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! 

The Journey of an Ed Reform Champion

By Kyle Myers, DFER D.C.

Christine Miller has been dedicated to her community work for over 10 years. She is a proud mother, former ANC1 commissioner, and an outstanding education advocate for our students here in the District. She began her advocacy after noticing her child’s Pre-K school had limited options for enrichment activities as opposed to other schools with robust menus for students to choose from. This motivated Christine to take a stand and advocate for equal access and quality of service for all of our children in the District. The more she continued this work, the more familiar she became with the broader spectrum of what families need, even beyond school activities.

During my recent interview, Christine shared:

“This city faces the glaring challenge of persistent disparities between different groups of students along racial and socioeconomic lines but also with its failures to meet the diverse needs of our students with disabilities. We know that there are areas of this city with schools that are doing just fine, it’s time to double down on those areas where we know we have failed our children, families, and communities for generations. We need to stop acting surprised when we see dramatic gaps in test scores and outcomes between those communities in which families and children struggle against external stressors and generational disinvestments compared with those with vastly greater amounts of resources both in schools and at home. Supporting our kids should not begin and end at the doors of our school buildings, we have to do better in how we support parents, caregivers, and entire communities.”

This was a true testament to how deeply she cares and understands the needs of students and families. One of her greatest highlights has been making connections and creating her own extensive network of people by building relationships to attack these issues head-on. Being an Education Reform Champion has amplified her connections and helped to expand the scope of her advocacy. Christine has championed DFER D.C.’s priorities and is deeply dedicated to our mission.

Christine also shared:

“One priority that resonates is resource equity, especially as we are working to ensure access to quality education for all students and creating an equitable system that provides every child with the opportunity to succeed, regardless of their socio-economic background, ethnicity, or ability. Yes to investing in schools but also YES to investing in families and communities with a more holistic approach to education. It is not just about academic achievement but also about nurturing the social, emotional, and physical well-being of students.”

Christine believes that successful outcomes have to look beyond the four walls of a school. Success includes the whole child, the whole family, and the whole community. The continued patterns of failure need to be unlearned and addressed head-on by new approaches.

Thank you, Christine, for your tireless leadership and dedication to equitable education for all of D.C.’s public school students! 

B24-0232 – “Student and Minor Access to Records and Transcripts (SMART) Act of 2021”

Kyle Myers

Community Organizer

Education Reform Now DC

Good morning, my name is Kyle Myers. I am a Ward 5 resident, equity advocate, and a Community Organizer for Education Reform Now DC (ERN DC). We are a non-profit organization focused on providing a more equitable public education system for all students. I am testifying today in support of B24-0232, the Student and Minor Access to Records and Transcripts (SMART) Act of 2021. I believe the DC Council should also consider amending it.

Students must have access to all of their documentation during the school year and post-graduation. Students need these records for a multitude of reasons: transferring to a different school, applying for college, or seeking admissions to trade schools or vocational programs. Despite everyone knowing the significance of having these documents, our students and adults, in some cases, still face challenges when attempting to retrieve them. 

Lower the age of those able to request records from 18 to 16 

The (SMART) Act will lower the age required for minors to request their records from 18 to 16 years old, which I support. Lowering the age will make it easier for students to act independently who are in foster care, victims of neglectful parenting, or experiencing homelessness. Please note that the Summer Youth Employment Program (SYEP) requires a transcript for students as young as 14 years old. The DC Council may want to review if sixteen is the right age cutoff.

Shorten the time to process record requests from 15 to 5 days

The amount of time it takes for a student to receive their transcripts can hinder their decision-making process when applying to colleges and put them at a disadvantage. As I recall my own personal experience, it took weeks for me to receive my documents (2016). I was 18 when I graduated high school. After several attempts of contacting the school, and getting the same response, I physically went to the campus and pleaded with one of the councilors, who then sent me my transcripts the following day. By this time, my options for colleges were limited because I had to submit the documents so late and I fell short of certain deadlines, which also resorted in fees from the colleges. There needs to be a considerably faster turnaround when students request these documents so they do not face the same issues when applying to colleges. These are crucial decisions, so students need all their documents to be returned quickly and made easily accessible. I recommend that this process is shortened from 15 to five days. 

Improve record keeping and sharing

Tyrik Williams, a ward five resident, DC voter, and a friend who attended a High School in DC faced a different challenge after graduating in 2016 at 17. He was, unfortunately, incarcerated for 18 months. After being released in 2017, he attempted to retrieve his transcripts and other documents necessary to pursue new opportunities, such as finding a job and enrolling in a vocational education program. Again it took multiple attempts to contact the school administration just for them to reach a dead end. The administrators informed him that they could not locate his transcript. This was a major hindrance to his goals due to the misplacement of his records and the time it took to retrieve them. It also served as a mental deterrent for a young Black man trying to recover and succeed. 

Additionally, The DCist published a story about how a student named Aaliyah Jones was told she had to take additional classes after she graduated from National Collegiate Prep. The DC Council should continue to push the Office of the State Superintendent of Education to quickly build the student data warehouse so all local education agencies (LEAs), students, and families have easily accessible records. 

Educate students on this new policy

If passed, the DC Council should also require all LEAs to include this policy on their websites and in student handbooks along with information on student privacy. 

Thank you for introducing this legislation and holding a hearing on it. This is the first step of ensuring more strategic thought, planning, and execution goes into sharing student records. Thank you for allowing me to testify.