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.

8 Education Reform Champions Testify in Support Bill 25-800 “Mathematics Education Improvement Amendment Act of 2024”

On November 6, 2024, Education Reform Now Advocacy DC and members of the #Math4AllDC coalition presented compelling testimonies to the DC Council’s Committee of the Whole in strong support of Bill 25-800, the "Mathematics Education Improvement Amendment Act of 2024." Each testimony highlighted the urgent need for a comprehensive approach to math education that addresses equity, inclusivity, and critical support systems for all DC students.

Here’s a summary of each advocate's powerful message and how they envision a brighter future for math education in DC.

Dr. Kelly Ivy - Assistant Professor of Mathematics Education at UDC
Read Dr. Ivy's Testimony
Dr. Ivy, an assistant math education professor at the University of District of Columbia, shared her personal journey as a first-generation college student and her commitment to fostering equity and inclusion in math education. She emphasized the "Whole Teacher Approach," advocating for professional development that supports teachers’ attitudes, beliefs, and practices, all of which shape students' learning experiences.

Artecka Brown - Ward 5 Resident and Parent Advocate
Read Artecka's Testimony
Artecka, a parent and advocate, spoke from the heart about her children's struggles with math and the impact on their confidence. She called for more funding for math tutoring and a citywide strategy to provide the support and resources all DC students need to succeed.

Gregory Anthony Dear - Civic Leader and Ward 5 Resident
Read Gregory's Testimony
Gregory emphasized math as a pathway to upward mobility and improved quality of life, advocating for a system that empowers students with essential skills for future careers and personal decision-making. He stressed the moral obligation to ensure all students have the foundation to succeed.

Whitney McArthur - Educator and Civic Leader
Read Whitney's Testimony
With 10 years of teaching experience, Whitney highlighted how math skills build resilience and confidence beyond the classroom. She emphasized that a lack of math success can lead to diminished self-esteem, urging for a math education strategy that supports every student’s journey and unique learning style.

Christopher Jewel Charles - Ward 7 Resident and Returning Student
Read Christopher's Testimony
Christopher shared his experiences as a student with learning disabilities and his role at the Latin American Youth Center, where he sees firsthand the challenges students face in math. He advocated for accessible, inclusive math programs that support neurodivergent learners and promote lifelong success.

Kenneth Addo - Ward 4 Resident and Civic Leader
Read Kenneth's Testimony
Kenneth, who identifies as neurodivergent, spoke passionately about the unique challenges math poses for students with diverse learning styles. He called for a system that adapts to neurodivergent minds, advocating for inclusive approaches to math education that empower all students.

LaDan Johnson - Advisor to Aspiring Engineers and Ward 7 Resident
Read LaDan's Testimony
LaDan, who mentors future engineers and computer scientists, highlighted the barriers students face when math foundations are lacking. She shared insights from the CEA Summer Bridge Program, emphasizing the need for a citywide math strategy that prepares students for STEM careers and lifelong learning.

Andre Aina - Ward 7 Resident and Community Advocate
Read Andre's Testimony
Andre provided a comprehensive overview of the bill and stressed the importance of math education for economic equity and workforce readiness. He advocated for high-impact tutoring, professional development, and family support as critical components of a statewide math strategy.

Moving Forward: Supporting Bill 25-800

The Math 4 All coalition believes that Bill 25-800 is essential to creating a math education system that empowers all DC students, regardless of background or ability. We urge the DC Council to pass this legislation and invest in a future where every student has the resources and support they need to succeed in math and beyond.

Read more about each testimony by following the links above and join us in advocating for equitable and impactful math education in Washington, DC.

Democrats for Education Reform D.C. Announces 2024 General Election Candidate Endorsements

Four Candidates Align with DFER DC's Vision for Student Success

FOR IMMEDIATE RELEASE
Contact: Victor Horton, victor@dfer.org

Washington, DC (October 10, 2024) — Today, Democrats for Education Reform D.C. (DFER D.C.) endorsed four candidates in the general election who align with key educational priorities, including enhancing literacy, math skills, student attendance, college pathways, and public school choice.  

"In this critical election year, with D.C. students lagging behind their peers nationwide in proficiency and with widening opportunity gaps for Black and brown students, the stakes for education and home rule couldn't be higher," said Jessica Giles, executive director of DFER D.C. "The leaders we choose at every level must be ready to fight for the educational rights of all D.C. students. These endorsed candidates are equipped to lead and are deeply committed to advocating for substantial and equitable improvements in public education.”

2024 General Election Endorsed Candidates:

Wendell Felder, D.C. Council, Ward 7

Wendell Felder is a proud fourth-generation Washingtonian and dedicated community leader in Ward 7. He is committed to ensuring all students have access to a variety of high-quality educational programming, including dual enrollment, vocational education, special education, and dual language. Beyond his professional role as the Director of Regional Affairs at Howard University, Felder has actively enhanced literacy through partnerships with Little Free Libraries D.C. and by chairing the Washington Literacy Center's Advisory Group. Mr. Felder is poised to continue the legacy of Councilmember Vincent C. Gray, advocating tirelessly for the needs and opportunities of Ward 7’s children and families once elected. 

Dr. Jacque Patterson, D.C. State Board of Education, At-Large (Re-election)

With over 25 years dedicated to education reform, Dr. Jacque Patterson has a remarkable record of community service, from serving five terms as an Advisory Neighborhood Commissioner in Ward 8 to his impactful roles in local education agencies and community organizations like Martha’s Table. As the current Vice President of the State Board of Education, he has effectively championed dual enrollment programs, including the introduction and passage of SR12-13, “Recommending a Greater Commitment to Dual Enrollment Programs.” He helped to lead an update of social studies standards and is pushing for a high-quality education to be considered a civil right, ensuring that students from all backgrounds have access to the resources they need to succeed. Dr. Patterson’s unwavering commitment to educational excellence and equity makes him the ideal candidate to continue fighting for the academic success of every student in the District.

Allister Chang, D.C. State Board of Education, Ward 2 (Re-election)

Allister Chang is one of the foremost voices for literacy in D.C. Recognizing the critical drop in English Language Arts scores during the pandemic, Chang spearheaded a comprehensive overhaul of literacy education across the District, and actively advocated for high-impact tutoring an evidence-based strategy to support students’ academic recovery. His efforts include leading the Early Literacy Education Task Force and the successful passage of SR-22-12, "On Early Literacy Priorities." Chang's global contributions to education have also been notable. As the former executive director of Libraries Without Borders, he significantly expanded access to educational resources for underserved communities worldwide.

LaJoy Johnson-Law, D.C. State Board of Education, Ward 8

As a dedicated advocate and mother of a school-age child, Johnson-Law has experienced firsthand the gaps in our public education system, particularly in underserved areas east of the river. For over twelve years, Johnson-Law has served in many leadership positions, including as a Boundary Study Advisory Member, PAVE Board Member, and E.L. Haynes Public Charter School Board Member. She is deeply committed to enhancing parental engagement and choice, ensuring equitable funding, and improving special education supports and services. With her focus on accountability, resource equity, and a student-centered approach, LaJoy Johnson-Law is poised to be a transformative force on the D.C. State Board of Education.

Earlier this year, DFER D.C. also proudly announced endorsements for Brooke Pinto, D.C. Council, Ward 2, and Dr. Adeoye “Oye” Owolewa, U.S. Representative, who will also be on the November ballot. 

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About Democrats for Education Reform DC 
Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

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! 

DFER DC Commits to Collaborating with Election Winners to Address Educational Challenges

FOR IMMEDIATE RELEASE 
Contact: Cesar Toledo, Cesar@dfer.org

Washington, DC (June 10, 2024) — Today, Jessica Giles, executive director of DFER DC, issued the following statement: 

“Democrats for Education Reform DC (DFER DC) extends its heartfelt congratulations to Ward 2 Councilmember Brooke Pinto and U.S Rep. Dr. Adeoye “Oye” Owolewa on their successful re-election. We also offer a special congratulations to Wendell Felder, who will build on Councilmember Vince Gray’s legacy of fighting for the needs of Ward 7’s children and families. Thank you to all candidates who ran for office in this Democratic primary, particularly Veda Rasheed.   

Additionally, we congratulate all other candidates for securing the Democratic Primary nomination:

• President Joe Biden 

• Congresswoman Eleanor Holmes Norton

• At-Large Councilmember Robert White 

• Ward 4 Councilmember Janeese Lewis George 

• Ward 8 Councilmember Trayon White

• Ankit Jain for U.S. Senate

We look forward to rolling up our sleeves and working hand-in-hand with each leader to address our students’ urgent needs. Working together, we can and must put all students first by improving literacy and math outcomes, increasing student attendance, expanding pathways to college and high-wage careers, and protecting funding equity.  

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About Democrats for Education Reform DC 
Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

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.

Civic Leader LaDan Johnson Advocates for FY2025 Investment in Math

LaDan W. Johnson
Civic Leader 
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole Budget Oversight Hearing:

“Fiscal Year 2025 Local Budget Act of 2024”

“Fiscal Year 2025 Federal Portion Budget Request Act of 2024”

“Fiscal Year 2025 Budget Support Act of 2024”

“Fiscal Year 2024 Revised Local Budget Emergency Adjustment Act of 2024”

Good afternoon, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. I am LaDan W. Johnson, a resident of Ward 7 and an employee and Ph.D. student in Higher Education Leadership and Policy Studies at Howard University. As a civic leader for Education Reform Now Advocacy D.C., I advocate for equitable educational opportunities in Washington, DC. Tonight, I am here to urge you to: 

1. Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student).  

2. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

3. Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. 

In my current role as the Student Affairs Specialist and Advisor for Computer Science at Howard University, I find access to math, literacy, and early college through dual enrollment increases persistence for students pursuing higher education. This is true for many of the students whom I advise in the computer science program who participated in dual enrollment prior to enrolling at Howard. Many of my advisees who participated in dual enrollment and had solid math and literacy skills have excelled in the computer science program.

Math and literacy proficiency are essential for success in higher education and the workforce. They provide the critical thinking and communication skills needed to thrive in today's economy. Dual enrollment and early college programs, in turn, help students build on these foundational skills while addressing stagnant college participation rates and socioeconomic disparities in educational attainment.

Despite some progress, only 30% of adults in D.C. have obtained a bachelor's degree over the past two decades, and educational attainment gaps persist. With just one in four young adults holding a degree, yet 58% of jobs requiring one, the need for strengthening math, literacy, and dual enrollment programs is clear. Currently, only 7% of public high school students participate in publicly funded dual enrollment programs.

Our asks:

We urge the DC Council to build on the Mayor's proposed investments by taking decisive action to:

• Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student). 

• The Task Force will be comprised of local and national experts to recommend implementation of a statewide math strategy that includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers.

• Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

• The Mayor has proposed $2 million to implement high-quality instructional materials and some training for teachers based on recommendations from the Early Literacy Task Force. Additional funding is needed to support the full adoption of training as well as literacy coaches

• Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. These investments include the following: $668K for the Office of Education through Employment Pathways; and $22 million for investments in the Advanced Technical Centers, dual enrollment, Reimagine High School, and internships. Still, there is much-needed progress that is needed to ensure these investments are well-spent:

• Enhance marketing for these programs.

• Provide robust data collection on student outcomes and transparently share.

• Develop strategies for expanding in-person, cohort-based dual enrollment programs, especially for students facing significant barriers.

• Incentivize employers to hire students in high-demand, high-wage careers.

My experiences in education policy and practice have deepened my commitment to addressing challenges in the American educational landscape, advocating for diversity, and eliminating inequitable practices. Thank you for considering these crucial steps toward a more inclusive and equitable educational system in Washington, DC.

Thank you for your attention to this important matter.

Announcing 2024 Primary Candidate Endorsements

Three Candidates Align with DFER DC's Vision for Student Success

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@dfer.org

Washington, DC (April 26, 2023) — Today, DFER DC announced its endorsement of three education reform champions on the June Democratic primary ballot who have demonstrated a commitment to prioritizing the pressing challenges facing the District’s students. After a thorough selection process that included in-depth interviews and comprehensive questionnaires, these candidates have shown alignment with the educational priorities requiring action, specifically, improving literacy and math outcomes, increasing student attendance, expanding pathways to college and high-wage careers, and protecting public school choice.    

“Our vetting process ensures that endorsed education reform champions are both equipped to lead and committed to advocating for substantial and equitable changes in public education,” said Jessica Giles, executive director of Democrats for Education Reform DC. “We are excited to support these leaders who have demonstrated their resolve to center students at the core of their policy priorities. Each candidate brings a credible history of community leadership, trustworthy vision, and an actionable plan to address the gaps in our public education system.” 

Councilmember Brooke Pinto for Ward 2 — Councilmember Pinto has centered student values and voices in her policy priorities since taking office and is steadfastly committed to removing barriers to education. After hearing high school students share challenges accessing menstrual products, she passed and funded legislation to ensure there are free menstrual products available in all of our schools for young women, girls, transgender, and gender non-conforming students. Upon learning the challenges students and residents face with reading, Councilmember Pinto passed and funded legislation to strengthen how reading is taught to students. With too many students feeling unsafe and missing school, Councilmember Pinto’s common-sense approach to policymaking and thoughtful leadership is needed now more than ever.

Veda Rasheed for DC Council, Ward 7 — In the 10-way race with many great candidates, Veda stands out for her demonstrated commitment to our student-centered values and inspiring history of community leadership. From organizing peace rallies to delivering food to seniors during the pandemic, and serving in the DC government, Veda is ready to lead Ward 7 residents on day one once elected. As an accomplished attorney and mother of two boys, Veda’s vision for education is a personal one that prioritizes student safety and makes critical investments in safe passage, school-based behavioral health, and evidence-based solutions to address the District’s academic crisis. As Speaker Emerita Nancy Pelosi once said, Veda’s “Our true VIP.”

U.S. Representative Dr. Adeoye “Oye” Owolewa— U.S. Representative Owolewa is a proud son of Nigerian immigrant parents, a healthcare provider, and one of the District’s lead champions for statehood. His commitment to students began in 2014 when he introduced the world of STEM to elementary students and later created a Youth Empowerment and Pathways Initiative to help guide our youth to professional careers. With the high stakes of this year’s presidential election and a promise by a former president to “federally takeover DC,” the need for champions like Representative Owolewa on the frontlines of the fight for statehood is urgent.

DFER DC supports leaders who are committed to innovative education reform. From the moment candidates decide to run through to their electoral victory, DFER DC and its partner organizations provide them with the resources, training, and expertise necessary for success. 

DFER DC has a proven track record of shaping elected leadership in the District. Over one-third of the Democrats on the June Primary ballot vying for a seat on the DC Council have been trained in part by DFER DC, highlighting the organization's impact on the District’s political and education landscape. DFER DC has helped propel 24 candidates to run for local office and secured millions in funding for essential public education programs, benefitting all students across the District regardless of the public school they attend.   

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About Democrats for Education Reform DC 
Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

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)

Civic Leader Vonique Bolluck Advocates for FY2025 Investment in Math

Vonique Bolluck
Civic Leader
Education Reform Now Advocacy D.C.

DC Council Budget Oversight Hearing on:
University of the District of Columbia
District of Columbia Public Charter School Board
State Board of Education
Office of Student Advocate
Ombudsman for Education
District of Columbia State Athletic Association
Deputy Mayor for Education (Government Witnesses Only)

Greetings Chairman Mendelson, members, and staff of the Committee of the Whole. My name is Vonique Bullock, and I live in Ward 7.  I’m here as a parent, educator, community member, and a civic leader with the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to discuss the importance of ensuring all of our students have strong math skills. 

Mathematics is more than solving problems to get the right answer. It is imperative that we educate our children in mathematics by giving them the tools and resources of reasoning, problem-solving skills, and critical thinking which allows them to have a broader understanding of the world around them. It also opens up college and career opportunities. In the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet or exceed expectations.1

As a previous 4th-grade teacher, I’ve observed that many students do not have fact fluency and number sense, which makes it difficult for them to understand fractions and decimals. These are just some of the concepts needed for students to be ready for Algebra. I and my team, used many interventions, such as, Reflex(a fact fluency app) and Kathy Richardson, a researched resource for small groups to catch students up. I believe more support is needed for our educators and, ultimately our students. 

Currently, there is no funding in the Mayor’s proposed FY 2025 Budget and Fiscal Plan for a statewide strategy for supporting all students with math. There is no comprehensive, statewide PreK-8 mathematics strategy and with that how do we know our children are receiving high-quality math content? How are teachers delivering daily math instruction with instructional materials?  Are there designated teachers and blocked times for math interventions? Lastly, what support are we giving to families and caregivers if there is no comprehensive statewide Prek-8 mathematics strategy? 

I am asking for the DC Council to fund the establishment of a Mathematics Innovation and Research Task Force (“Task Force”) comprised of local and national experts to support pre-K-8th grade students, educators, and families with math. These experts can implement a statewide math strategy that includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers to support math instruction at home (or learn math themselves). This is needed so that DC Public Schools and public charter schools all utilize the best strategies to support students. This taskforce is particularly important as the DC Public Charter School Board gets ready to implement its new ASPIRE Academic Accountability Framework2 and schools are again held accountable for providing their students with excellent math education. 

Thank you for considering this important issue. I am ready to answer any questions you may have.

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1 OSSE. School year 2021-22 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2021-22%20District%20of%20Columbia%20Statewide%20Assessment%20Results%20Presentation.pdf
2  DC Public Charter School Board. Accessed April 4, 2024. Source: https://dcpcsb.org/aspire-system

Civic Leader Olivia Chase Advocates for FY 2025 Investment in Math

Olivia A. Chase
Civic Leader
Education Reform Now Advocacy

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Greetings, Chairman Mendelson and Committee of the Whole members,

My name is Olivia A. Chase, a resident of Ward 6 and a steadfast advocate with the D.C. Chapter of Education Reform Now Advocacy. I stand before you as a grandparent raising a grandchild, navigating the complexities of our educational and justice systems. Today, I urge you to consider the profound impact of our decisions on students like my grandchild who is a student at McCarthur High School, particularly regarding secondary education pathways, public transportation, and safety.

The urgency of our task is underscored by stark statistics: nearly 80% of our students failed to meet math standards last year, a foundational skill critical for many high-demand careers.1 Moreover, only 51% of our students transition to college, with a mere 18% completing their degree within six years.2 These figures are not just numbers; they represent lost potential and diminished futures.

Our youth, especially those like my grandchild, face unique challenges that can derail their educational journeys. With my grandchild’s parents incarcerated, the obstacles multiply, making the promise of safe, accessible secondary education pathways not just an educational issue but a lifeline.

The Mayor’s proposed FY2025 Budget and Fiscal Plan includes several key investments to expand dual enrollment opportunities in DC: $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and maintain dual enrollment seats.3

Still, there are additional considerations needed to enhance our offerings. The Office of the State Superintendent of Education (OSSE) must do the following::

• Enhance marketing efforts for dual enrollment to reach more students like mine.

• Collect and analyze data to continuously improve and tailor the programs to our students’ needs.

• Expand in-person, cohort-based dual enrollment opportunities at local education agencies to help build these worthwhile opportunities into the school day.

Additionally, D.C. must continue to work to incentivize employers to hire students in high-demand, high-wage careers. In closing, I ask you to see beyond the statistics and recognize the faces they represent: students who aspire to learn and succeed despite the odds. Let’s ensure that our actions today forge a path to a brighter, more secure future for all our children.

Thank you for your time and consideration.

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1  OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 DC Policy Center. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/
3 Mayor Bowser Presents Fiscal Year 2025 Budget Proposal, A Fair Shot: Strategic Investments and Shared Sacrifice. April 3, 2024. Source: https://mayor.dc.gov/release/mayor-bowser-presents-fiscal-year-2025-budget-proposal-fair-shot-strategic-investments-and#:~:text=The%20FY25%20budget%20and%20financial,billion%20in%20capital%20improvement%20funds.

Civic Leader Emmanuel Bestman Advocates for FY2025 Investment in Math.

Emmanuel Bestman
Civic Leader
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

I am Emmanuel Bestman, a ward 4 resident, financial literacy coach, and dedicated advocate for the D.C. Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable education for all students in the District of Columbia. Today, I stand before you not as an educator but as a resident deeply concerned about our community’s future, especially regarding our students’ mathematical skills.

Here’s the hard truth: nearly 80% of our students didn’t meet math standards last year.1 In a city where every job of the future will demand strong math skills, this is a red flag we can’t ignore. The absence of proposed funding for a statewide strategy on math research and innovation is alarming, particularly when our students have faced unprecedented declines in math proficiency. 

Math is not just a subject; it is a critical tool that shapes our children’s future, fostering analytical skills and opening doors to numerous career opportunities.

My journey in financial literacy has shown me firsthand how math underpins the ability to make informed decisions, manage finances effectively, and navigate the complexities of our economic system. This skill set begins in the classroom. Still, the Mayor’s proposed FY2025 Budget and Fiscal Plan provides no funding for improving math instruction. Given our students’ math outcomes, this omission is troubling. Therefore, I am urging the DC Council to include a budget support act title that would:

1. Create a Mathematics Innovation and Research Task Force: To lead a city-wide strategy, turning around our math education crisis.

2. Invest in Evidence-Based Math Practices: Let’s fund programs that work, shown by real results, to transform our students’ math abilities.

3. Support for Teachers and Families: Provide resources and training to those on the front lines of education, ensuring they have what they need to turn the tide.

The data is clear: when students excel in math, their chances for success skyrocket. This isn’t just an investment in education; it’s an investment in our city’s future. Thank you for considering this call to action.

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1 OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

Civic Leader Kenya Johnson Advocates for FY2025 Investment in Math

Kenya Johnson
Civic Leader, Education Reform Now Advocacy D.C.
Budget Oversight Hearing

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

My name is Kenya Johnson, and I am a Career Pathways Educator in Ward 4 and an advocate for Education Reform Now Advocacy D.C. In the fight for just and equitable education for all students in D.C., even in a fiscally challenging year, we must consider how our budget will yield a return on investments in the years to come. Today, I come before you, to add on to Jessica Giles and Andre Aina’s testimony by offering a glimpse into our youth’s future and advocating for a budget that champions career pathways and dual enrollment programs as paths to success.

When I think about the students I serve, their brilliance shines not simply through their grades but through their dreams to serve their community. Yet, in a city where opportunity and inequality walk side by side, my students’ dreams risk remaining unfulfilled. This is not just their story; it reflects the reality of many students in D.C., where only 7% have access to dual enrollment—a critical step toward higher education and career readiness.

With only 18% of the 2011-12 9th grade cohort completing their postsecondary degree within six years of high school graduation and D.C. residents between 18 and 34 only making half of what transplants do ($31,658 versus $58,547), it is a necessity for our city’s economic revival to invest in our young adults earning to move beyond a whisper of survival to a promise of prosperity.

We have a proven path illuminated by programs like the Advanced Technical Center (ATC) at Trinity Washington University that we commend OSSE for helping to establish. A program that students like mine can use to ensure their dreams come true if we expand those opportunities to them. 

In the Mayor’s FY2025 proposed budget, there are many worthwhile investments in secondary college and career pathways, including the following: 

• $668,000 investment in establishing the Office of Education through Employment Pathways

• $17 million investment to expand ATC at Penn Center

• $600,000 to support the opening of a new ATC at the Whitman-Walker Max Robinson Center in Ward 8

• $5 million to Reimagine High School, support the ATC in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats

Still, there are remaining challenges with dual enrollment opportunities, such as the following:

• Enhancing marketing efforts for dual enrollment to reach more students like mine.

• Collecting and analyzing data to continuously improve and tailor the programs to our students’ needs.

• Expanding in-person, cohort-based dual enrollment opportunities at local education agencies will help build these worthwhile opportunities into the school day.

• Continuing to work to incentivize employers to hire students in high-demand, high-wage careers.

Our call to action is clear: By investing in dual enrollment, we are investing in our students’ futures and the economic vitality of our community. We must seize this opportunity to transform the educational and economic landscape of D.C.

Thank you for your time, and I am available for further discussion and collaboration on this critical matter.

Civic Leader Andre Aina Advocates for FY2025 Investment in Math

Andre Aina
CEO, Third Eye Education Analytics
Budget Oversight Hearing

DC Council’s Committee of the Whole Budget Oversight Hearing: Office of the Deputy Mayor for Education, Office of the State Superintendent of Education, and DC Public Schools 

Honorable Chairman Mendelson, esteemed members of the Committee of the Whole, and dedicated staff, I’m Andre Aina, CEO of Third Eye Education Analytics. In collaboration with Education Reform Now Advocacy DC (ERNA DC), I’m here today to speak to you about our commitment to improving student achievement in math education. Third Eye Education Analytics remains committed to empowering educators and children with data-driven insights, fostering a future where every kid in D.C. thrives academically.

I return before you to emphasize the importance of improving math instruction in the District. My first testimony at the performance oversight hearing on these agencies articulated a vision; today, I give a call to action backed by tangible solutions for a funding framework. 

In school year 2022-23, 78% of DC students who took the Math PARCC assessment were not on or above grade level, which is a 2.6 percentage point increase from the school year 2021-2022.1 Data reveals a stark disparity in math proficiency rates across wards, with underfunded areas demonstrating the most significant gaps. 

In OSSE’s strategic plan,2 the agency cites the need to improve progress in math for student groups with the greatest needs. However, in the Mayor’s proposed FY2025 budget, there is no funding for a statewide strategy to support students and their families who struggle with math. 

Investing in the Future: A Comprehensive Strategy

Our proposal for a statewide math strategy is not merely an educational reform; it’s an investment in our community’s future. Funding is needed for the following:

• A Math Task Force: Spearheading systemic reform requires collaborative expertise. Funding a task force ensures a coalition of voices, including those from underserved communities, shaping a math education that reflects the diversity and needs of our students.

• Curriculum (Development) Enhancement and Coaching: Modernizing our approach to math education necessitates resources for developing curriculum on a school-by-school basis. Ensure there is a math coach for every elementary school by increasing the availability of coaches trained in evidence-based practices.

• Support for Families and RTI Frameworks: To build a supportive ecosystem around each student, we should engage families in the educational process and implement Response to Intervention (RTI) models; this requires resources like workshops, digital tools, and targeted instructional materials.

• Monitoring and Evaluation: A data-driven approach to funding for monitoring and evaluation mechanisms is critical for transparency and continuous improvement.

Cultural Engagement

A Math Innovation and Research Task Force, which we estimate would cost $300K, would allow local and national experts, teachers, and families to engage on how math is perceived and its impact on students’ identities with it. We can identify how demographic backgrounds and attitudes shape students’ relationships with math. This approach will enable targeted strategies to nurture a positive math identity among students.

The Economic and Social Imperative

Investing in math education transcends academic achievement; it’s about economic resilience and social equity. Enhanced funding for math education promises a future where every student can pursue careers in STEM fields, contributing to a robust, innovative economy. By addressing the achievement gap, we lay the groundwork for a more equitable society.

A Call to Action: Seize the Moment for Transformational Change

The urgency to act has never been greater. With the DC Council’s support, we can initiate a transformative journey towards a future where math education is a beacon of excellence, equity, and empowerment. The proposed budget allocations are not merely expenditures; they are investments in the potential of our students and, by extension, the prosperity of our community.

Closing

In closing, we request $300,000 to establish a Math Innovation and Research Task Force. Thank you once again for the privilege of addressing this esteemed body. Together, we have the power to enact meaningful change. I look forward to partnering with the Council, the OSSE, and our community to turn our shared vision into a reality.

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1 OSSE 2022-23 PARCC Assessment Results presentation. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 OSSE Strategic Plan. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/OSSE%20Strategic%20Plan%202023.pdf

Lori Danley’s Testimony at DC’s State Board of Education Public Meeting

Lori Danley
Community Member
Education Reform Now Advocacy D.C.
Public Meeting

Good evening DC State Board of Education (SBOE) Representatives. My name is Lori Danley, and I live in Ward 6. I’m here as a community member for Education Reform Now Advocacy D.C., a non-profit organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to advocate for the State Board of Education to introduce a resolution to expand secondary college and career pathways, which are crucial for our high school students.

From my experience as a community member, I’ve seen how the lack of opportunity after high school contributes to undesirable situations within my community. This stems from a loss of hope in our youth and feelings of disenfranchisement after high school. 

Every student wants to succeed, but most do not know how.  If the path to success is unclear for them, life after high school becomes less inspiring. With no way to progress in sight, he or she is now vulnerable to eventual extreme hardship. I believe the answer to student success and the success of my community is dependent on providing secondary pathways for our youth. 

Preparation to enter society as a fully functioning and capable adult is vital. We must provide opportunities for our students that help them see a way forward after high school. Dual enrollment provides an entryway to college, which lays the foundation for the successful completion of secondary education. When one sees a way to success that they perceive as achievable, they are motivated to strive for it.

Not all students will want to go to college, but this does not mean that they are any less capable of acquiring the skills needed to earn a good living. These opportunities should be provided while in high school, and our communities need them.  When you see a way forward, you are inspired and driven to strive for this success. Having a pathway that will equip our students to enter the workforce in high-demand and high-earning positions makes a difference. It not only makes a difference in the lives of the students but also the lives of the community. 

If you have two students, one with a clear path to a solid productive future and one who does not see a positive future ahead, we have failed the latter. We have done our communities a disservice and consciously contributed to a future community of disenfranchised citizens. We must be a part of the solution by providing optimal opportunities for our students, they are the future of our community. 

Here’s what’s happening right now:  

• Only 18 out of 100 ninth graders in D.C.’s 2011-12 cohort completed a postsecondary degree within six years of high school graduation.1 

• Approximately 7% (1300) of our students are participating in dual enrollment.2 There are 19,625 students in grades 9-12 who could benefit. We must ask ourselves why and solve this problem.

• Washington D.C., the nation’s capital, is in the lower ranks with regard to dual enrollment access. Again the question is why?

• Failing to provide secondary pathways to college and career for our students contributes to issues we do not want, such as having higher unemployment and a population of people who feel disenfranchised which sometimes leads to depression as they begin to grapple with not having opportunities to provide for themselves after high school.

Here are the steps we suggest:

Looking ahead to next year, we must begin to address the inequities in our public education system regarding preparing students for life after high school. That’s why we’re asking the SBOE to provide our high school students with a positive way forward by providing secondary pathways in high school. This plan will: 

• Tell more students and families about these programs so they know they can join.

• Set aside money to help colleges offer these classes to high school students either at their schools or on college campuses.

• Keep track of how students do in these programs to make sure they’re working.

• Incentivize employers to hire DC students in high-demand, high-wage careers by establishing a fund for employers to receive support for hiring DC students and allowing them to earn points towards the First Source law.

We are urging the D.C. State Board of Education to introduce a resolution that will create secondary pathways for the students of Washington, D.C. Having opportunities to receive formal education and on-the-job training provides a firm foundation for our students as they head out into the world. Thank you for considering this important issue. I’m ready to provide any additional details or help needed.

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1: DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. 8 March 2024. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/.
2: Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” December 11, 2023. Source: https://dme.dc.gov/publication/strengthening-student-access-and-success-dual-enrollment.

Andre Aina’s Testimony to the DC State Board of Education on Statewide Math Education and AI Integration

Andre Aina, CEO
Third Eye Education Analytics 

Testimony to the DC State Board of Education on Statewide Math Education and AI Integration

Good afternoon, distinguished members of the DC State Board of Education. I’m Andre Aina, CEO of Third Eye Education Analytics. I’m here today, in collaboration with Education Reform Now Advocacy DC (ERNA DC), to speak to you about our commitment to improving student achievement in math education and the responsible use of AI to support our teachers and students. 

Third Eye Education Analytics uses modern data analytics to provide schools and educators with effective tools for tracking and supporting student achievement. I personally have a decade of direct experience working with students in mathematics education across many domains—special education, general education, and Response to Intervention (RTI). I am committed to improving DC students’ learning experiences. 

Through our collaboration, ERNA DC and Third Eye have underscored several key insights that have helped shape this testimony, highlighting the imperative to enhance our approach to math education. 

• A statewide approach to improving literacy in DC has shown much promise, but we have yet to implement a systematic statewide plan for PreK-8 mathematics. 

• Federal education money from the epidemic (also known as the Elementary and Secondary School Emergency Relief (ESSER) grant) that supported High-Impact Tutoring and other evidence-based programs is nearing an end; therefore, we must implement effective solutions to continue supporting students. 

• There is a noticeable dip in math achievement among students in DC. Last year, 78% of DC public school students did not meet expectations in math. This isn’t just about missed lessons; it’s a red flag for their future. 

• As the temporary financial aid from the pandemic begins to fade, establishing a Mathematics Support Fund is imperative to ensuring our strides in math education are sustained for generations to come. 

This situation calls for an innovative, tech-driven strategy to rejuvenate math learning, making it not only more engaging but also tailored to meet every student’s individual needs. 

A Statewide Math Strategy 

A statewide strategy begins with forming a Mathematics Innovation and Research Task Force to oversee improvements in math education. It could then consist of these five components: daily math instruction with high-quality content and instructional materials; teacher assistance; evaluations and parental communication; interventions; and services for families and caregivers. 

This starts with creating a comprehensive district-wide pre-K through 8th-grade mathematics strategy. This strategy provides teachers with support, resources, and professional development in mathematics. We should implement screeners and assessments paired with parental notifications that communicate students’ progress in mathematics to their families. 

Develop and deploy interventions for students who are struggling with math, and generate resources for families and caregivers to support math learning at home. Create a Mathematics Support Fund to administer grants for math education enhancement. 

Third Eye Pilot Program 

During Third Eye Education’s pilot program this past summer, we partnered with a non-profit organization to provide their summer enrichment program with our digital learning services. While maintaining data privacy, we used AI to analyze a student’s past performance with current math and reading diagnostics. This helped us create personalized learning paths in reading and mathematics. 

AI was a major help when it came to differentiating the content that we produced for students. Once our instructional designer and I created the content for a specific common core reading or math standard, we were able to produce more versions of this content at different levels with the use of AI. This helps us tailor instruction to the right access point, which is also known as the zone of proximal development. 

We have also used AI to analyze a vast amount of curriculum information and assessment data to provide us with insights into trends across groups of students and individual student needs, helping them to tailor their instruction more effectively. It also assists in automating specific administrative tasks, like producing progress reports for families based on student metrics. In the classroom setting, AI could allow a teacher more time to focus on teaching. 

A Statewide AI Strategy 

We believe that the district should create an AI Task Force to craft strategies for effectively incorporating AI as a learning tool and subject of study. 

The findings of this task force can help schools comprehensively prepare to fully leverage AI’s potential while safeguarding against its associated risks and ethical implications. This preparation involves several key measures: 

Educational Policy and Framework Development: Establishing clear guidelines and policies that dictate the ethical use of AI in educational contexts and ensuring that AI tools are used to complement rather than replace the human elements of teaching and learning.

Teacher Training and Professional Development: Equipping educators with the necessary skills and knowledge to effectively integrate AI tools into their teaching practices. Teachers should be prepared to teach students about the ethical use of AI, including understanding the limitations of AI-generated content and the importance of academic integrity. 

Collaborative Research and Development: Creation of an encouraging collaboration between educators, AI researchers, and technology developers to create AI solutions that are pedagogically sound and aligned with educational goals. This collaborative approach can lead to the development of AI tools that are not only technologically advanced but also deeply rooted in educational best practices. 

Closing 

In closing, I implore you to support our call to action—a call to not only mend the gaps created by the pandemic but to leap forward into a future where every student is equipped to thrive in a global marketplace. 

Thank you for the privilege of presenting this testimony. I stand ready, alongside ERNA DC and the broader education community, to support this monumental shift towards a brighter, more equitable future for our students.