Advancing the Promise of Brown v. Board: LaDan Wallace Johnson’s Fight for Educational Equity

By Minetre Martin

For LaDan Wallace Johnson, education has been more than a pathway to opportunity—it’s been a lifeline. Growing up in Topeka, Kansas, where the Brown v. Board of Education case began, LaDan’s early years were deeply connected to its legacy.

“I grew up in a smaller Midwestern city, which was the base of Brown v. Board of Education, so my background was unique, but I didn’t really know it until I left.”

LaDan (center, striped shirt) during his elementary school years in Topeka, Kansas, where well-funded schools provided him with resources and representation that fueled his dreams.

The decision, which promised equal access to education for Black students, shaped the well-funded public schools LaDan attended. As a Black student in a predominantly white school system, he benefited from resources and representation that were a direct result of the fight for educational equity. “Growing up as a Black kid from a low-income background, I didn’t know it at the time, but my education was fully resourced, and representation was never lacking in the curriculum and materials taught,” he shares.

These experiences fueled his belief in education as a transformative tool—a belief rooted in the progress made by Brown v. Board but tempered by the understanding that the fight for equity was far from over. However, that belief was tested when LaDan attended a historically Black college and university (HBCU).

“I was sleeping on concrete floors with mold buildup and leaky plumbing growing up,” he recalls. “I had worked so hard to reach this milestone, expecting college to be a step toward a better life. Instead, I found myself in conditions no different from the struggles I thought I had left behind.”

Fostering a love for history and leadership: Ladan Wallace Johnson with fifth graders after attending a play about Shirley Chisholm in Anacostia, inspiring the next generation to dream big and lead boldly. (Year: 2021)

The experience shattered the illusion of progress, forcing LaDan to confront how deeply inequities were embedded—even in spaces meant to uplift marginalized communities.

LaDan Wallace Johnson celebrating his college graduation, a pivotal milestone that reinforced his belief in education as a tool for breaking generational barriers.

After over a decade as an educator in the Mississippi Delta and other under-resourced schools, LaDan shifted his focus to higher education, recognizing its potential to help students take ownership of their futures and break generational barriers.

“I saw college education as an emancipation for people who had been mentally, physically, and emotionally subjugated by systems not designed for them to succeed,” he explains.

This passion now drives his work in higher education, where LaDan uses research to influence policy and explore the critical link between physical learning environments and student well-being. His goal is clear: to ensure students aren’t forced to thrive despite their circumstances but are empowered because of them. His findings on poor infrastructure, particularly in underfunded HBCUs, have sparked important conversations among policymakers about equitable school funding.

As an Education Reform Champion, LaDan’s research has helped advance key policies, including a 3.1% increase in public charter school funding, $23 million for secondary pathways to college and career, and the expansion of dual enrollment programs through SR12-13. These achievements reflect his focus as a PhD student at Howard University, where he studies the intersection of student wellness, infrastructure, and equity.

Wilberta Bynum teaching her CTE cosmetology class at Roosevelt STAY Opportunity Academy in 2019. The program prepared students with real-world skills for their future careers.

LaDan with his sibling, embodying the supportive, community-driven values that shaped his early years in Topeka, Kansas.

From Topeka to the forefront of higher education advocacy, LaDan Wallace Johnson’s journey is a testament to resilience and the pursuit of equity. By combining research and advocacy, he honors the legacy of Brown v. Board of Education while paving the way for a future where every student has the tools to succeed and the freedom to dream.

When asked what advice he would give to those looking to get involved in education advocacy, Ladan says:

"Show up.”

“We don’t have all the answers—it’s a collaborative effort. Just be present, put boots on the ground, and don’t let your voice be silenced. The seeds you’re planting will grow, maybe not in your time, but in due time."

From the Delta to DC: How Wilberta Bynum Became a Champion of Change in Education

By Minetre Martin

Wilberta’s belief in transformation is deeply personal. Growing up as the tenth of eleven children in Yazoo City, Mississippi, she experienced firsthand the power of resilience, hard work, and community. Today, as a leading advocate for education reform in Washington, DC, Wilberta’s life is a testament to what’s possible when passion meets purpose.

Raised in a faith-filled home by parents who valued discipline, education, and hard work, Wilberta grew up surrounded by love and resilience. Her mother, a cosmetologist, and her father, a butcher, achieved what seemed impossible in their small Delta town: ensuring all 11 of their children went to college. Wilberta’s childhood was rich with mentors who opened her eyes to life’s possibilities and taught her to dream beyond the limit of her surroundings, whether sewing and cooking with her home economics teacher to performing in show choir.

These early experiences laid the foundation for a lifelong belief in the transformative power of education and community.Wilberta’s professional journey began with a cosmetology degree, leading her to open five successful salons and travel nationwide as an educator for prominent beauty brands like Mizani. However she soon realized that colleagues with advanced degrees were progressing further, sparking her return to school.

Determined to grow, she earned a degree in business administration, studied abroad in Madrid, Spain, developed and ran the study abroad program at Alabama A&M, and later joined Howard University to train as a foreign service officer.

Wilberta outside a Madrid arena during her study abroad program in Spain in 2007. She attended a traditional Spanish bullfight as part of her cultural exploration.

Wilberta’s Purple Diamonds dance team participated as Washington Wizards guests in the Wharf parade. The group’s performance highlighted their dedication and talent.

But her path took an unexpected turn when substitute teaching in DC Public Schools opened her eyes to the profound inequities in education - an experience that ultimately redirected her life’s purpose. In DC, Wilberta witnessed stark inequities plaguing public education across neighborhoods— gaps that left Black, Brown, English Language Learners, and students with special needs without the resources they deserved. Determined to make a difference, she earned her master’s degree in teaching and became a passionate  advocate for families. Her work included guiding families to navigate complex systems and ensuring students received proper evaluations, IEP amendments, and support. Wilberta’s efforts have given parents the tools to advocate for their children and inspired communities to believe in their power to make lasting change. 

During the pandemic, Wilberta created DC’s first virtual cosmetology curriculum, exposing the lack of standardized frameworks in Career and Technical Education. This fueled her mission to push for systemic reforms including curricula designed by minority leaders to reflect the diversity of students they serve.

“Teachers need to see themselves as contributors to the systems they work in.”

Wilberta Bynum teaching her CTE cosmetology class at Roosevelt STAY Opportunity Academy in 2019. The program prepared students with real-world skills for their future careers.

Wilberta mentoring a single-parent student during the Society of Women Engineers’ ‘Introduce a Girl to Engineering’ event in 2023. The program encourages young women to pursue STEM careers.

Wilberta’s  collaboration with Education Reform Now Advocacy (ERNA) has been instrumental in amplifying her voice and building coalitions for change.

“ERNA made me feel like I’m not alone. They’ve given me the tools to fight for the change our students deserve.” 

Wilberta’s journey is a testament to the power of purpose and persistence. She stays grounded through introspection, meditation, and surrounding herself with positive energy. “Seeing families regain hope and students thrive fuels me,” Wilberta says. Her advice to aspiring advocates is simple: “Join a community. Together, we can achieve what feels impossible.”

From Yazoo City to the forefront of education reform in DC, Wilberta Bynum’s journey is a powerful reminder that purpose and persistence can change the world.

The Stakes for D.C. public schools in the 2024 Presidential Election

Jessica Giles, Executive Director, DFER DC

As we near Election Day, it is vital for D.C. voters to know what’s at stake. Donald Trump has said he would “take over” D.C. if elected and would take the capital “away from the mayor.” This raises significant concerns about the autonomy of the District’s local affairs and the direct management of D.C.'s educational system.

Unlike the 50 states, Washington, D.C. is under the direct jurisdiction of Congress. This means a future Trump administration could reshape D.C.'s public education system without considering the wishes of local residents.

One way this takeover could manifest is through the reinstatement of the Financial Control Board, an authority appointed by the president that took control of local D.C. matters from 1995 to 2001. Some D.C. voters might recall what happened eighteen years ago. In 1996, the financial control board fired the leadership of D.C. public schools and instated a retired Army general and a new board of trustees. The Control Board lies dormant right now, but a new Congress with the support of a new president could amend the law to reinstate a five-member authority to manage the day-to-day operations of the D.C. government, undermining the Mayor and D.C. Council at every chance.  The new Congress also could seek to repeal the District’s home rule outright.  Bills already have been introduced in the House and Senate to do just that.

The renewed debate surrounding the role of the U.S. Department of Education (DOE) is also cause for concern, with some voices calling for its dismantling under a conservative agenda known as Project 2025. In the past few weeks, Donald Trump has repeatedly said that he will shut down the agency if he returns to the White House. This idea has serious implications for the residents of Washington, D.C. 

The DOE has invested more than $3.6 billion to strengthen education across the District under the Biden-Harris administration. This includes $629 million to support students with disabilities, $386 million to address the impacts of COVID-19 on students and schools, $192 million for high-need students, and $38 million in Pell Grants to support higher education. 

For D.C., these federal funds are a lifeline. D.C. public schools rely on Title I funding, IDEA funds, and Pell Grants to ensure equitable access to quality education for all students. If the DOE is dismantled, D.C. would lose this critical support, threatening the progress the city has made and limiting educational opportunities for low-income families.

The DOE also serves as the nation’s protector of civil rights in education. Its Office of Civil Rights (OCR) is crucial in addressing complaints of discrimination and harassment in schools. The DOE’s oversight is essential to protect D.C.’s students from discrimination. Under Project 2025, these protections would be weakened or eliminated.

Additionally, the DOE produces the National Assessment of Educational Progress, or the Nation's Report Card, which offers insights into student achievement across the country. For D.C., losing access to this data would hinder the ability of local policymakers to track student outcomes and make evidence-based decisions to strengthen the city’s schools. It would become much harder to close achievement gaps that persist.

Kamala Harris' agenda offers a stark contrast to the Republican platform’s priorities. Her education policy recognizes that a strong public education system is essential for upward mobility. Her running mate, Minnesota Governor Tim Walz, is the first former educator in decades to join a major party ticket. Their approach to education reform includes promoting multiple pathways for students through higher education and work-based learning opportunities. Their plan centers on coalition-building, and in D.C., this means empowering parents, local leaders, and community advocates to make decisions about their schools, while ensuring that federal support is available to help all students succeed.

The stakes for this election could not be higher for D.C. Instead of federal overreach and ideological meddling, D.C. needs partners who are committed to creating a brighter future for all students. Instead of dismantling the DOE, DC needs to push for evidence-based, student-centered policies that directly address voters' concerns and enhance our public education system.

While D.C. is not a battleground state, every D.C. voter should understand that this election is critical for our students - federally and locally. We owe it to our community to know that on November 5, we did everything possible to protect their future. 

Champion for Change: Christopher Charles's Advocacy Journey

By Kyle Myers

For six years, Christopher Charles has passionately pursued education reform, striving to cultivate an equitable, diverse, and supportive learning environment for students in Washington, D.C. His journey through his role as the director of the Wards 1 & 2 Prevention Center at the Latin American Youth Center in D.C. highlighted stark disparities and resource gaps in education. These challenges spurred him into action, guiding other young adults as a mentor and influencer, and equipping them with tools for mental stability, resource access, and long-term success.

In an interview, Charles detailed his major initiatives, including the expansion of the sexual health curriculum across district middle schools to better equip older students to handle peer pressure and advocate for themselves. His commitment to a peer-to-peer model stands out, creating a network that embodies the "each one teach one" philosophy to empower and guide youth toward positive futures.

Charles also noted the gaps in connectivity between students and before- and after-school programs, which provide enrichment, safety, and support. 

"To help youth see new possibilities for growth, community-based organizations need to expand their programs, providing more positive outlets and showcasing opportunities in DC.," said Charles. 

As an Education Reform Champion, Charles has shared his vision with the State Board of Education and the D.C. Council, pushing for robust career pathways for youth and adults. He advocates for comprehensive support addressing education, employment, income, housing, transportation, food, medical care, outdoor environment, and community safety.

C. Charles testifying at the SBOE meeting on, advocating for mathematics educations and dual enrollment opportunities. (April 2024)

C.Charles (back row, third from left) pictured with other education reform champions advocating for a just and equitable education for all students at the State Board of Education public meeting. (April 2024) 

"One day, I want to see every one of my neighbors able to afford school and access an equitable education,” said Charles. “All students deserve the best opportunities as they grow into adulthood and build their futures."

We are grateful for his relentless dedication to fostering a just education system. His work exemplifies the profound impact that dedicated individuals can have on student outcomes. We eagerly anticipate his continued influence and achievements in our community.

Champion of Change: How Yolanda Corbett Advocates for D.C.'s Most Vulnerable Students

By Minetre Martin

In Washington, D.C., numerous advocates champion various causes, but Yolanda Corbett’s voice is distinct. A second-generation Washingtonian and Ballou High School alumna, Corbett significantly influenced education reform., particularly for students with disabilities and their families. Her advocacy has enhanced Individual Education Plan (IEP) support for parents, out of school time programming, mental health resources, and—critical areas that align closely with our mission for equitable education.

Behind this advocacy lies a personal story of resilience. "Troubled yet triumphant" is how Corbett describes her journey from the southeast D.C.’s streets to leading education advocacy for the past 15 years.

She recalls overcoming early life challenges like frequent moves and family health crises, which left her feeling uncertain about the future. "When I was younger, I had no vision of what the long term looked like," she reflects. "The constant instability and being counted out built up anger and rage as I grappled with people not seeing me as more than my zip code." These challenges fueled her passion to be a voice for others facing similar struggles.

Y. Corbett (far left) pictured with her twin brother and little sister during a family birthday celebration, capture at their home, circa 1989.

Y. Corbett embraces her son Tyler before his first school dance.

A turning point in Corbett's life arrived when she became a single mom at the age of 23. Her son, Tyler’s autism diagnosis at age 5 transformed her into a fierce advocate. Starting as a volunteer at Tyler's school, she became PTO president and a crucial bridge between families, school boards, and community leaders.

Today, Corbett’s roles include Education Reform Champion and executive director of The Caregivers D.R.E.A.M., a nonprofit advocating for families of children with disabilities. Her commitment to advocacy and leadership became more personal after Tyler, now 17  with ADHD, was brutally attacked at school on her birthday. This incident highlights the ongoing challenges over 15,000 students with disabilities face in DC, who often endure bullying and discrimination. an immense burden on their families.

“These incidents aren't just personal tragedies," they're a call to action.

 This commitment is evident in her push for inclusive, understanding, and safe educational environments.

Y. Corbett (middle) testifying at the SBOE meeting with her son Tyler (right), advocating for more time for students to board OSSE buses.

“Every child deserves to feel safe and supported in school, particularly the most vulnerable. Don't wait for someone else to speak up.”

Volunteer with The Caregivers D.R.E.A.M., and take it further by becoming an Education Reform Champion. Your voice and experiences are critical to our grassroots movement in fighting for the needs of our students regardless of the school they attend or the neighborhood they live in. 

To learn more about her impactful work, check out this  article by Sam P.K. Collins in the Washington Informer.

Cooking Up Change: David Reed's Recipe for Student Success in DC Schools

By Minetre Martin

In our nation's capital, an estimate of about 30,000 students are in Out of School Time (OST)  programs and many of them face a stark reality each day: limited access to a nutritious dinner. But David Reed, a visionary educator, is rewriting this narrative with a recipe for change that is deeply personal and has been transformative for many students in Title 1 schools east of the river. 

Reed’s journey from a hungry student to a champion of nutritional equity is a testament to how meaningful his program is for students who are at-risk. Born in DC and raised in Miami, he navigated the challenges of being a high school athlete while his single mother worked three jobs to keep food on the table. Often, that food was more about survival than nutrition, leaving Reed grappling with its impact on his academic and athletic performance like many students in OST programs .

Reed experienced firsthand how poor nutrition affected his mood and eventually his behavior leading to a run in with the Miami juvenile system at 14 that almost derailed his future. Instead, it became the catalyst for change. A summer diversion program at Howard University opened his eyes to the transformative power of education and mentorship. Working alongside professors and deans in the university chapel, Reed discovered his calling in youth development.

This experience set the stage for his college years, where he truly understood the link between nutrition and success. With access to a comprehensive meal plan, he experienced a dramatic uplift in his academic and athletic performance. This contrast fueled a passion that helped to refine his purpose: ensuring that no student's potential is limited by lack of nutritious food.

Today, with over six years of experience serving students in Title 1 schools in DC and a deep understanding of nutrition's role in student success, Reed is spearheading the Ward 7 Community Health program. This initiative combines hands-on cooking classes, health and wellness education, and advocacy for after-school meal programs. 

Reed's approach goes beyond just improving menu options. He's involving students in the cooking process, teaching them about nutrition, and equipping them with valuable life skills. 

However, there is still an issue at hand for children who are not age appropriate in preparing their own meal. Which is why Reed also advocates for funding for OST programs to provide meals to youth. 

"We're not just feeding bodies; we're nourishing futures," Reed explains. "We must provide students with nutritious meals and the knowledge to make healthy choices.”

The impact of his work is already evident. Students are bringing ingredients for smoothies, eager to learn and participate in their own nutritional journey. But for Reed, this is just the beginning. His goal is to see every OST program in DC offering nutritious meals for students like the meal pictured above.

Nutritious Lunch meal prepared by students: Sauteed green beans with onions, smothered chicken breast with wild rice. David Cooking class," photo provided by David Reed, January 2024

David Reed pictured with a student preparing a smoothie, June 2024

Reed's journey from struggling student to transformative educator underscores a powerful truth: when we nourish our students, we cultivate a brighter future for all. That is why his first call to action is to urge our State Board representatives to update the health standards to include cooking skills for appropriate grade levels.

You can make a difference too. Contact your SBOE representative today and urge them to hold a panel discussion about this initiative to help ensure every DC student has access to nutritious meals and the knowledge to make healthy choices. Together, we can nourish the future of our city.

My Motto, My Passion, My Purpose

By Kyle Myers

Letisha Vinson has been a committed education advocate for almost a decade. She is a mother of two, an Education Reform Champion, and a long-time PAVE Parent (Parents Amplifying Voices in Education). Her initial motivation to start her education reform journey stemmed from recognizing the transformative power of education in shaping lives and communities. When her children started school, she knew it would be paramount to get involved to ensure not only her children receive an equitable education but also fight for all of DC’s youth. 

In our interview, Letisha stated: 

“Witnessing firsthand the disparities in access and outcomes within the education system ignited a passion within me to advocate for equity and reform. This work is incredibly important, and someone has to do it, so why not me?

Throughout her journey, there have been several highlights and achievements that stand out. One of her most notable has been the influence she has been fortunate to have had on other advocates and parents in the space. She has been honored to participate in several leadership development trainings and fellowships. As a result, Letisha has been able to apply her skills in informal and formal roles of leadership across organizing, policy, and advocacy. Civically, she is proud of her impact on her children’s school, ward, and the DC community, taking what she has learned to support and advise others. Letisha has been recognized publicly and privately for my genuine desire to improve the lives of others through resources and support. Her motto, her passion, and her purpose have been to “educate, empower, and support others.” 

When asked what issues stand out the most today in DC schools, Letisha shared:

“As for the issues facing DC schools today, several stand out prominently. Foremost among these is the persistent achievement gap and inequities in educational opportunities. Addressing these disparities requires a multifaceted approach, including equitable resource allocation, culturally responsive teaching practices, and targeted interventions to support underserved communities. Additionally, ensuring safe and inclusive learning environments and providing robust support systems for students' social and emotional well-being are critical priorities.

These are critical issues that directly impact the well-being and success of students in DC schools. The persistent achievement gap and inequities in educational opportunities are systemic challenges that undermine the principles of fairness and equal access to education. Addressing these disparities is crucial for ensuring that all students have the opportunity to reach their full potential and succeed academically. 

Moreover, targeted interventions are necessary to address the specific needs of underserved communities and bridge the achievement gap. By providing additional support and resources to students who face barriers to success, such as poverty or language barriers, schools can help level the playing field and promote equity.

In addition to academic support, ensuring safe and inclusive learning environments is essential for students to thrive. Creating a positive school climate where students feel respected, supported, and valued fosters a conducive learning environment and promotes overall well-being.

By addressing these factors, schools can better support students' holistic development and improve academic outcomes.” 

This statement is a true testament to her knowledge of the education landscape, and her vision for its future. Being a civic leader has given Letisha a direct line to grow her network and amplify her impact on these issues and education as a whole. Through engagement with DFER DC  and PAVE, Letisha has advocated for policy changes and initiatives that prioritize equity and excellence in education. The priorities that resonate with her the most are those centered around equity, inclusion, the holistic approach, and community/family engagement. 

Looking ahead, Letisha’s long-term vision for the education landscape is characterized by equity and inclusion, ensuring that all students have access to high-quality education through equitable resource allocation and culturally responsive teaching practices. This prioritizes academic excellence, fostering a culture of rigor and providing a challenging curriculum alongside opportunities for students to excel. Additionally, it promotes holistic development by addressing students' social, emotional, and physical well-being through comprehensive support systems. Embracing innovation and adaptability, it incorporates new technologies and pedagogical approaches to enhance teaching and learning experiences. Collaboration and partnerships among schools, families, and communities are fostered, promoting collective efforts to maximize student success. Accountability and transparency are key, with schools regularly assessing student learning outcomes and performance. 

Letisha envisions an excellent education landscape that ensures equitable access to educational opportunities for all students, regardless of socioeconomic status or background. Thus, Letisha lays the foundation for lifelong learning, success, and fulfillment. We thank you for all of your hard work and dedication so far and look forward to our continued efforts for our students in the future! 

Josh Boots: How to help D.C.’s kids learn the math they need to succeed

Josh Boots, founder and executive director of EmpowerK12, a nonprofit data analysis organization that focuses on DC schools, made a case for a statewide strategy to improve math education in The Washington Post.

The importance of early math education cannot be overstated. Readiness for eighth-grade algebra is strongly linked with students’ math fluency as early as first grade. Students who successfully complete Algebra I in middle school are more likely to pursue advanced math courses in high school and subsequently enroll in STEM fields in college.

There are ways schools can help. A review of schools where students’ math skills were improving most quickly identified five instructional strategies that help students develop confidence, conceptual understanding and procedural fluency.

The D.C. Council’s fiscal 2025 budget must include a citywide strategy to support schools that adopt evidence-based programs and scale these strategies. Such action could position D.C. to set a historic precedent, enabling Black and Brown students and students from low-income backgrounds to meet or surpass the national average in academic performance by decade’s end.

(read here)

Brandon Best: DC needs a vision — and funding — for math innovation

DC State Board of Education member Brandon Best in The DC Line:

Math is a fundamental building block for the future. As our world undergoes rapid technological advancements, the ability to understand and apply mathematical concepts has never been more critical. With the emergence of artificial intelligence (AI) and other advanced technologies changing the skilled worker landscape, there is a greater need for our educational system to evolve to ensure our students can navigate and succeed.

Meanwhile, math proficiency has significantly declined across the country, with only 36% of fourth graders performing at or above basic proficiency levels set by the National Assessment of Educational Progress — a major concern as we prepare our children for a future increasingly driven by science and technology. In DC, the data is even more alarming. Only 22% of our students currently meet math proficiency level expectations, making the District home to one of the most significant needs in the nation. Despite this urgent issue, the latest proposed budget for the District surprisingly lacks any new funding commitments for innovation in mathematics education, a critical gap as we aim to better equip our students for technological advancements.

By supporting math innovation and transforming our approach to math education, we can close the achievement gap and prepare our students for the challenges of the future. In hopes of marking a pivotal step toward this goal, I recently introduced a “Blueprint for Tomorrow’s Education,” a strategy for remodeling math instruction in the District. This effort begins with two resolutions currently under consideration by the DC State Board of Education: “The Creation of a Comprehensive Pre-K to 8 Mathematics Strategy in the District of Columbia” (SR24-13); and “Establishing State Board Priorities for Artificial Intelligence in Education” (SR24-12). I hope the DC State Board of Education will act on these two resolutions by this summer. They propose a comprehensive approach to revitalize math education and seamlessly integrate AI and technology into the educational infrastructure, ensuring our students are well-equipped for the digital age.

As a former special education math educator in the District, I’ve seen the tremendous potential of young minds when introduced to mathematics in ways that are both joyful and relevant. Whether it’s using video games like Madden NFL or NBA 2K to learn multiplication concepts, or finding other engaging approaches, we must address long-standing questions: “How do we make math learning more relatable? How do we make it more fun?”

DC Public Schools outlined its commitment to succeed in mathematics in its most recent five-year strategic plan. Seven other states — including Colorado, Alabama and Arkansas — have recognized the need for specialized math instruction and passed laws in 2022 and 2023 requiring math support for struggling students.

To reverse DC’s decline in math outcomes, we need a strategic, citywide approach to support the unique needs of DC students, starting with the establishment of a Math Task Force. This task force would provide schools with recommendations for proven, high-quality math teaching materials, innovative programs and professional development opportunities. With this initiative, we can ensure that our teachers are fully prepared to deliver engaging and effective math education, an essential step if we are to ensure positive early math education outcomes. Ward 5 Councilmember Zachary Parker has been a great partner in ensuring the council is on board, supporting this strategic initiative and its mission to reverse the decline in math proficiency.

The power of numbers goes beyond individual success: It has the potential to transform communities and local economies. As Mayor Muriel Bowser envisions the revitalization of downtown DC, investing in math education can play a pivotal role in the city’s resurgence. Research has shown that better educational outcomes can lead to increased worker salaries and a higher gross domestic product. Enhancing math skills in DC could increase students’ future salaries by $31,000 annually, according to one study.

Beyond a dwindling downtown, DC faces a significant shortage in tech talent. This situation highlights the urgent need to prioritize STEM (science, technology, engineering and mathematics) principles into our education system, ensuring that DC students have the necessary skills to perform the jobs in their backyards that are currently out of reach.

At this crucial juncture, the decisions we make today will determine the future success of our children. By making math education more engaging and relevant, and by integrating the principles of AI, we can ignite a passion for learning and prepare our students with the critical-thinking and problem-solving skills they will need to excel. Our “Blueprint for Tomorrow’s Education” is a commitment to that future — a promise to our children that we will equip them with the tools to build a brighter, more prosperous DC.

Brandon Best represents Ward 6 on the DC State Board of Education.

Why incarcerated D.C. youth keep calling for special education in federal prisons - WAMU

For those with disabilities, those educational resources can be even more limited.

Jessica Giles, executive director of Education Reform Now D.C., said the lack of special education in prisons reflects a larger citywide inequity. Whether or not they’re incarcerated, students with disabilities in D.C. have limited access to education. That’s due in part due to growing vacancies in special education roles, which factor into growing teacher turnover rates overall. “The failures of education start from a very young age,” she said

(read more)

D.C. Needs More Than Phonics to Lift its Students’ Reading Scores - The 74 Million

A decade ago, Washington, D.C., was hailed as a national model for education reform. The charter school sector, which now serves almost half of all public school students in the city, was expanding rapidly. D.C. Public Schools was a leader in adopting a teacher evaluation policy that linked compensation to student test scores and boasted that it was “the fastest-improving urban school district in the country.”

But while reading scores have improved somewhat, 73% of fourth-graders and 78% of eighth-graders still score below proficient on national reading tests. And the yawning gaps between groups of students have stayed the same or even expanded.

In 2022, Black fourth-graders scored 69 points lower than their white peers, a gap that hasn’t budged significantly since 1998. The disparity between children poor enough to qualify for free school meals and those who are not is now 56 points, 14 points larger than in 1998. The trend for eighth grade is similar.

(read more)

Mayor's office prepares sweeping reforms to tackle truancy crisis in DC schools - Fox 5 DC

Education reform advocate Jessica Giles expressed support for the council's scrutiny of truancy in the District but emphasized the importance of multifaceted solutions, including early intervention, safe passage efforts, and better coordination between schools and attendance-related agencies.

"It’s really important that we do a few things correctly," Giles said. "We have to make sure we have early intervention and support for students when we see them beginning to miss days. We also have to make sure that our students are getting to school and home safely. So, we have to expand safe passage efforts. We also have to make sure there is better collaboration and coordination between schools and the agencies responsible for school attendance."

(read more)

A Slew of Legislation on the Way to Tackle Truancy - Washington Informer

For months, Jessica Giles has demanded an interagency response to chronic absenteeism. In her role as executive director of Education Reform Now DC, she continues to make a case that chronic absenteeism and low postsecondary enrollment are closely connected. 

Giles extolled the D.C. Council’s recent efforts to address chronic absenteeism, telling The Informer that legislation must aim at removing systemic barriers, addressing root cause and executing evidence-based practices. She however remained concerned about how to ensure seamless implementation of bills amid talks of a budget crunch. 

“At the end of the day, there’s no silver bullet,” Giles said. “Truancy is a symptom of issues affecting students’ lives. Funding is going to be critical. That’s something I’m looking out for in the budget. Attendance is at the center of it all.”

(read more)

Councilmember introduces legislation to reduce DC's chronic truancy rate - NBC4

Eleven D.C. public high schools have truancy rates higher than 70% with two hovering around 80%. News4’s Derrick Ward reports on new legislation to address chronic truancy.

Watch here

Students Take on Legacy Admissions - 730

Ever since SCOTUS struck down race-based affirmative action, affirmative action for the wealthy and white (AKA legacy admissions) has come under the chopping block. This week, a Georgetown student wrote to the Washington Post urging the DC Council to ban the practice at all DC universities, continuing recent efforts by petition organizers at the school.

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Opinion: Colleges need diversity of all kinds - The Washington Post

As a Black, first-generation college student at Georgetown University, I am frequently reminded that I am part of a severely underrepresented group on campus. Nine percent of Georgetown’s undergraduate class of 2024 are legacy students; the overall student population is just 7 percent Black, significantly less than the 13.6 percent of the U.S. population identifies as Black or African American. Georgetown’s overall endowment net assets have grown to $3.2 billion, yet according to a 2017 New York Times analysis, just 3.1 percent of Georgetown students came from families in the lowest income quintile. Now that the Supreme Court has struck down affirmative action, this lack of diversity could get worse.

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School absenteeism rates in D.C. are alarmingly high. What’s the city doing about it? - WAMU

Jessica Giles, executive director of Education Reform Now D.C., a think tank and advocacy organization, said chronic absenteeism in the District is “absolutely” a crisis and that the city needs urgent solutions.

“Student attendance is fundamental,” Giles said. “Without it, even the best school investments falter.”

If current rates persist, D.C. faces a slew of long-term challenges. It means high dropout rates and lower high school and college graduation rates. Because rates are highest in disadvantaged communities, it leads to widening income and education disparities. It also means more young people are disconnected not only from school, but also from opportunities like afterschool activities, sports, as well as support programs and social services offered through schools. Giles said students are at higher risk of becoming victims of crime or getting caught up in the justice system when they’re missing school.

Giles noted that D.C. has long struggled with chronic absenteeism (which was at 30% before the pandemic, according to OSSE data), and that the city “can do so much more.”

“This is the time to really, really ensure that we’re doing everything we can,” she said.

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"The Right to Read" Documentary Screening - Washington Informer

Join us this Black History Month for the FREE documentary screening of The Right to Read on Tues., Feb. 20th, from 6:30pm-8:45pm at Alamo Drafthouse (DC Bryant St) to learn about the nation's reading crisis and how to solve it in the District. The film shares the stories of an NAACP activist, a teacher, and two American families who fight to provide our youngest generation with the most foundational indicator of life-long success: the ability to read. When a child doesn't learn to read, their chances of incarceration, homelessness, and high school dropout increase. That's why Oakland-based NAACP activist Kareem Weaver's message is clear: literacy is the greatest civil right of our time.

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After Delay, D.C. Council Conducts Hearing on Chronic Absenteeism - The Washington Informer

In the days and weeks leading to the Dec. 12 hearing, Jessica Giles of Education Reform Now DC (ERN DC) made the rounds at the John A. Wilson Building in Northwest in demand of an interagency response to chronic absenteeism and declining postsecondary enrollment. 

ERN DC and Leaders of Color, an ERN DC leader fellowship program, also facilitated testimony preparation sessions for parents who want to see the council and District agencies provide resources to students. 

ERN DC released a study in November that designated chronic absenteeism as a roadblock in student achievement and long-term career advancement. Giles, executive director of ERN DC, told The Informer that many students in D.C., a city with some of the highest rates of chronic absenteeism in the country since before the pandemic, are missing school, in part, out of fear for their safety. 

That’s why Giles cited the Office of the Attorney General, Office of the Deputy Mayor for Education, Court Social Services, CFSA, Office of the State Superintendent of Education (OSSE), and the D.C. Office of Victims Services and Justice Grants as instrumental in executing a strategy that supports student safety and improves attendance.  

“Students are concerned about getting to school safely, and it’s contributing to the chronic absenteeism issue before us,” Giles said. “The decline in student mental health and well-being plays a factor. The D.C. government and our council committees need to make sure our students go to school every day and consistently. It’s incumbent upon the agencies that have oversight over attendance to take urgent steps to make sure we’re addressing this crisis.”

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DC Council sounds alarm as schools continue to see spike in chronic absenteeism - ABC 7

A parent gave another reason, speaking about her daughter who is a special needs student.

“My daughter often has doctor’s visits, follow-up visits, evaluations because she’s going through medical and mental health,” parent LaJoy Johnson-Lewis said.

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