted in collaboration with LEAs. And if possible, specifically, the individual division or stakeholders that the legislation would impact.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
I do not support a charter school moratorium. For decades in DC, families have had the right to exercise choice both in the DCPS and public charter school system. The Public Charter School Board (PCSB) has been diligent and judicious in its decisions to approve new charter applications and close charters that are not living up to expectations. Furthermore, the Board does not have a mandate to open a new school every year and could choose based on demand, quality of applications, availability of resources, and the educational landscape in DC not to move forward with new approvals. As a Councilmember, I would encourage the PCSB and public charter schools to actively engage in the development of a citywide educational plan to ensure alignment of goals and that we are using resources effectively and efficiently.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I’m running to provide the Council of the District of Columbia mature experienced leadership, institutional knowledge and sound judgment to plan and execute the successful come-back of the District for the benefit and general welfare of our citizens; and to define the new normal in DC caused by coronavirus, civil unrest, and a severely damaged DC economy.
Priorities will be regaining financial stability, jump starting the DC economy and educating our children.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
My vision for public education in the District is to firmly establish and fund the Birth to Three initiative; ensure our children are reading independently, and can add, subtract, multiply and divide upon entering the fourth grade; and we are graduating students who are well prepared for college, entrepreneurship, trade school and other choices the student may have.
Work to fund the Birth to Three initiative, advocate for and fund what is necessary for our children to enter fourth grade prepared and ready to make the transition to middle school, and advocate for and aggressively articulate that we must produce and graduate students from high school prepared to pursue the next phase in life for them.
3) What role do you think charter schools play in DC’s education system?
Charter schools are critical to educating the students of the District of Columbia which is evident through 46% of the students being educate at Charter schools and a waiting list of 10,000 students who desire to attend Charter Schools.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
Through words, deeds, funding and action. I will participate in community meetings, host community meetings and continue to campaign for improved schools.
5) How do you plan to support students that are designated as at-risk and their families?
Reach out to the school, experts, parents and other professionals to gain insight on how to appropriately support this population of students. Moreover, I will advocate for more resources, training and funding for at risk students and their families.
6) How do you plan to support newcomer/undocumented students and their families?
By getting them registered and enrolled in school. I favor aggressive outreach to newcomer/undocumented students and their families to let them know we care and we want to educate their children.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
No, I do not believe there is enough funding for access to mental health supports for students and teachers. I would highlight the need for increase funding and advocate for increased funding and vote for increased funding.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
There is a dire need to overcome the barriers to resources such as technology (laptops & tablets), free access to the internet, training and meals. I have called for a $25 million infusion of funding to ensure our students can get back to learning with the essential tools, PPE and meals to move forward. This is one problem the DC Government can solve immediately through utilization of the City’s rainy day fund. I students must be fully prepared to properly engage in distance learning, and when the environment is safe, a return to the classroom.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
I would make underutilized buildings in DC available to both schools and the communities they serve. Yes, I support opening more schools.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
Yes, I support a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized buildings.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
Yes.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
No. As long as there is a demand for more quality charter schools I don’t see the need for a moratorium. I had the opportunity to attend both public and private school. It was great to have the choice which has serve me well.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am running for At-Large Council because working with the current Council as a tenant attorney representing those in low-income housing, I saw the Council play favorites with real estate developers who gave them campaign contributions. It is a quid-pro-quo system, which to me is undoubtedly wrong. I aim to restore trust in our government by spending public money for the public good, instead of lining the pockets of the politically well-connected.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
I believe neighborhood public schools should be anchors of our community. In many Wards, entire communities have been disinvested for decades. Nowhere is this diversion of funds more clear than in the chronic underfunding and closing of neighborhood public schools with money instead going to more well-off students and charter schools. On the Council, I plan to reinvest in public education, not just particular schools, to ensure education outcomes rise for all students, not just the select few.
3) What role do you think charter schools play in DC’s education system?
I believe charter schools have no place in DC’s education system. Charter schools are public funding of private schools, more often than not giving preference to white, more well-off students. We must direct funds to our regular public schools to ensure every student receives the chance they deserve, not just those who have an advantage by going to a charter school.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
I believe schools should be the anchors of the neighborhoods they serve. In order to create an environment where students and families feel safe at school and in their communities, we must invest in ALL our public schools, not maintaining such focus on charter schools to the neglect of other students. Through investment in traditional public schooling, instead of diverting those funds to charter schools, we can make education outcomes better for every student.
5) How do you plan to support students that are designated as at-risk and their families?
As a tenant attorney at the Washington Legal Clinic for the Homeless, I’ve worked a lot with families who rely on SNAP and TANF benefits. While my focus in my professional career was on housing, I know there are many factors that go into fostering a healthy, whole person. Investment in education must be one of those factors. When a child can learn safely and effectively, their chance at success after graduation is greatly improved — which can reduce residents’ dependence on programs like TANF and Medicaid. Investment early saves the District money down the road.
6) How do you plan to support newcomer/undocumented students and their families?
Undocumented students need the same, if not more, support entering school. On the Council, I would work to implement and fund more resources and education for newly-arriving families to guide them to existing resources, and make sure those resources are accessible and helpful.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
I believe healthcare funding from the Council in general is lacking, especially in mental health services. First, it’s important to remove the stigma surrounding seeking help. Ensuring students and teachers know the resources available and understand the private nature of such help is important, but the Council must also expand investment in those resources so everyone who needs assistance with their mental health, either acute or chronic, can get the care they need.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
As the COVID-19 pandemic rages on, inequities in our systems, including in education, have been exacerbated and emphasized. These problems are not new, and the current system of favoring certain schools, such as charters, over others has contributed to this unfairness. Helping students gain access to the resources they need at home in order to learn through the pandemic and beyond is of utmost importance, and must be addressed by the Council and the State Board of Education. In terms of making sure our children are fed throughout the year, not just in school, will require more attention than has been given to the issue. Kids cannot learn when they’re hungry, and over 24,000 children in the District go to bed without supper every night. Increasing access to food, whether it be eliminating food deserts or creating more for low- or no-cost meal programs, is crucial not only to improving education outcomes but also ensuring the health and economic well-being of future generations.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
I don’t believe giving public buildings away to charter schools is the correct approach to serving all school-age children in the District. Targeted, thoughtful approaches must be employed in order to make sure all students can receive a quality public education through the traditional school system.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
The underlying cause of underutilized DCPS buildings is the creation of charter schools in the first place. Taking students out of the traditional education system and building new schools for them to learn in has given some students an advantage over others, and creating an environment in which traditional schools have lost out on badly needed funding in favor for charter schools. I believe in public funding for public schools — not co-locating.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
I believe more transparency is good in all situations. When taxpayer dollars are involved, people should be able to see to what their money is going. Charter schools have operated in the dark for far too long.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
Yes. I do not believe charter schools should exist, and imposing a moratorium on new charter schools would be the first step toward phasing them out.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am a mother, a civil rights lawyer, advocate and I am running because this election is about saving lives and protecting families. I will fight for all DC residents and I plan to make history as the first Latina to serve on the Council.
My platform is threefold:
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
As a DC resident for over thirty years, I am very proud of the improvements we have made in education and at the same time it is clear that not all students and communities have benefited from those reforms. Despite the hard work and advocacy of many school leaders, teachers and parents we have not yet closed the achievement gaps for our most at-risk students.
During my first term, I will work with families and school leaders in Wards 7 and 8 who have not received the same investments and adequate funding in their schools and work with organizations like PAVE and neighborhood based parent leader groups. I will support increased collaboration and more comprehensive planning across charter schools and DCPS so we have a blueprint to serve all students in all communities.
3) What role do you think charter schools play in DC’s education system?
Charter schools fill important gaps for our students. As a mother of a DC public charter school student, I chose LAMB because of their bilingual model and cultural competency in serving students of Latin American Heritage and all students of color. The models of education from our Public Charter Schools are vital to the growth, development and fulfillment of the needs of our children in the District. Schools like Carlos Rosario and Next Step also play a life-changing role in the lives of young adults and immigrants.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
Making the right Investments and increased investments in our schools will go a long way in supporting the achievement goals for students. When schools have adequate funding to retain teachers, develop school leaders and provide referrals and social-emotional support to students and families then students are set up to succeed.
Community engagement must happen early on, before decisions are made, so parents and community leaders can have meaningful input. As an instructor/teacher and community organizer and government leader I am committed to including the voices of stakeholders in long-term and short-term planning efforts.
5) How do you plan to support students that are designated as at-risk and their families?
I support increased funding for at-risk students and making sure those dollars are used for the students for which they are intended. Updating the per pupil school funding formula is one way we can address the needs of at-risk students but we must also use benchmarks set out in reports such as the 2013 DC Adequacy study (eight years later the District has not made those investments). When elected I plan to convene a task force that looks broadly at the adequacy of our funding so “at risk” students are funded to the adequacy level and to make sure the funds remain at the school that the at-risk student attends.
6) How do you plan to support newcomer/undocumented students and their families?
Immigrant students and their families still face significant barriers to enrollment and educational achievement across DC schools. We must continue to invest in language access services, such as interpretation services as well as translation of vital documents such as IEPs, report cards and standard correspondence with parents and caregivers. I plan to support passage and funding of the Language Access in Education Amendment Act and introduce other necessary legislation to meet the needs of newly arriving students and their families.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
Now more than ever, given the ongoing health pandemic and our economic crisis, we must increase investments in mental health support for students and teachers. While the District provides 1 social worker for every 50 students (which is better than the national ratio), I support the expansion of school-based mental health services. Additionally, I support further funding to ensure that LEP/NEP students who need language access get the resources they need in order to meaningfully access mental health services in their language and with culturally competent service providers.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
The District’s recovery and re-opening of schools plan must seek to meet the needs of all students. I support finding and allocating additional funding to schools so that we can better assess the needs of students and meet those needs, whether those needs are related to housing, medical care, food insecurity or the need for a computer and internet access. We must also put systems into place that help school leaders and teachers track and adjust supports and resources for students as the school year progresses.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
In my oversight role on the council I will push for greater transparency, accountability and collaboration across DCPS and charter schools. In some communities there are still unmet needs and charter schools may be best suited to meet those needs – in other communities we may need to make investments in DPCS schools so they can better serve the students in their community.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
Yes. I want to see our government resources used to meet the needs of ALL our students across our entire city and I want those resources to be used in the most effective and efficient way possible. I would be in support of this task force as long as we are simultaneously ensuring that our DCPS schools are not overcrowded and that our children are receiving the resources available to them prior to co-locating public charter schools into DCPS buildings.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
Yes, there must be greater transparency from all school systems that are funded by taxpayers. Too many times we have witnessed school closures and “exposing” of salaries that have left District taxpayers confused and angry for the lack of transparency from administrators. Our district residents must be assured that their tax paying dollars are being used for students to receive the most impactful and meaningful education and that the system is working for them and their children.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
No I do not but I do believe we need more comprehensive planning so that we as one government have a vision that ensure all students have access to a quality school in their neighborhood.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am running because DC residents deserve prudent management of their tax dollars and a good return on investment, especially in education of our children. As your Councilmember, my priorities will include (1) fully funding our Police to keep the city safe; (2) providing all DC children with a quality education and increasing high school graduation rates to 90%; (3) improving our contracting process; (4) supporting Pension Exclusion benefits for seniors.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
As an immigrant and a mother, I appreciate that a good education is everyone’s ticket out of poverty. My vision for public education in DC is to have a 90% high school graduation rate and a strong vocational/technical track at the high school level; during my first term I would work to re-establish the Public School Board and give it real authority; I intend to work with all stakeholders, including parents, the Chancellor, and the DC Board of Education to assess priorities and work towards significantly improving our high school graduation rate.
3) What role do you think charter schools play in DC’s education system?
Charter schools provide an important alternative for many families.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
Given that our schools are underperforming across the board, it’s a good idea to try something new: I recommend strengthening internal controls and bringing accountability and transparency to the school budget process. We should re-assess our current budget and spending priorities to find better ways to reach the goal of a quality education for all DC students.
5) How do you plan to support students that are designated as at-risk and their families?
Let’s commit to actions that have been proven to level the playing field and improve all lives: a quality public school system with 90% and higher graduation rates; charter schools; opportunity scholarships; excellent vocational-technical training to enable graduates to be self-supporting and economically successful.
6) How do you plan to support newcomer/undocumented students and their families?
A rising tide lifts all boats; as an immigrant and non-native English speaker, I know from y own experience that it is possible to quickly acquire grade -level proficiency. What does it take? competent, dedicated teachers who teach every child grade-appropriate reading, writing, and english grammar.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
The District already spends more per student than most other jurisdictions in the country, with abysmally pathetic results. It may be wise to re-assess our current budget and spending priorities to find better ways to reach our goal of a quality education for all.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
Identify schools with the greatest need. The Committee on education should provide oversight of the budget process and require clear reporting and accountability for the performance of each school.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
We need an accurate inventory of existing real estate assets in DC to identify resources that can be put to immediate use serving the community, either as school buildings or housing. We need to end the “business as usual” mindset in city management and reform our contracting practices to provide effective oversight and stewardship of our tax dollars.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
Not sure we need another layer of bureaucracy to oversee our failing education system. Let’s assess our needs and priorities and make better use of existing resources.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
Transparency guidelines” should be consistent and serve the purpose of providing sufficient information so that parents can make informed decisions as to the best school option for their children.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
Charter schools provide an important alternative for many families. I do not believe there should be a moratorium. Parents should be able to choose what they think is best for their children.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I’m running to make sure that more DC residents can access the educational and economic opportunities they need to succeed, especially those who have been historically disenfranchised. I grew up in DC and have seen the positive impact that elected officials can have. I would be honored to serve the people on the Council and be a part of that positive change.
I want DC to be a state where job opportunities are abundant and small-businesses flourish; housing is diverse and price inclusive; investments in after-school and youth mentoring programs open doors and empower students; senior services are reflective of the needs of the people and comprehensive; public-safety and public-health are collaborative and community focused; education remains well-funded and school-choice robust; and where all-residents can have opportunities to be equal participants in our vibrant, dynamic, inclusive city.
My top three priorities are supporting the most vulnerable residents during the current pandemic, ensuring that take this opportunity to build a stronger, more equitable economy, and closing the achievement gap in schools while also making sure our students have the equipment they need to succeed.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
If elected, I will fight for a more equitable public-school system and one that allows parents to choose the school that best fits their child. I would also prioritize expanding afterschool options for every student to keep them engaged and productive. If elected I would partner with our region’s largest employers to expand after school programing for high school students that gives them the training and certification they need to get a good paying job upon graduation.
3) What role do you think charter schools play in DC’s education system?
Charter schools play an important and vital role in DC’s education system. Charter schools give parents more choice and flexibility to send their children to schools that are the best fit for them. Charter schools have also helped desegregate the DC public school system. Lastly, charter schools can more affectively distribute at-risk youths, whereas DCPS schools tend to have more lopsided distribution of at-risk youths which puts a higher burden on teachers and school administrators.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
Parents need direct lines of communication with school administration, a means to express their opinion on curriculum, and an ability to secure tutoring resources. Our youngest residents deserve a fair chance to receive best-in-class education and care. That’s why I support funding universal high-quality childcare in the District, so that no family is excluded from providing their child a safe and nurturing environment. I would also fight to expand adults access to degree and certificate programs that will allow them to access more lucrative careers and continue in their journey of self-improvement.
5) How do you plan to support students that are designated as at-risk and their families?
First, I would maintain our charter school network because at-risk youths statistically are better served in charter schools than in DCPS schools. Additionally, I would expand after school programs for students, so every kid has a productive use of their time. If we do not provide more afterschool activities for at-risk students, many kids will spend their free time in the streets and potentially get into trouble. Having consistent afterschool activities, especially vocational or athletic training, will help these kids get a good paying job upon graduation and visualize a better future for themselves. I believe, the absence of such programs is one reason why we see a high violent crime rate in areas with low high-school graduation rates.
6) How do you plan to support newcomer/undocumented students and their families?
As mentioned earlier, I want to pull police completely out from DC public schools to ensure that all students feel safe in their scholastic environment. In addition to removing the police, I want expand student resources such as social workers and counselors who would confidentially aid these new/undocumented students and their families. Lastly, I would commit to improving any teaching best practices and ensure these students feel welcome and seen in our school communities.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
No, I do not believe that we provide enough funding for access to mental health supports for students and teachers. I believe that we need to reallocate the police budget for schools and use those resources to provide more therapists, social workers, and other support figures. If elected, I would also work to destigmatize the importance of mental health in black communities, where mental health is largely seen as a taboo topic.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
First, we must ensure every household has wifi access so students can learn remotely. Additionally, we must equip more students with tablets or computers to close the digital divide and enable every child to learn effectively. Lastly, schools need to continue distributing meals to children who depend on free or reduced-price meals.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
I support opening more schools in the District, but first we must address the teaching shortages and high turnover rate if we want to effectively open more schools. DC government has a large real estate portfolio we can use to create more learning spaces. I would also like to see the government sell or rent these properties to help balance our budget as we stare down more than a $700 million shortfall.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
The DME is responsible for developing and implementing the Mayor’s vision for academic excellence and creating a high-quality education continuum from birth to 24 (from early childhood to K-12 to post-secondary and the workforce). Yes, I would support this establishment and believe that it would help alleviate the current strain on schools. Furthermore, we must maintain mayoral control of schools to ensure these plans can be executed. Since mayoral control was established, we have seen a significant and steady rise in student performance. Although we still have a long way to go, I am encouraged by the growth of our students, and we should not reverse track as some other candidates are advocating.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
Yes, I would advocate for transparency standards for all schools so that failing institutions are held accountable and improved, and excelling schools are held up as examples for others to emulate. This process is difficult if we have different standards for different schools.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
No, charters ensure that parents can find the best school for their child. As long as we can continue to transparently monitor charter schools and support good institutions, I will continue to advocate for more charter schools.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
DC has been my home for 25 years. I met my wife, bought a home, and I’m raising my teenage son, Kol, here. I’m running because we can do so much better for our families and community. We’re in a crisis and we have an obligation not just to recover, but to fix the inequities and failures that have been laid bare by the pandemic. As a Council member I will focus on three areas: making sure we don’t lose a generation of learning to the pandemic by ensuring a safe and effective reopening of schools that ensures equity of opportunity for our kids; supporting our small businesses and their employees, the lifeblood of our communities, in recovering from the pandemic; and making our neighborhoods safe for our families and children.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
My vision for public education is a network of healthy, high-performing DCPS and public charter schools in every Ward that provide families with a variety of educational options that best fits the learning needs of their children and enables students to develop their talents and fully realize their dreams. In the short term, the city needs to make sure that students and teachers have the right technology, correct software and technical support to make virtual learning as effective as possible. This must include clear curricula, student performance monitoring, attendance tracking, and school performance. Schools must also use this time to reconfigure classrooms and reimagine operations to welcome students back into school, safely. Based on the experience this spring and summer, I don’t believe DCPS will be ready for that and the DC Council must hold them accountable, and we should expect the DC Public Charter School Board to do the same for the LEAs under its purview. Post COVID-19, schools should offer pathways for the 60-70 percent of students who are not testing as college ready. This means bringing career and technical education back into our schools and utilizing our community college system as the post-secondary career pathway to a good paying job. I led the YouthBuild job training program for at-risk youth at the Latin American Youth Center. I know what it means to kids lacking opportunities and saw how that relevant training changed their lives. We must work together, across sectors, to achieve the academic goals of each student, and to make D.C. a world leader in education.
3) What role do you think charter schools play in DC’s education system?
I am the father of a high school junior who has attended both DCPS and public charter schools. I firmly believe that every student in the city deserves high quality options when it comes to school, starting with neighborhood schools that have the resources they need to provide the highest quality education and a variety of other schools—DCPS and charter. A “great school” is not great for every child and so students and families should have choices. DC’s public Schools charter schools are incubators of innovation and do an excellent job of filling gaps/making additional options available for at-risk students, students of color, students with disabilities, and providing opportunities to students in areas where parents want more than options that what’s available in the DCPS system.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
DC must hold its schools accountable for high achievement and high quality programming. For DCPS, this means the DC Council must take an active role, holding frequent oversight hearings — not just an annual marathon session at budget time. And the Council must support DCPS and charter schools with appropriate funding that will meet the needs of students’ academics and capital funding for well-maintained schools. Students suffering from mental health issues and trauma, or food insecurity, cannot learn to their best. For charter schools, which are overseen by the independent PCSB, the Council must build a working relationship with the board and review and provide sufficient and equitable funding allocations to charter schools. I plan to hold regular listening sessions and community meetings with constituents throughout the District on education and other issues, where parents, teachers and students from DCPS and public charter schools will be invited to serve on my education advisory board so that I can hear their feedback on education policy. I will also commit to visiting every public school during my first term as council member to meet with school principals, teachers, administrators, social workers, and others to see and hear about the real impact of education policy on the ground.
5) How do you plan to support students that are designated as at-risk and their families?
My work experience includes advocating for people with disabilities. I advocated for students with disabilities to be fully included in schools, I bring a deep understanding of and commitment to, the needs of students with disabilities, as well as hands-on experience to address the issues that affect them. I supported the addition of the at-risk preference for students entering the school lottery. We also must reexamine the funding formula to ensure that it adequately covers the added costs of educating at-risk students.
6) How do you plan to support newcomer/undocumented students and their families?
ELL services must cover not only students’ educational needs, but the needs of their parents, as well, in order to ensure students and families have the information and support that meet the requirements of the DC Language Access Act. Just as in the case with at-risk students, we must ensure that ELL students receive the services they need in order to succeed in school — we can and must do so in a way that strengthens opportunities for all students.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
No. We need to look at how we bring health, including mental health, services into schools every day, then look at the funding needed and how we will find it. We should allow teachers to focus on teaching by providing staff, such as nurses and mental health counselors to support students in their non-academic needs.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
I convened a virtual meeting of elected ANC commissioners from every ward in the District and invited the deputy mayor education to speak with us about this and other education issues. I am committed to holding the DME, DCPS and other relevant agencies accountable for the failed rollout of technology and, more importantly, to ensure that they more effectively get technology, technology support, meals, and other needs met effectively The funding formula, including for charter schools, should ensure every student has the technology they need to learn in school and at home, and that they are provided healthy meals. DCPS and charter schools should be able to provide meals in a way that is convenient for parents, and provide tech support for students so as to minimize interruptions to learning during remote learning.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
The Mayor has not offered a sufficient number of buildings to charter schools under the provisions of the DC School Reform Act, sitting on long-vacant buildings as they fall into disrepair—buildings that could be homes for quality education for students. As a Council member, I will advocate turning over more buildings and increasing funding to give charter schools the same ability to improve and maintain facilities as DCPS schools. Our system should be equitable for all students, regardless of the type of public school they attend.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
Yes, I am a strong supporter of co-location. Making unused DCPS space available to public charter schools is a “no-brainer” if our mission is to provide the highest quality education and options to students. Especially during the COVID pandemic, we need to look at maximizing the efficient use of building space for schools. Importantly, co-location brings the innovations that our charter schools have gained to serve students within the public school system. For example, a school such as Digital Pioneers co-located at a DCPS school could make its computer program optional to DCPS students, in addition to their own.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
I believe in transparency in government and the use of government funds. Charter schools should be on an equal playing field with regard to public access to information. Public charter schools already provide a significant amount of information to PCSB. I understand the desire of requiring charter schools to comply with FOIA requests, but FOIA requests should be limited in scope, especially as they can be used to tie up school staff on FOIA requests when they should be focused on activities that directly impact student learning.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
No. Families and parents make choices for their children. PCSB has shown it is very selective and holds a very high bar for approving schools. It also has shown its willingness to close schools that are not performing to standards. We should not take away options for parents, especially those who don’t have options that others have, such as private school, when the needs of their children are not being met.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am running because we need our DC City Council to reflect the residents of our city, and because I have a passion for advocating for others, and have been doing this for a long time. Priorities for me will be: Employment for DC residents, affordable housing for all our residents, good education for our kids, public safety for all that live and visit our city, health priority for all, a good transportation system.
All these within the content of COVID19.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
An education that is competitive, and that is worthy of being provided to kids who live in the capital of the free world. Much like an education you can receive in neighboring counties: Montgomery and Fairfax. I would support measures that would strengthen our public schools. Specifically I would support expanding Charter schools. I would be in support of revisiting our DC State Board of Education to empower it more. I would support putting more money in non-performing schools and looking at matrix that detail issues with non-performing schools.
3) What role do you think charter schools play in DC’s education system?
A very important one. We can see how the public school system in DC has improved since Charter school started. Given students more choices is the only means DC students have now to get a decent education.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
By providing the resources the schools need to meet those goals. By comparing data across the systems to ensure that students are being evaluated adequately. There are many programs that are in place now, that need to be expanded, the man the block initiative from the Richard Right PCSC should be put in place citywide. Looking at the surroundings of the school for potential partnerships, is a way to get community involved and creates opportunities for students.
5) How do you plan to support students that are designated as at-risk and their families?
At-risk kids, should be a priority in the public school system. We need to create special programs that look and work at these kids and continue to provide additional resources for those kids. If special learning is needed, these kids we need to include a special curriculum for them. We should look at the systems and ensure that at-risk kids are in a mixed environment, so they are motivated and challenged by looking at their peers. Parents need to be provided the support they need as well, to ensure they also help the students. In the case of financial impediment, we should have a resource at the schools in charge of ensuring we educate parents on options to help them get out of financial constraints.
6) How do you plan to support newcomer/undocumented students and their families?
Undocumented students should be provided the existing help that exists now. We need to ensure that adequate funding and support is available at all schools for these students, this include trained teachers for English learning. Schools are in a good position to provide support and guide parents of new arrivals of resources for the families and information on how they can get involved with their kids’ education.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
No. As recent as during the last school year, students have testified before the DC Council, saying that they don’t have enough access to mental health. We need to start shifting resources and get more mental health workers in all schools in DC. The funding from this has been suggested to come from excess resources from the DC Metropolitan police department. This is a good option.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
We need to not only provide the technology students need. We need to educate them on how to use them. We should be looking not only at funding from local government, and federal government for this, but also at the private sector. Schools, and the SBOE, can directly engage the private sector, to get private enterprise to sponsor schools for technology resources.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
Yes, I support opening more Public Charter schools. Underutilized buildings within the school systems, should be used by other schools, so that it is economically feasible to maintain the schools open.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
I would support any measure that would leverage our resources in all public school systems to meet the overall objective of the public school systems, which is to provide a competitive and quality level of education to all our kids.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
Yes. The standards for education for all of our kids should be the same regardless of public system they use.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
No. Charter schools for the most have been part are a good option for a public system in DC. The moratorium will be determined by the need to have the schools. There may be a need to revisit more schools, but now we need to provide more options for students.
1) Why are you running for the At-Large Council seat? If elected, what will be your priorities?
I am a community leader and have devoted the last two decades to promoting economic and racial justice in DC, through my leadership of the DC Fiscal Policy Institute (DCFPI). I bring 20 years of research on DC’s most serious inequities — in housing, schools and jobs — and 20 years of building relationships and coalitions across the city to address them through the DC budget. I have contributed to historic wins for DC residents, like paid family and medical leave, a $15 minimum wage, changing the school funding to steer more resources to high-poverty schools, and property tax assistance to ensure seniors and lower-income homeowners are not pushed out by rising taxes.
I am running because DC is changing — and its inequities are getting worse — but our leaders are not doing enough to address them. Our prosperity has come at the expense of rising homelessness, wider school inequities, displacement of Black and brown residents, inadequate support for immigrants and more. I want to put racial and economic equity at the heart of DC’s agenda and tackle DC’s biggest challenges at the scale they demand.
My top priorities are ending homelessness and fully addressing DC’s affordable housing needs; investing in adequate, equitable and transparent education, including early childhood education; and creating more high-quality jobs for DC residents.
2) What is your vision for public education in the District of Columbia? If elected, what would you do in your first term on the DC Council to help realize that vision?
I bring to this race: a commitment to public schools and education equity; a deep understanding of DC’s finances and of the importance of funding to education quality and equity; and relationships with key education stakeholders across the District.
I’m a product of neighborhood public schools in Sioux City, Iowa, and I’m the parent of two DCPS graduates. I believe strongly in the role of public education.
Our education system must focus first on equity. With vast racial and geographic inequities, we must give every child what they need to succeed. Racial differences in achievement reflect opportunity barriers that Black and brown students inherited from systemic racism in education, housing and jobs. We owe it to them to shape policies and funding explicitly focused on achieving equity.
As a Council member, I would champion equity through full and equitable funding of schools, strengthened school-based mental health services, and increased transparency across the board. I would push for raising school funding (the Uniform Per Student Funding Formula) to the full level identified in the 2014 Adequacy Study, and I would advocate for an updated study to measure the cost of a high-quality education. I would specifically push for fully funding at-risk and ELL weights and I Would push for greater transparency of DCPS school budget allocations to make it harder to supplant at-risk funds.
I also would work to alter the school funding formula to protect neighborhood DCPS schools, especially those with low or declining enrollment. The FY 2020 budget included cuts to almost 20 schools, most of them in Wards 7 and 8. We cannot reach equity if we cut funding to schools serving the largest number of at-risk students.
As discussed below, I would work to strengthen school-based mental health services and to make school budgets and policy decisions more transparent, which I believe will make it easier for parents and other stakeholders to get involved.
3) What role do you think charter schools play in DC’s education system?
I believe charter schools (as well as magnet DCPS schools) should serve as a supplement to strong neighborhood matter-of-right public schools. Too many DC parents feel they have to enter a lottery for their child’s education, when they should have a great matter-of-right school in their neighborhood as a first option, even in a system of choice. Investing in successful neighborhood schools supports families who value neighborhood schools that are close to home, and allows specialty DCPS schools or charter schools to be a real choice. As discussed elsewhere in this questionnaire, I believe that the opening of specialty DCPS schools and charter schools should be managed under a city-wide planning process, one that takes the impact on neighborhood DCPS schools into account.
4) How will you support the goal of high achievement for every student? How will you engage the community, and help schools engage the community, to improve our public schools?
I come to this race from the advocacy community and have built relationships across DC, including ward-based education councils and child advocacy organizations. At DCFPI, we developed our annual agenda by listening to stakeholders, engaged in extensive budget trainings and conversations with them, and partnered with them to respond to emerging advocacy threats and opportunities.
I want to bring that same approach to the DC Council. Rather than wait for advocates and stakeholders to approach me, I would engage them to educate myself and shape my agenda. That would help set important education goals, like reopening schools safely, ending the digital divide, and shaping budgets that promote equity. It would be a stronger agenda because it is rooted in our community , and it would have a greater chance of success because I would have grassroots partnership every step of the way.
5) How do you plan to support students that are designated as at-risk and their families?
I chaired the Public Education Finance Reform Commission in 2011-12, which first made the recommendation for adding an at-risk weight to the school funding formula. Through my work at the DC Fiscal Policy Institute, I advocated with others to fully fund the at-risk weight and to stop DCPS from supplanting at-risk funds. And in 2019, I served on the Uniform Per Student Funding Formula (UPSFF) Working Group organized by the Office of the State Superintendent of Education to review the structure of at-risk funding, leading to a recently DME-commissioned study.. As a Council member, I would support families by fully funding the at-risk weight. I would push to change the school funding formula to allocate additional funding to schools with a large share of students who are at-risk, following the findings of the recent DME study. I would work to make this funding more transparent to parents and staff in both DCPS (through LSATs) and public charter schools, to enable these stakeholders to have a greater say in how these funds are used to support at-risk students and their families. In particular, I would push for proposed school-level budgets to be shared in an easy-to-understand format that remains consistent from year to year, and to give parents and other stakeholders adequate time to review and weigh in on proposed budgets. Beyond that, I would work (as noted below) to strengthen school-based mental health services, with a focus first on schools with a number of at-risk students. And I would support more robust out-of-school time programming (after-school and summer school) to give lower-income students more enrichment opportunities.
6) How do you plan to support newcomer/undocumented students and their families?
The District has an obligation to protect and support immigrant students and their families, including undocumented students/families. That includes not cooperating in any way with ICE or other federal immigration enforcement agencies. I would support fully funding the ELL weight of the UPSFF and ensuring those funds are in fact used to support English Language Learners. I also strongly support comprehensive language services. Through DCFPI, I supported the Language Access Act, as well as legislation requiring a language access coordinator in every school meeting a threshold number of non-English speaking students, and I continue to support that.
7) Do you believe we provide enough funding for access to mental health supports for students and teachers? How would you plan to improve current funding practices?
Through DCFPI, I supported the Student Fair Access to Schools Act, to shift away from racially discriminatory and ineffective discipline practices like suspension and expulsion. In its place, we need to support school-based mental health services and restorative justice programs. At DCFPI, I helped support funding of school-based mental health staff through my advocacy leadership in 2019, when I and other advocates pushed the DC Council to scale back ineffective Qualified High Technology Company (QHTC) corporate tax subsidies. Savings from scaling back those subsidies helped fund 40 additional school-based mental health staff. I’m proud of those accomplishments but I think we haven’t gone far enough as a city on school-based mental health. Through DCFPI, I participated in and supported the work of organizations and coalitions working for better access to school-based mental health services, including the Every Student Every Day Coalition and the “Do More with $54” campaign to increase funding by $54 million in the FY 2020 budget. As a Council member I would continue to fight for increased funding of school-based mental health services.
8) How do you plan to support students and families and their barriers to resources (e.g. technology, internet, meals) as the school year progresses?
We must ensure that every student has access to modern technology that supports the software schools are using for distance learning, along with technical support to use and maintain the technology and access to free high-speed internet. I applaud and support the advocacy in recent years of the Digital Equity in Coalition to call on DCPS to have a 1:1 ratio of technology devices to students. That advocacy led to the DCPS technology plan, which turned out to put DCPS in a better position to support distance learning. I supported their call during the FY 2021 budget debate to add $11 million to the DCPS budget to support an adequate level of technology. Overall, I believe DCPS has not responded in a timely and transparent way to determine and meet the technology needs of students and I believe more Council oversight is needed to ensure that student needs are met. The District also should continue to use schools as sites for families to seek free meals and groceries. Recent changes in federal policy may make this more difficult (such as requiring families to show income eligibility or limiting pick-up to a family’s school.) The District should oppose those changes and work to maintain easy and universal access to meals.
9) How would you enhance underutilized buildings in Washington, DC to support both schools and the communities they serve? Do you support opening more schools?
I support ensuring that under-utilized buildings are put to productive use. That should start with engaging the community to identify their priorities, along with input from the District government on possible uses of a building given its structure. As discussed below, I believe that decisions about opening new schools, DCPS or charter, should flow from a city-wide planning process about whether new schools are needed, and where.
10) Would you support the establishment by the Deputy Mayor for Education (“DME”) of a task force to develop a plan for co-locating public charter schools with DCPS schools in underutilized DCPS buildings?
The District currently has excess school capacity, when space in both DCPS and public charter schools is considered. Any decision around co-location should be based in long-term planning needs of DCPS — and space should only be shared when consistent with those needs. Such a plan also should recognize that DCPS buildings are a public resource and should be prioritized for DCPS use, including flexibility for DCPS to alter their plans for use of any building, while giving other tenants adequate time to respond.
11) In the spring, the Council passed open meetings provisions that create a higher standard of public access for charter schools than DCPS and any other nonprofit organizations in the city. Do you support adjusting these transparency guidelines so that they are consistent and common sense?
I support the open meetings provisions that have been adopted by the Council. Public charter schools are different from most nonprofits in DC, because charter schools are almost entirely funded with public dollars and their sole mission is to provide a basic public service. Charter schools thus should be held to a higher standard than other non-profits.
12) Do you believe there should be a moratorium on charter schools? Why or why not?
I believe the District needs a new and more rational process for opening new DCPS or charter schools. Currently, DCPS has the authority to open new schools and set their placement without an analysis of how that would affect neighboring schools or fit into city-wide education needs. The Public Charter School Board has the authority to authorize new (or expanded) schools, and then those schools locate where they can. The PCSB process is not tied to an assessment of the impact on neighboring schools or city-wide needs. In some communities, especially in Wards 7 and 8, the growth of public charter schools has coincided with — and likely contributed to — declining enrollment and closure of DCPS schools. I believe that DC should use a more rational planning approach, one that uses DC’s resources well and that results in school location decisions that meet the needs of students and families. I would push for a planning process governing the opening of new schools, and their location, covering both DCPS and PCSB. No new school should be opened unless approved in the planning process.
David is the founder and executive director of the Center for Educational Excellence in Alternative Settings (CEEAS). CEEAS supports juvenile justice agencies and their education partners around the country in implementing transformational, student focused practices designed to significantly improve the life chances of the students they serve. CEEAS also directly operates the Travis Hill Schools, located inside of the juvenile detention center and the adult jail in New Orleans, Louisiana.
Prior to starting CEEAS, David worked with See Forever and the Maya Angelou Schools, a network of alternative schools in Washington, DC that he co-founded along with James Forman, Jr. in 1997. David served as the principal and executive director of the Maya Angelou Schools for nearly 10 years. Subsequently, he served as the founding principal of the Maya Angelou Academy, the school located inside DC’s long-term, secure juvenile facility, from 2007 to 2011. David left the Academy in the fall of 2011 to start the CEEAS. He remains on the board of See Forever & the Maya Angelou Schools.
David lives in Washington, DC, with his wife, two children, and three dogs. He’s an avid reader, a wannabe basketball player, and an out-of-step break dancer.
James Forman Jr. is a Professor of Law at Yale Law School. He attended public schools in Detroit and New York City before graduating from the Atlanta Public Schools. After attending Brown University and Yale Law School, he worked as a law clerk for Judge William Norris of the Ninth Circuit Court of Appeals and Justice Sandra Day O’Connor of the U.S. Supreme Court.
After clerking, he joined the Public Defender Service in Washington, D.C., where for six years he represented both juveniles and adults charged with crimes.
During his time as a public defender, Professor Forman became frustrated with the lack of education and job training opportunities for his clients. So in 1997, along with David Domenici, he started the Maya Angelou Public Charter School, an alternative school for school dropouts and youth who had previously been arrested. A decade later, in 2007, Maya Angelou School expanded and agreed to run the school inside D.C.’s juvenile prison. That school, which had long been an abysmal failure, has been transformed under the leadership of the Maya Angelou staff; the court monitor overseeing D.C.’s juvenile system called the turnaround “extraordinary.”
Forman taught at Georgetown Law from 2003 to 2011, when he joined the Yale faculty. At Yale, he teaches Constitutional Law, a seminar called Race, Class and Punishment, and a seminar called Inside Out: Issues in Criminal Justice, in which Yale law students study alongside men incarcerated in a Connecticut prison.
Professor Forman teaches and writes in the areas of criminal procedure and criminal law policy, constitutional law, juvenile justice, and education law and policy. His particular interests are schools, prisons, and police, and those institutions’ race and class dimensions. Professor Forman’s first book, Locking Up Our Own: Crime and Punishment in Black America, was on many top 10 lists, including the New York Times’ 10 Best Books of 2017, and was awarded the 2018 Pulitzer Prize for General Nonfiction.
Josephine Baker is a pioneer in the education reform landscape and an unstoppable force in the charter school movement in the District of Columbia. Committed to always serving the best interests of children and families, Baker was a founding member of the DC Public Charter School Board (PCSB), where she later assumed the role of executive director in 2002. She has been an integral part of the growth and success of the charter school community in Washington, D.C., earning praise from charter school advocates across the country.
Under her leadership as Board Chair and then Executive Director, the DC Public Charter School Board grew stronger in both size and strength. Charters have provided a healthy alternative to parents eager to escape bad schools, thus helping spark the education reform that has brought marked improvement in the traditional schools. Charter schools continue to grow in popularity; this year, 46% of D.C. public school students attend a public charter school.
Baker’s commitment to the charter movement extends far beyond Washington, D.C. In 2001 she was elected a founding member of the National Association of Charter School Authorizers. Baker’s expertise and knowledge of charter school authorizing has been tapped nationally, where she has been a presenter to many state board of education commissions, state legislatures, and task forces dealing with charter school issues.
Baker has deep roots in D.C. public education. She was educated in D.C. Public Schools, taught elementary school in DCPS for 25 years, and supported the education of each of her three children in DCPS schools. She served as Associate Professor at the Graduate School of Education and Human Development at George Washington University for four years, teaching aspiring teachers. In 2009, Baker was inducted into the Charter School Hall of Fame by the National Alliance for Public Charter Schools for her pioneering efforts in the development and growth of charter schools and for her inspiration to others in the charter school movement.
Alison oversees the organization’s operations, events, and fundraising. Before the DC Alliance she worked at FOCUS for a decade. She came to FOCUS with experience in the DC charter community, working with young people at YouthBuild Public Charter School. At YouthBuild she led the employment and career activities for youth, including the development of an internship program for the school. Her commitment to supporting charter schools and school choice for students in Washington, DC led her to the DC Alliance. Prior to YouthBuild, Alison served on the communications team of an international HIV research program, where she coordinated online, print and in-person communications activities both locally and internationally. She earned a Bachelor of Arts degree in psychology and Spanish from Tufts University, and is bilingual in English and Spanish.
Patricia Brantley, CEO of Friendship Public Charter School is driven by the belief that education can shape the life trajectory of every child. In her previous role as COO, she worked to expand Friendship’s capacity – academically, financially and operationally – enabling the network to steadily increase enrollment and academic results. As CEO, Brantley is strengthening Friendship’s pipeline to college. Inspired by Friendship’s record of producing over 2,000 college-educated alumni, Brantley’s passion for children compels her to continually ask, “What more must we do to empower our scholars?” Brantley is a graduate of Princeton University and is noted as one of the top 20 African American women in education.
Preety manages the DC Alliance’s school services, including the Data Intern Program, DC Data Summit, and ongoing workshops, among other programs. Previously she oversaw this work at FOCUS. Before that, Preety worked with the Capital Teaching Residency at KIPP DC where she managed the program’s compliance, data, and evaluation systems, and supported teachers with attaining their teaching licenses. Preety is from North Carolina and has previously worked with early childhood education research and advocacy organizations, and she is an AmeriCorps alumna. Preety has her MSW and a Bachelors of Arts in Management and Society from UNC Chapel Hill.
Gabrielle Wyatt is a Partner at The City Fund. She was most recently the Chief Strategy Officer at Civic Builders, where she led communications, strategic planning and operations. She is the former Executive Director of Strategy at Newark Public Schools, where she led increasing access to high quality public schools. Gabrielle is a graduate of the University of Maryland Baltimore County and the Harvard Kennedy School.
Justin Rydstrom believes that all DC students should experience excellent public education regardless of zip code. As CEO, Mr. Rydstrom has led IDEA Public Charter School through a transformative turnaround from the brink of closure to the highest performing in Ward 7 and top ten citywide among non-selective high schools. He began at IDEA as a dean in 2012, then became principal, and has served as head of school and CEO for the past four years. Prior to coming to IDEA, Mr. Rydstrom served as a dean of students at DC Prep and the SEED School of Washington, DC. He has worked as an educational coach and was a social studies and special education teacher in North Carolina and New Hampshire schools. Mr. Rydstrom earned his bachelor’s degree in economics and political science from the University of Rochester, and his master’s degree in American Studies from Georgetown University. He has also completed graduate coursework in special education at North Carolina Central University and in school administration at George Washington University. Mr. Rydstrom has a particular passion for environmental education and stewardship and has been instrumental in making IDEA’s infrastructure and campus ecologically sound and involving students and staff in green initiatives. Mr. Rydstrom lives with his wife and three children in Ward 7.
Myron Long is the Founder and Executive Director of the Social Justice School. He is a native Washingtonian, a graduate of DC Public Schools, and a veteran D.C. teacher and principal, most recently at the E.L. Haynes Public Charter School. He graduated from Morgan State University in Maryland with dual degrees in philosophy and political science and received his master’s degree in philosophy with a concentration in social policy from American University. At every stage of his career, Long has brought a commitment to social justice into his educational practice.
Ambia Harper is an lawyer at Hogan Lovells LLP, where she supports thought leadership and business development for the Communications and Privacy and Cybersecurity practices. She serves of the board of Phyllis Wheatley YWCA, and previously served on the FOCUS board and Citizen Schools New York Board of Advocates. Ms. Harper graduated from Columbia University and received her J.D. from the Yale Law School where she was Managing Editor of the Yale Law Journal. After law school, she was an associate in the Education Practice at Hogan & Hartson LLP, before serving as Senior Counsel for Civil Justice and Education at Common Good, a New York non-profit. Ms. Harper also spent several years as a litigator in New York.
Allison Kokkoros is a mother, an educator, and an ed-entrepreneur at heart who is a passionate believer in the transformative power and role of adult education not only for learners themselves but also their children, the workforce, and our society. She brings 20+ years of experience in adult education and immigrant integration to her work at the helm of the Carlos Rosario School. Under her leadership, the School has grown to serve more than 2,500 diverse adult learners annually and expanded to offer new programs and services including the Bilingual Teacher Training Program and the Puentes Exchange Programs with counterpart adult schools in El Salvador and Ethiopia. Allison attended the Harvard University Strategic Perspectives in Nonprofit Management Program, earned her Master’s Degree in Business Administration with a focus in Nonprofit Management from George Washington University, and completed undergraduate studies in English, Education, and Journalism at Eastern Mennonite University.
Allison Fansler joined KIPP DC in 2006 and serves as President. In this role, Ms. Fansler leads all business operations and external affairs for KIPP DC, a system of 18 schools that aims to empower the next generation of leaders in Washington, DC. During her tenure at KIPP DC, Ms. Fansler has led the strategic planning and growth of the organization from 575 students to more than 6,800 students. Ms. Fansler and her team have focused on creating a strong financial and operational footing; allowing instructional leaders to keep students and great teaching at the center of every organizational decision.
Terry Eakin co-founded EYA, LLC in 1992 as a builder/developer of urban “in-fill” housing in the Washington DC area and he remains active there today. EYA has built over 5,000 homes, was twice selected as America’s Best Builder, and has received over 300 other national and local awards. In 2009 Terry received a Lifetime Achievement Award from the DC Metropolitan Area Builders’ Associations. Education reform has long been a major passion for Terry. He served on the Federal City Council’s Committee on Public Education (“COPE”), as Chair of the DC Charter School Resource Center, as Vice Chair of the Sidwell Friends School Board, as a Board member of The Learning Alliance of Vero Beach FL, and as the initial Board Chair of DC Prep PCS where he continues to serve on the Board. Terry has also served on numerous other Boards including the DC Builders’ Association, the Stanford Graduate School of Business Advisory Board, the Washington Hospital Center, and the Medlantic Healthcare Group. Terry received a BSE from Princeton University and an MBA from Stanford University.
Every landscape needs a person willing to take “The Next Step” and Julie Meyer, whose leadership over 13 years at The Next Step Public Charter School, is that person. During Meyer’s tenure, she oversaw significant growth at the school, including the purchase and renovation of a beautiful building; an increase in enrollment to serve nearly 500 students annually; the expansion of program offerings to include evening classes and robust student support and career preparation services; and the attainment of Tier 1 status on the DC Public Charter School Board’s Performance Management Framework – all while maintaining a nurturing environment and mission-driven focus.
In leading The Next Step Public Charter School, Meyer recognized the tremendous opportunity in the District to create a model system for alternative and adult education programs. The Next Step PCS educates students ages 16-24; the average student is 21.6 years old. Over the years, this Tier 1 school has managed to create a school environment that led to achieving an 88% student retention rate throughout the 2016-17 school year. This is the highest retention rate among all the adult education public charter schools.
Meyer’s investment in these educational outcomes enriched the civic landscape as well, including improved job prospects for disconnected youth, increased participation in voting, decreased costs for city services, and more.
Meyer exemplifies the role that strong leaders have within public charter schools. Leaders like Meyer create and uphold a nurturing school culture, attract and retain great teachers, and set high expectations. Meyer is a testament to why we invest in leadership and develop the supports that our charter schools need and deserve in order to thrive in an ever-changing landscape.
Jack McCarthy is President and CEO of AppleTree Institute for Education Innovation and AppleTree Early Learning Public Charter School. After seeing the number of children entering high school reading at a 5th grade level, McCarthy asked, “What if we could provide these children with quality early learning from the start so they could enter kindergarten ready to thrive?”
McCarthy concluded that the place where he could make the greatest impact was in creating preschools that could erase the achievement gap before children even entered kindergarten. McCarthy co-founded AppleTree Institute in 1996 and has supported the creation of Washington Mathematics Science Technology PCS, Cesar Chavez Public Policy PCS, and Paul PCS, as well as AppleTree PCS.
The Center for High Impact Philanthropy featured AppleTree for its effectiveness as a “Nonprofit Making An Impact,” citing that children attending AppleTree preschools, regardless of family income levels, advanced their learning and skills leading up to kindergarten. Students with risk factors for lower achievement, in particular, showed greater rates of growth in literacy and math skills, performing close to national averages on commonly used tests. AppleTree’s instructional model, Every Child Ready, includes a fully developed curriculum, comprehensive training and professional development for teachers, and data-driven tools to monitor each child’s progress and tailor instruction to meet their needs.
Under McCarthy’s leadership, AppleTree has grown as an enterprising leader in the field, with 175 staff and a growing impact on policy and practice. In 2010, AppleTree Institute won a $5 million US Department of Education Investing in Innovation (‘i3″) development grant for Every Child Ready. Today, AppleTree educates more than 1,200 children across 10 charter preschools in high-need neighborhoods.
Donald L. Hense founded Friendship Public Charter School in 1997. Thanks to Mr. Hense’s vision and relentless insistence on excellence, thousands of District students have achieved academic success with the nation’s best educators and administrators directing students to college and a rewarding future. Friendship Public Charter School now operates nine public charter school campuses in Washington, DC and has partnerships with schools in Baltimore, MD and Baton Rouge, Louisiana.
Mr. Hense’s service has extended to the District and well beyond its borders. In addition to serving as the Chairman of the Friendship Public Charter School Board of Trustees, he is the Treasurer of the Board of Directors for the DC Association of Chartered Public Schools, a member of the Board of Directors of the Center for Education Reform, and a member of the Board of the Children & Youth Investment Trust.
He previously served as Director of Development of the Children’s Defense Fund; National Vice President for Development of the National Urban League in New York; Vice President for Development of Prairie View A&M University and Texas A&M University System; Director of Governmental Relations at Dartmouth College, Boston University, and Howard University. He is also the co-founder of the Bridges to Friendship Initiative, which was highlighted by Vice President Gore at the White House Summit on Community Empowerment as a model initiative.
Mr. Hense’s dedication and achievement have been widely recognized. In June of 2011, Mr. Hense was inducted into the Hall of Fame of the National Alliance of Public Charter Schools. He was among selected Washingtonians showcased in the Choosing to Participate: Portrait of Courage Exhibition, which highlighted how civic choices shape individuals as they grow into active community members and global citizens. In celebration of Black History Month, Mr. Hense received the Amtrak Pioneer Award from the Washington Wizards to honor African Americans who have made outstanding contributions to the greater DC community. In 2015, Mr. Hense was inducted into the Washington, DC Hall of Fame, which recognizes District of Columbia residents who have had an outstanding impact on the city and individuals from the Region who have significantly contributed to the city.
Mr. Hense is a graduate of Morehouse College and received one of the most prestigious awards offered by Morehouse College, the Bennie Award for Service, which honors alumni who have performed great acts of service to others.
He also received the Presidential Award of Distinction. He attended graduate school at Stanford University where he was a Ford Foundation Fellow. He was a Rockefeller Intern in Economics at Cornell University; a Merrill Scholar to the University of Ghana; and a Lecturer at the University of California, Berkeley.
Ms. Gutiérrez the President Emeritus & Founder of the Carlos Rosario International Public Charter School, has spent close to 44 years as a counselor, principal, advocate, and organizer to more than 80,000 adult immigrant students. Ms. Gutiérrez began her career in DC Public Schools in 1972 as a counselor of the Program for English Instruction to Latin Americans (PEILA). There she began her mission: to provide holistic education to adult immigrants with little formal education in their native countries, enabling them to succeed by addressing their social and academic needs.
In 1972, Ms. Gutiérrez became the Director of PEILA and transformed the small, under-funded ESL program into a comprehensive adult education program. In 1976 Ms. Gutiérrez was instrumental in the writing of legislation and in the establishment of the DC Office of Latino Affairs. In 1977 she founded the Council of Latino Agencies.
After a financial crisis in DC in 1996, Ms. Gutierrez worked out of the basement of her home and raised $100,000 dollars from local foundations to reopen the school as the non-profit Carlos Rosario International Career Center. The new school opened its doors in 1997 with Ms. Gutierrez as Executive Director & Founder. Recognizing the tremendous need for additional classes, she actively sought public charter school funding; in 1998 the school became the first adult public charter school in the nation.
From 1997 to 2003, the school expanded from one small site to six different sites around the community; in 2003 Ms. Gutierrez was able to secure and renovate an $18 million facility to bring the six sites together. Today, with an additional campus in Ward 5, Carlos Rosario International PCS provides classes to more than 2,500 students in ESL, GED (in Spanish and English), technology, citizenship, culinary arts, nurse aide, family literacy, and Spanish. In 2005 the school received full accreditation from the Middle States Association and in 2006 also received a mayoral award as one of the 10 best charter schools in the city.
Ms. Gutierrez has received many awards for her work and commitment to the Latino community, including the In Her Honor Award from the Community Arts Collective; the Cornelius R. “Neil” Alexander Humanitarian Award from the DC Commission of Human Rights; the Hugh A. Johnson Memorial Award from the Hispanic Bar Association of Washington, DC; and the Administrator of the Year Award from the Commission of Adult Basic Education. Most recently, Ms. Gutiérrez received the American Dream Medallion of Excellence in Education from the Congressional Hispanic Caucus Institute.
On June 5th of this year Mayor Bowser and the DC City Council named the 500 Block of V Street, NE as the Sonia Gutiérrez Campus Way. Ms. Gutierrez is the only Latino in DC to have an honorary street with her name.
Robert Cane was the executive director of FOCUS from 1998 to 2015. In that capacity Robert served as the principal advocate and spokesperson for the District’s public charter school movement, the most vibrant in the country. Cane also acted as the charter schools’ legislative watchdog, defending the District’s strong charter school laws against repeated attacks and writing and seeing through passage many amendments that were sought by charter school leaders.
Supported by a talented staff, Robert also built FOCUS into one of the nation’s premier charter school advocacy and support organizations, whose efforts in quality charter school startup and school support have been nationally recognized.
A lawyer by training, before getting involved with the D.C. charter schools Cane worked at two large law firms and spent nine years in law school teaching and administration. In the early 1990’s, having developed a strong interest in public education reform, he enrolled in a doctoral program in education policy. Concurrently, he took on a full-time assistant principal internship at a 1200-student high school in Virginia. A year later he moved on to an assistant principalship at another high school and two years after that became principal at yet another large Virginia high school.
Cane, an honors graduate of Stanford University and Northwestern University School of Law, now makes his home in Reno, Nevada.
For more than 35 years, Linda Moore has worked to improve conditions for underserved children and families. As the founder and former Executive Director of the Elsie Whitlow Stokes Community Freedom Public Charter School, one of the premier public schools in Washington, D.C., Moore has long contributed to a vibrant landscape where both charter schools and charter school students can thrive. Three important principles have guided Moore in her work with charter schools:
” Every student can succeed academically and become a responsible citizen.
” Every student needs a solid foundation in reading, mathematics, social studies, science, and the arts.
” Every student can contribute to the community through service activities that prepare that student to become a caring neighbor and responsible citizen.
Since its founding in 1998, the Stokes School has prepared culturally diverse pre-school and elementary school students to be leaders while teaching them to think, speak, read, write, and learn in multiple languages. Throughout her career, Moore has designed and provided professional development programs for educators and community leaders throughout the United States, focused on working effectively in multicultural settings on behalf of children and families.
A tireless advocate and leader, Moore has served on the FOCUS Board of Trustees, the D.C. Charter School Association Board of Directors, and as the chairperson of the D.C. Special Education Cooperative. She has been recognized locally and nationally, including an induction into the National Alliance for Public Charter Schools’ Hall of Fame in 2013, an honor that affirmed a vision for developing a new generation of scholars and global citizens who are committed to social justice and prepared to be the leaders required by our communities, our nation, and our world.
Mr. Peabody’s career has combined a successful real estate practice with work in public service and charitable institutions.
After graduating from Harvard Business School in 1952, and a short stint with a small business in Boston, he became the Executive Secretary of the New York State Commission Against Discrimination. Later he moved to Massachusetts where he worked in civil rights and housing, both at the city level where he worked for the Boston Redevelopment Authority as a specialist in minority housing and at the state level where he was the advisor to his brother, Governor Peabody, on civil rights and low-income housing.
In 1968 Mr. Peabody moved to Washington, D.C. where he served as Deputy Assistant Secretary for Equal Opportunity at the Department of Housing and Urban Development, in which position he launched HUD’s first trial of housing vouchers allowing HUD clients choice in housing. This experiment led eventually to the current Section 8 housing allowance, which currently funds over one million low-income families who would otherwise be located in public housing. In 1973 he started a real estate development business in Washington, DC, which continues to the present time.
For two decades, Mr. Peabody devoted considerable time outside his business to developing the Washington International School, where he was Board Chair for 11 years until 1995. In that same year, he founded Friends of Choice in Urban Schools (FOCUS), with the mission to establish the public charter school movement here in the nation’s capital.
Through FOCUS, he worked with others to pass the School Reform Act of 1996, which established the public charter school program in DC. DC’s charter movement has just been cited as the best performing among the 43 states with charter schools for the second year in the row.
The original charter school law for DC had no provision for financing facilities for schools, so in 1998 he worked with the U.S. House Appropriations Committee to amend the Act to add such financing, and later with the DC City Council to develop the funding formula that now provides over $3,000 per student, or over $100 million annually to the more than 39,000 charter students.
Currently, he is on the board of the D.C. Promise Neighborhood Initiative in the Kenilworth neighborhood which is seeking to replicate the results of Geoffrey Canada’s Harlem Children’s Zone in New York City.
Cassandra Pinkney (1948-2016) was educated in D.C. Public Schools. She began her career in the Prince George’s County Public School System as an educational aide and went on to earn an undergraduate degree from Howard University, followed by Masters degrees in Early Childhood, Special Education, and Human Development from George Washington University. After spending more than a decade working in the community, including running educational advocacy seminars and parenting classes for young mothers and fathers, and working with infants withdrawing from congenital drug addiction at Howard University Hospital, Mrs. Pinkney re-entered the D.C. Public School System to become the District’s Coordinator for Early Childhood Special Education Services. She took the position to ensure that the District’s young children with special needs would receive the best possible attention and education, including timely assessments and support services. After three years of working within the existing system and feeling no nearer to her objective, Mrs. Pinkney decided to open Eagle Academy Public Charter School.
It was then that she formed a partnership with Dr. Joe Smith, an educational research professor, to create Eagle Academy Public Charter School, which has grown to two campuses in Washington, D.C. (one in Ward 6 and the other in Ward 8) and over 900 students in PreK-3 through third grade. Mrs. Pinkney’s vision in the design of the Ward 8 campus and engagement of the community was instrumental in reducing the crime rate from 1.5 crimes per day to a total of two crimes last year in the same area.
Her partner, Dr. Smith, knows she will be remembered best for her love of children and her creative genius. “Mrs. Pinkney had a passion for creating educational environments in which young children thrive,” Dr. Smith said. “The quality and power of her educational vision is reflected in the success of her schools and her students and in the five architectural awards for excellence in design that her Ward 8 school received. Mrs. Pinkney was a true leader in innovative, child-centered education.”
The daughter of Mexican immigrant farm workers, Irasema came to the United States at 14 years old. She received a B.A. in Business Administration from California State Fullerton and a M.A. in Education from the Harvard University School of Education.
Salcido has been a D.C. educator for almost thirty years. In 1998 she founded the Chavez Schools in Washington, D.C. Her goal was to ensure that all students, regardless of their backgrounds, would have access to a high quality education that prepared them to graduate from college and give back to their communities.
Chavez serves 1,300 students grades 6-12 on three different campuses.
Prior to founding the Chavez Schools, Salcido worked for nine years in the DC Public School system.
In 2009, Salcido developed the DC Promise Neighborhood Initiative (DCPNI). The initiative provides wrap-around services for children 0 – 23 years old who live in the Parkside-Kenilworth Community in Ward 7.
Over the course of her career, she has received several honors and awards that include being designated by the Caring Institute as one of the “Six Most Caring Citizens in the U.S.” Salcido also received the “Use Your Life Award” from Oprah Winfrey’s Angel Network for her dedication to the students of the Chavez Schools. Most recently, in 2013, Ms. Salcido was recognized as a Washingtonian of the Year for using her life to help make the Washington area a better place to live; in 2014 she was featured for her work on the Visionaries 19th Season in Public Television; and in 2015 she was inducted into the Santa Ana College Hall of Fame.
Salcido retired in 2015. Continuing her tireless commitment to community service, Salcido has served in several advisory roles on several boards since then. Currently she serves as a member of the Advisory Committee of the DC Local Initiative Support Corporation (LISC); of the Board of Directors of LearnServe International; of the Board of Directors of Cesar Chavez Public Charter Schools; and as a trustee of the St Albans School Governing Board.
Salcido is married and has five children.
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