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.

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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

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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.

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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."

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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.”

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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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43% of DC students considered chronically absent last year - DC News Now

“DC has some of the highest chronic absenteeism rates in the country. And while chronic absenteeism has decreased, it’s still unacceptably high,” said Jessica Giles, Executive Director of Education Reform Now DC.

Giles said this loss of learning can have severe impacts on students in the long term.

“When students attend school consistently, they’re more likely to perform on grade level, they’re more likely to graduate, get and hold great jobs. So, this has a direct connection to our student’s future,” she said.

OSSE said reducing chronic absenteeism is a top priority. The agency is taking several steps to address the issue, including, “expanding trainings and supports provided to schools on how to design and implement systems that promote mental health and wellness for students and staff,” the agency said in an email.

Giles said other measures, including “nudge notifications” can be effective.

“Letting families know that your child has this number of days so students can make sure they’re coming to school consistently,” she explained.

She also said strengthening safe passages, making sure there is a clinician in every school and home visits are equally important.

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DC's Quiet Crisis in College Access & Completion - DC News Now

Chronic Absenteeism Remains Stubbornly High In D.C. Schools - DCist

D.C. has some of the highest absenteeism rates in the country when measured against most states. Its pre-pandemic chronic absenteeism rate in 2018-2019 was the second-highest in the country, according to a report by Education Reform Now.

Earlier this month, Jessica Giles, the executive director of Education Reform Now D.C., told DCist/WAMU that challenges vary from family to family but that in some communities, public safety is a “big concern.” Living in Ward 7, Giles said she’s observed an “unease” about getting children to and from school safely.

Giles said investing in more mental health resources and better transportation for students would help boost attendance as well. Schools can also build stronger relationships with parents to encourage students to come to the classroom.

Ultimately, Giles said boosting attendance must be a District-wide effort.

“This isn’t just something schools can address,” Giles said. “My biggest push is that there is a full government urgency around this issue.”

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Will top schools continue ‘legacy’ admission preferences? Many say yes. - Washington Post

Some universities have postponed the issue by appointing task forces to study admissions procedures. “Colleges are just hoping that nobody’s going to notice they haven’t done much of anything to actually remove barriers to access in admissions,” said James Murphy, an opponent of legacy preferences with the group Education Reform Now.

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A drive to end legacy admissions - Axios DC

A student-led petition urging Georgetown University to ban legacy admissions has gained more than 800 signatures in several weeks.

Why it matters: In the wake of the Supreme Court banning race-based admissions, students and faculty worried about the future of diversity at Georgetown want the end of legacy advantages.

The big picture: About one in 10 Georgetown students had legacy status in the Class of 2021, meaning they were applicants who received an advantage in admissions for being a descendant of faculty, staff, or alumni, the Hoya reported in 2020.

• A Georgetown report from this year suggested that "eliminating admissions preferences for legacy students" is one way for selective colleges to maintain diverse student populations.

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