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.

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.

ERNA DC Provides Written Testimony on Child Behavioral Health Services Dashboard

Minetre Martin

Organizing Manager, DC

Education Reform Now Advocacy

Committee on Health Hearing on:

• B25-0692 – “Enhancing Mental Health Crisis Support and Hospitalization Amendment Act of 2024”

• B25-0759 – Child Behavioral Health Services Dashboard Act of 2024

• B25-0696 – Advancing the Range of Reproductive Options for Washingtonians Amendment Act of 2024

• PR25-0840 – Board of Dentistry Dr. Eric Bradshaw Confirmation Resolution of 2024

• PR25-0841 – Board of Dentistry Dr. Jonelle Anamelechi Confirmation Resolution of 2024

Good afternoon, Chairperson Henderson, Councilmembers, and staff of the Committee on Health. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Thank you for holding this hearing. I am here to provide comments on B25-759, the Child Behavioral Health Services Dashboard Act of 2024, introduced by Councilmember Zachary Parker.

ERN-DC supports B25-0759, which requires the Deputy Mayor for Health and Human Services to create a public dashboard of behavioral health services in DC by September 30, 2025. The dashboard would include features such as the ages the provider serves; what services/therapies provided and whether the service is LGBTQIA+ friendly; the provider’s language(s), ethnicity, and gender; the types of insurance accepted; and the zip code where services are provided (and whether telehealth is offered). Baltimore and Philadelphia have similar dashboards.[1] 

For families seeking behavioral health care for their children, navigating providers’ websites and calling their offices to determine potential fit can be extremely time-consuming. Creating a public dashboard is a common-sense solution to anyone who has ever had to find a speciality provider. 

Consider the challenges of a typical teenager in our District struggling with undiagnosed anxiety or depression. With 38% of students exposed to at least one adverse childhood experience[2] and only 68% of our schools having full-time clinicians,[3] many students in general education classrooms without an Individualized Education Plan (IEP) or a 504 plan lack access to school based mental health services due to staff shortages, according to interviews I’ve conducted with clinicians. This teenager may be one who doesn’t get support at school. Her working parents might spend months searching for an external provider while her condition worsens. A centralized dashboard could rapidly connect families to suitable providers, potentially preventing months of academic declines and emotional distress for our vulnerable youth, such as this teen.

For families whose students face behavioral health challenges, making it easier to access care may help improve students’ attendance and outcomes in the classroom. This is important because nearly half of our students are still missing significant instructional time due to chronic absenteeism.[4] In addition, DC student outcomes on the 2023 PARCC were very low:  just 22% of students met grade level mastery in math and 34% in reading.[5]

For these same reasons, ERN-DC also supports investments in school-based behavioral and mental health services. I testified earlier this year before this Committee regarding school-based recommendations.[6] Specifically, practitioners in schools need more training and resources to support students. Local educational agencies (LEAs) should also seek diverse community partners in planning behavioral health supports and interventions. Finally, LEAs must provide competitive compensation for school-based behavioral health professionals to ensure they have sufficient staff to serve students’ needs.

In conjunction with the development of a dashboard, we urge the Committee on Health to encourage the Department of Health Care Finance to change DC’s Medicaid claiming policy, as at least 25 states have done in the past two years,[7] so that LEAs can bill Medicaid for all covered health services delivered to all students enrolled in Medicaid. By expanding the Medicaid claiming policy, LEAs can generate more funds that could then be used to deliver supports, like behavioral health services, to all students.

1. https://www.bhsbaltimore.org/ and https://healthymindsphilly.org/

2. https://www.dcpolicycenter.org/publications/community-violence-exposure/#:~:text=According%20to%20the%202020%2D2021,they%20are%2018%20years%20old

3. Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.https://lims.dccouncil.gov/Hearings/hearings/247

4. https://osse.dc.gov/publication/dc-attendance-report-2022-23-school-year

5. https://osse.dc.gov/assessmentresults2023

6. https://dferdc.org/archive/minetre-martins-testimony-on-dbh-performance-oversight

7. https://healthyschoolscampaign.org/blog/school-medicaid-expansion-publications/

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.

Minetre Martin’ Testimony to the DC Council Committee of the Whole’s Budget Oversight Hearing

Minetre Martin

Organizing Manager

Education Reform Now Advocacy DC

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, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Today, I am here to urge the DC Council to:

1. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million across the financial plan.

2. Fund the Mathematics Education Improvement Amendment Act of 2024 at $300,000 ($3 per public school student).  

3. Restore the 3.1% increase to the charter facilities allotment funding at $11.66 million ($246 per public charter student) over the financial plan.

The urgency of our situation is clear. 78% of our students can’t do grade level math, 66% aren’t proficient in English Language Arts, and there is a shocking 49.8% illiteracy rate for adults in wards 7 and 8. That is relevant to our community because we want to empower our residents to thrive in life and D.C. families demand change.

A recent poll of 325 DC public school parents revealed that 87% agreed that Mayor Bowser and the D.C. Council must prioritize investments in math education. This cuts across racial lines, with 81% of Black parents and 73% of Latino parents ranking math as the most important subject for their children's future.

Two years ago, Chairman Mendelson, Councilmember Pinto, and the DC Council passed legislation into law that would create the Early Literacy Education Taskforce, and now the DC Council must finish what it started by making targeted investments in strengthening reading by supporting access to high-quality instructional materials and providing evidence-informed training for teachers in the science of reading. Additionally, an investment in a math task force now would allow us to course correct and revolutionize how math is taught in DC and perhaps even chart a course for reforms across the country. We applaud Councilmember Zachary Parker for introducing the Mathematics Education and Improvement Amendment Act of 2024 and Councilmembers Anita Bonds, Christina Henderson, Janeese Lewis George, Brianne Nadeau, Brooke Pinto, and Robert White for co-introduction.

Let’s not just be a city that talks about equity but rather one that puts its money where its mouth is, investing in the programs and supports that truly make a difference in our student’s academic acceleration.

Additionally, we are asking the DC Council to restore the 3.1% increase to the charter facilities allotment funding at $11.66 million over the financial plan. Maintaining the facilities allotment is crucial for public charter schools to find, construct, and/or renovate buildings to create safe and well-maintained learning environments for our students. This funding is necessary to keep pace with rising costs and is integral for accessing large-scale projects.

So I'm asking you, Council members, to be the heroes of this story. 

1. Fully fund the Early Literacy Education Taskforce recommendations. (The Mayor proposed $2.2 million for some training and high-quality instruction materials.) 

2. Fund the Mathematics Education Improvement Amendment Act of 2024.  

3. Restore the 3.1% increase to the charter facilities allotment over the financial plan. 

Before I close, it is also important that we maintain the Mayor's proposed investment in secondary education initiatives that provide students with greater access to college-level courses and career-readiness programs. These investments include $668,000 for the Office of Education through Employment, which will work to create seamless transitions from high school to postsecondary education and the workforce.

Thank you for your time and I welcome any question you may have.

###

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

 OSSE. 2022-23 Assessment Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/

 Education Reform Now DC. Majority of DC Parents Want to Overhaul Math Education, New ERN DC Survey Reveals. Accessed April 4, 2024. Source: https://edreformnow.org/2024/03/11/majority-of-dc-parents-want-to-overhaul-math-education-new-ern-dc-survey-reveals/

Recommendations for Structured Literacy Instruction in the District of Columbia. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf

Minetre Martin’s Testimony on DBH Performance Oversight

DC Council, Committee on Health
Department of Behavioral Health
Performance Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC 

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, and I come before you today not only in my capacity as Organizing Manager for Education Reform Now Advocacy DC (ERNA DC), an organization that advocates for a just and equitable public education system for all students in Washington, DC but also as a former teacher who has navigated the front lines of school-based behavioral health. My experiences within our city’s classrooms have granted me a unique vantage point on the School-Based Behavioral Health Program (SBBH) and its impact on our youth.

Drawing from my tenure as a teacher and the collective expertise of the Strengthening Families Through Behavioral Health coalition, I have seen the intent of SBBH firsthand, which is to remove barriers to mental health resources. When fully operational, its impact is transformative. Yet, the reality that many current educators, social workers, and I have observed is one of resource disparity, where the potential for positive change is compromised by insufficient support, leaving our foundational objectives unmet.

I recall a first-grader, usually filled with curiosity, left silent by the chaos of their home life. Despite their need for Tier 3 interventions, they could only access the general support I could provide within my Tier 1 whole group capacity because the clinicians lacked the hours to deliver services to students who did not have IEPs or 504s. There are various stories of students not having access to clinicians at school, and with students in the District reporting many mental health issues, adequate behavioral health support in schools is vital for addressing these widespread mental health challenges.1

SBBH serves students across 254 District schools, but only 68% have a full-time clinician on average, leaving 32% understaffed generally. 2 Last year, this gap affected over 25,000 students and overburdened educators with untrained mental health responsibilities, hindering their educational roles.3

The Department of Behavioral Health (DBH) must do the following through the lens of those who serve our students every day:

1. Enhance Training and Support for Classroom Staff: Allocate $2.4 million to the SBBH program to pilot the addition of non-clinical staff positions to SBBH teams and train teachers and staff, enhancing social-emotional learning, especially for schools without full clinical teams.4

2. Streamline the Multi-Tier System of Supports (MTSS): Develop a clear, efficient transition plan within MTSS, ensuring fluid movement through different levels of support, regardless of clinician staffing levels.

3. Provide compensation and develop guidance for the SBBH Coordinator role: So that every school’s coordinator is equipped to effectively connect staff, students, and families with school behavioral health resources, at least $381,000 is needed.5

4. Increase Transparency and Outreach: Enhance SBBH service communication to families and students, and establish clear protocols for schools with unstaffed clinicians to sustain student support and engagement in SBBH services.

5. Facilitate Inclusive District-Wide Strategic Planning for Behavioral Health: Ensure the plan includes diverse community voices: families, students, educators, clinicians, CBOs, and healthcare providers.

6. Sustain compensation for SBBH’s community-based clinicians Adjust for inflation to maintain clinicians in DC public schools; $98,465 6 per clinician across 254 schools, totaling at least $25 million for CBO grants.7

Thank you for your consideration and unwavering commitment to our youth’s health and well-being. I welcome any questions you may have.

###

1 Metz, R. (2023, August 21). DC Must Continue Tackling the Youth Mental Health Crisis. https://www.wearedcaction.org/blog/dc-must-continue-tackling-youth-mental-health-crisis
2DBH Coordinating Council on School Behavioral Health slides, presented January 16, 2024
3Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.
4Base salary of $52,672 based on bottom 10th percentile of salaries for bachelor-level Health Educators in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($13,168 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six supervisors. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast, Productivity Adjusted). Together, these costs total $103,663 per professional per school.
5 As a reference point, DC Public Schools pays $1,500 to schools’ “wellness champions” who perform additional duties that are comparable to the SBBH Coordinator role. At this level for all 254 Coordinators, an investment of at least $381,000 is required.
6 Base salary for clinicians of $74,033 is based on the bottom 10th percentile of salaries in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($18,508 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six clinicians. An estimated average of insurance billing revenue for each clinician is about $37,016. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast,Productivity Adjusted).
7 The grant amount for Community-Based Organization (CBO) clinicians in previous fiscal years comprised a combination of vacancy savings, American Rescue Plan ACT (ARPA) funds, and a consistently low base salary, cumulatively amounting to $99,371.9. With the expiration of ARPA funds, an adjustment in the base salary is necessary to offset the loss of these and other one-time funds. For Fiscal Year 2025, the proposed grant amount per CBO clinician is set at $98,465. This figure includes a base salary of $74,033, along with additional costs for fringe benefits, overhead, and supervision. Adjusting the base salary is critical for ensuring financial stability for both clinicians and CBOs, which is fundamental for enhancing retention and recruitment. The total expenditure to implement this adjustment across all 254 schools involved in the program is estimated at $25,010,110.

DC State Board of Education Panel on Chronic Absenteeism & Truancy

DC State Board of Education
Panel on Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC

Good evening, D.C. State Board of Education (SBOE) representatives! My name is Minetre Martin. I am a Ward 4 resident, former teacher, and Organizing Manager for Education Reform Now Advocacy DC. (“ERNA DC”). ERNA D.C. is fighting for a just and equitable public education system for all students. Today, I urge the SBOE to urgently address chronic absenteeism and truancy by advocating for the following:

1. Expanding Home Visiting Services

2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention

3. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage

4. Enhanced Oversight for Government Agencies

Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year1 – one of the highest rates in the country.2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color.3

So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:

1. Expand Home Visiting Services

Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…”4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.

Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.

DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step.5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.

However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next 3 points.

2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions

Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.

3. Prioritize Student Support: Stabilize School Based Behavioral Health Funding and Expand Safe Passage

With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism.8

4. Enhanced Oversight for Government Agencies

Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency (CFSA) and Family Court Social Services Division (FCSSD). This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.

We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.

Lastly, since the SBOE led the charge in getting rid of the 80/20 rule, I would ask that your agency look into the impact of this policy change on attendance in the District.

Thank you for holding a public meeting on this issue.

###

1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk

ERN Affiliate ERNA DC Provides Written Testimony on Chronic Absenteeism & Truancy

Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now DC

Good morning Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former teacher and literacy tutor, and an Organizing Manager for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students. Today, I urge the DC Council to urgently address chronic absenteeism and truancy by doing the following:

1. Expanding Home Visiting Services

2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention

2. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage

3. Enhancing Oversight for Government Agencies

Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year 1 – one of the highest rates in the country. 2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color. 3

So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:

1. Expand Home Visiting Services

Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…” 4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This half-hearted remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.

Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.

DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step. 5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.

However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next point.

2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions

Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.

3. Prioritize Student Support: Stabilize School School Based Behavioral Health Funding and Expand Safe Passage

With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism. 8

4. Enhance Oversight for Government Agencies

Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency and Family Court Social Services Division. This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.

We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.

Thank you for your time and consideration.

###

1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk

Unleashing Potential: How Nakita Packer is Revolutionizing Special Education in DC

By Minetre Martin, DFER D.C.

Meet Nakita Henderson Packer, a driving force at Bridges Public Charter School in Washington, D.C. Nakita’s decision to become an Education Reform Champion was driven by her belief in the transformative power of inclusive education. She has redefined special education with the Universal Design for Learning (UDL) framework. Promoting diverse student engagement, her UDL-guided program has driven an impressive 9.1% rise in PARCC test scores, even during the global pandemic.

Nakita’s success has been evident in many of her students’ successful transition from a special education class setting into a general classroom setting. Bridges PCS was acknowledged for Nakita’s work with the Bold Performance School Award, solidifying their innovative influence in special education. The significance of this award is best described by a statement from EmpowerK12:

“This year’s Bold Performance Schools have 2022 PARCC proficiency rates that were an average of 9.1 percentage points better than other Bold-eligible schools, and their 2022 PARCC 4+ proficiency rates were 2.6 percentage points better than the pre-pandemic average for schools serving similar demographics.”

Now, thanks to her tireless training and mentorship, her colleagues at Bridges PCS have embraced the UDL framework as well.

Her strides haven’t just captured local attention. In 2022, Nakita and Bridges PCS were invited to participate at the prestigious Elevate Conference, a premier professional development event for Pre-K – 2nd Grade Educators. They shared their success with the UDL framework, further extending their influence and sharing their innovative approach with educators from across the country.

Outside her professional life, Nakita balances passion and personal time, reminding us that harmony in life is achievable. Nakita’s work is a testament to the transformative power of inclusive education, setting a new standard for special education.

Minetre Martin’s Testimony on Bill 25-55

Minetre Martin
Organizing Manager
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Minetre Martin, a Ward 4 resident, Organizing Manager for Education Reform Now DC (ERN DC), and a former classroom teacher. I hold a bachelor of science degree in psychology, but it is not my academic credentials that bring me here today. It’s the faces of the countless students I’ve seen over the years, their dreams and hopes for a better future. Their future, and the future of this city’s overall health, is what Bill 25-55 represents.

Earlier this year, I testified¹ in support of this bill and asked for there to be a hearing. Thank you for funding this legislation in the Fiscal Year 2024 Local Budget Act of 2023 and holding a hearing. In my previous testimony, I shared the alarming statistics pertaining to our youth’s mental health, the leading cause of death among them being suicide.
According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,² predominantly affecting Black youth.³

1. To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,
   About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.4

2. Approximately two students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.5

3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.6

4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to their peers, showing that LGBTQ+ youth are at a significantly higher risk.7

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

It is no secret that research has shown that our students struggle with mental health issues or are experiencing numerous adverse experiences within their community. 8 However, this is not just about numbers; it’s about lives and futures that we can nurture or neglect. This is where this bill could have an impact. But for this program to serve its purpose, it must be dynamic, cutting-edge, and grounded in the realities of the District’s unique demographics and challenges. In light of DC’s wealth of resources, we propose the following recommendations:

Recommendations:

• Create alliances with renowned institutions and research centers here in DC, such as the National Institute of Mental Health, the American Psychological Association, and leading local hospitals, clinics, and organizations. These partnerships would facilitate research opportunities, hands-on experience, guest lectures, and real-world exposure for students. This would increase the program’s marketability and strengthen its commitment to serving the community.

• Leverage DC’s vibrant nonprofit and philanthropic sector. We have organizations and foundations committed to supporting education and mental health, such as the Strengthening Families Through Behavioral Health Coalition. Engaging them in sponsorship, scholarship, or internship programs would be a mutually beneficial partnership.

• Adopt a unique DC-centered curriculum that addresses our diverse communities’ specific behavioral health needs. This could be done through collaborations with local community health centers, schools, and the Department of Behavioral Health (DBH). Moreover, the use of advanced tech-based teaching tools and methodologies would ensure a comprehensive and effective education for our students.

• Market this program to LEAs so counselors are aware and can work to intentionally build out career pathways in these fields.

• Overcome any barriers to data sharing by providing information to the Office of the State Superintendent of Education, Department of Employment Services, LEAs, and other relevant agencies on the number of individuals taking advantage of this career opportunity and their outcomes.

We have the opportunity to make history here, not just for the University of the District of Columbia but for our children, our community, and our future. Thank you for your time and consideration. I am happy to answer any questions you may have.

[1]https://edreformnow.org/2023/03/30/ern-dc-urges-for-improved-behavioral-health-resources-in-dc-schools/
[2]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[3]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth in the United States.
[4]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[5]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[6] Ibid
[7] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[8]https://www.dcpolicycenter.org/publications/mental-health-supports/

DC Council, Committee on Health Budget Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now DC

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, I have a bachelor of science in psychology, I am a former classroom teacher, a Ward 4 resident, and Organizing Manager for Education Reform Now DC (ERN DC). ERN DC is a non-partisan, nonprofit organization that advocates for a just and equitable public education system for all students in Washington, DC. Today, I am testifying to advocate for improved behavioral health resources in schools.

According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,[1]predominantly affecting Black youth.[2]

To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,

1. About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.[3]

2. Approximately 2 students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.[4]
3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.[5]
4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to heterosexual students, showing that LGBTQ+ youth are at a significantly higher risk.[6]

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

These numbers demand that we prioritize the emotional and mental well-being of our children. Our youth face challenges deeply rooted in their development, and childhood trauma can profoundly impact their growth into adulthood. Yet, we are shocked that only 8 out of 100 9th graders in DC will complete postsecondary education within six years after high school.[7]

According to the Department of Behavioral Health (DBH) school-based behavioral health services have the highest utilization with 26,681 individuals served. We applaud the Mayor for not cutting school-based behavioral health services during a fiscally challenging year. However, the Mayor only proposed a $113,000 increase, which we know is not sufficient to meet the needs of all of our students. What is the
strategy for improving the pipeline of clinicians?

To improve mental health support in our schools, I ask this committee to consider the following budget
request and suggestions:

Increase funding for school-based behavioral health services to $5.7 million for FY 2024 to ensure stable compensation per clinician

The FY 2023 budget allotted $80,000 per clinician per school to place a community-based organization (CBO) clinician in each of DC’s 253 public schools. Due to staffing cost increases, DBH increased funds for CBOs by over 40%, to $99,000 per clinician per school in December 2022. However, CBOs are still facing challenges in recruiting and retaining clinicians due to a shortage of behavioral health care professionals in the District. We applaud DBH’s efforts and urge them to invest at least $5.7 million in the SBBH program to ensure stable compensation for partnering CBOs in fiscal year (FY) 2024.

We also recommend the following:

1. Ask the Committee of the Whole to hold a public hearing on the B25-0055, the “Pathways to Behavioral Health Degrees Act of 2023.”

Community members have been discussing this bill and believe that it is time to take action. Holding a hearing would be a step in the right direction to address the District’s long-term goals. Holding a public hearing will increase awareness of the proposed legislation among the general public and stakeholders, allow for a comprehensive discussion of these provisions, ensuring they are well-designed and effective in attracting and retaining students in this field, and help to ensure that mental health professionals better reflect the communities they serve.

Thank you for your time and consideration.

[1]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[2]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth
in the United States.
[3]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[4]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[5] Ibid
[6] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[7]DC Policy Center. (2022, October 27). Schools 2021-2022: How DC students, teachers, and parents are faring. Retrieved from https://www.dcpolicycenter.org/publications/schools-21-22/

As D.C. hosts annual parade, King family honors justice groups - Washington Post

“I am showing up for those who cannot be here today — for the many students we’ve lost to gun violence,” said Minetre Martin, 31, an education advocate who quoted King’s words that only love can drive out hate. She said she hoped King’s example was “loud and clear” to all.

(read more)

DC Council, Committee of the Whole Public Oversight Hearing on Attendance, Chronic Absenteeism, and Truancy in the District

DC Council, Committee of the Whole 

Public Oversight Hearing

Attendance, Chronic Absenteeism, and Truancy in the District 

Community Organizer, Minetre Martin

Education Reform Now DC 

Good afternoon Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former classroom teacher, and a Community Organizer for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students.

Recent attendance data has shown an increase in chronic absenteeism since the pandemic. Though the increase was primarily due to excused absences related to Covid, areas that were present pre-pandemic still persist. For example, middle school students, high school students, students designated as at-risk, and students of color still show high rates of chronic absenteeism. Additionally, the Office of State Superintendent’s (OSSE) teacher and principal retention report highlights the correlation between school leadership and student attendance.

These reports are devastating and based on conversations with parents, students, and community advocates, I can attest to the impact of this data. In my previous testimony, I recounted the story of one parent who was reported to (CFSA) the D.C. Child and Family Services Agency (CFSA) after a substitute teacher confused their child with another student. Additionally, a second parent disclosed to me the trauma their child experienced around attendance after being attacked by a group of students, first on school grounds and later after being followed to their residence. A third parent reported that their child was terrified of the behaviors of students experiencing mental health issues. In a more recent conversation, a student at a public school in D.C. affirmed that the school environment, mental health issues, the absence of teachers, and students’ behavior make getting up for school more difficult. Attendance advocates also pointed out the lack of resource allocation for 7th and 8th grade students and families, which has often resulted in students dropping out by 9th grade. None of these stories are okay. We all have a duty to be relentless in maintaining families’ trust and that includes keeping students safe and in school.

How are we addressing this data? 

As a community, under the guidance of the Deputy Mayor or Education (DM), OSSE, and the State Board of Education (SBOE), and partner programs, we have worked to shift from the “80/20 rule” to the “60/40 rule,“, improved safe passage for students, fund programs to provide technology that nudges schools and parents about their child’s attendance, and more.  But we must not stop there. We must ask: How can we make school more meaningful for students? We offer one overarching solution and four ways to achieve that goal.

Reimagine how we make school more joyful and meaningful for students

Recently, two 8th-grade students, an attendance counselor, and a community partner coordinator were individually interviewed by me about attendance. One student had nearly perfect attendance while the other student’s attendance was unsatisfactory prior to this school year. When asked what the one thing that motivated them to attend school was, they both stated “knowing the importance of education and the role it plays in my future.” Additionally, both adults said their most effective conversations were about why school attendance was important for the students’ future. 

Based on students, parents, and educators, we believe that helping students comprehend the significance of education in their life is the first step to making school more joyful and meaningful. 

 Achieving the Goal 

• Continuing to aggressively invest in safe passage and other safety efforts 

On Tuesday, November 28, 2022, Jakhi Snider became the 18th person under 18 to be shot and killed in D.C. this year. Additionally, since 2020, the number of youth suffering from car incidents have increased as well. We can no longer wait for another child to die while waiting for the D.C. Council to take action. The time is now, and we strongly urge you all to take aggressive action towards investing in safe passage effort. A good first step would be to approve amendments to the Safe Routes to School Act.

• Address the mental health crisis

Investment in the Behavioral Health’s school-based behavioral health program (SBBH) is as important as ever, as the behavioral health crisis our children are experiencing continues to grow. In D.C., the rates of children and teens with anxiety or depression in 2020 were the highest in the previous five years of data (11.7% children). Among D.C. high schoolers, 17% reported a suicide attempt, compared to about 7.4% nationally. As of 2020, 48.7% of D.C. youth with Major Depressive Disorder (MDE) did not receive mental health services.

To increase attendance rates, we must prioritize students’ mental health challenges and social and emotional needs. With investments that raise the at-risk weight of the uniform per student funding formula, schools are better situated to provide critical services that increase their capacity for supporting students with chronic absenteeism. To ensure every school has a clinician, the D.C. Council should continue to invest in the SBBH program to:

• Build a pipeline of mental health providers. 

• Maintain stable funding for SBBH, including robust grants to Community-Based Organizations (CBOs) – adjusted for inflation – so that every school has a clinician;

• Expand information-sharing and family engagement efforts by directing DC education agencies and LEAs to make the implementation of SBBH a top priority and providing any necessary resources; and

• Ensure inclusive and actionable data collection and program evaluation by providing the resources needed to bring all stakeholders into these processes.

• Take advantage of the multimillion-dollar investment from XQ-DC Institute to reimagine high school and to help improve attendance

In SY 23-24, XQ-DC will be partnering with two schools in D.C. to help them dream big about what high school could be, turn their innovative ideas into action, and create a more rigorous and equitable school. It would be unfortunate if we didn’t take advantage of this opportunity to prioritize what attendance could look like at all schools in the District. XQ mentions in a number of articles that school attendance has been a major factor in remaining high school. We highly recommend Chancellor Ferebee use this opportunity to ensure that our two pilot schools prioritize improving attendance in their plans.

• Consider incentivizing 7th and 8th students financially for attending class and doing well in school.

Education is the primary work of young people. DC has tried many strategies to increase school attendance, but incentivizing students had not been considered as a quality solution.  

​​In 2008, D.C. paid 6th-8th grade students for a combination of attendance, behavior, and academics through private funding via participation in a study from Allan and Fryer (2011). The intervention distributed $3.8M in D.C., paying students up to $100 every two weeks, or up to $1500 for the year. While the intervention in D.C. was not associated with statistically significant gains on the state assessment, it was successful in getting students to school. After many disruptions in school, D.C. may want to explore incentivizing students and families in DC in raising attendance at a critical time of year.

While there are several ways we can continue to improve attendance, we believe that reimagining how to make school more meaningful again will move us all closer to closing the attendance, and eventually the opportunity gap. 

My previous testimony related to school attendance can be found here. Thank you for your time and consideration.

B24-355, “Statewide Data Warehouse Amendment Act of 2021” & Teacher and Principal Turnover vs. Retention in the District’s Public Schools

Minetre Martin

Community Organizer 

Education Reform Now DC

October 25, 2022

Committee of the Whole Public Hearing:

Good afternoon Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former classroom teacher, and a Community Organizer for Education Reform Now DC (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students in the District of Columbia.

As a former classroom educator, teacher and principal retention is a very important topic for me. Because the Office of the State Superintendent of Education (OSSE) published a comprehensive Teacher Workforce Report in May, I believe we must use this time to understand this data to advance solutions where needed. 

Overall facts about numbers of teachers and principals

• In the 2021-22 school year, the District of Columbia reported 251 schools in 70 local education agencies (LEAs). These LEAs employ 8,669 teachers, 219 principals, and 7,391 other school-based staff (190 school counselors, 737 special education support staff, and 6,464 other school-based staff) that serve 93,934 students.

• In the 2021-22 school year, 74 percent of teachers and 81 percent of principals were retained as teachers and principals in the same school at which they taught in the 2020-21 school year; 88 percent of teachers were retained, and 92 percent of principals were retained in DC altogether.

• Districtwide, the education system supports and retains teachers who are deemed effective by their employer at considerably higher rates than ineffective teachers.

Top reasons why teachers leave

1. Lack of professional support from administration to address challenges (30.3%)

2. Lack of respect from school and/or LEA administration (28.6%)

3. General workload too great/overburdened (28.6%)

4. Dislike reliance on teacher evaluation systems (25.0%)

5. Not enough resources for discipline/behavioral issues with students (24.1%)

While many of the critical levers to improve teacher and principal retention lie at the local education agency (LEA) level. There are three key ways that the D.C. Council can help ensure the District has effective principals and teachers over the long-term.

• Ensure we have a diverse pipeline of highly-effective teachers. 

The District must think creatively about how we incentivize students to become effective teachers and principals. Recently, the D.C. Council passed into law the Budget Support Act of 2021, which included the subtitle “Teacher Preparation Pipeline.” to ensure the District has a “Grow Your Own Teacher Preparation Support Program.” Now that it has been a full year since its passage, I urge the D.C. Council to follow-up on this program to ensure it is moving forward as envisioned. 

Teachers who live or were born and raised in the District or who lived in their school community taught me the most about the students and families I served. They were a major reason why many of us stayed. Better relationships between teachers and students lead to better learning, and those relationships are easier to develop when teachers know their students’ neighborhoods, which brings me to my next recommendation. 

• Continue to create affordable housing options for all educators and school staff in the District of Columbia

It is increasingly expensive for educators and school staff to live in the District of Columbia. In fact, over half of our educators live in Maryland or Virginia. The District should continue to create affordable housing options for all educators and school staff.

Recently, the D.C. Council amended the First Responder grant in the Employer-Assisted Housing Program (EAHP) so that all DCPS and charter school educators are eligible. However, during this process, the D.C. Council removed eligibility for charter school employees to participate in the underlying EAHP program. All school staff are vital to the operations of schools, so they should be eligible for the EAHP program as well, particularly because they are often paid the least. 

• Offer free structured literacy training to all K-5 educators. 

Policymakers must support a citywide literacy intervention based on the science of reading to provide educators with a deeper understanding of how students learn to read. With 74% of D.C. students not proficient in reading by fourth grade, according to the 2022 NAEP scores, the District has a responsibility to ensure all teachers are supported during these unprecedented times that have exacerbated deficits and offset our mission to ensure students are proficient in reading. We applaud the D.C. Council for passing into law the Structured Literacy Training Action Plan in the Budget Support Act of 2022. We still have work to do to ensure this expansion happens effectively. 

As the District invests in teacher and principal recruitment and retention efforts, we hope the D.C. Council will work to ensure there is a diverse teacher pipeline development system, all staff can live where they serve, and that all k-5 educators are supported through free structured literacy training.

Bill 24-355, “Statewide Data Warehouse Amendment Act of 2021

We applaud the State Board for endeavoring to strengthen our data warehouse and pushing for more transparency of teacher retention data. However, we believe the legislation under consideration is unnecessary and presents a few issues. OSSE already collects much of this data and makes it available to the public. Annual collection of existing teacher data is challenging to collect and would cause a burden. Unique teacher identifier information should be kept for internal purposes for privacy reasons. Lastly, the State Board already has access to government officials, documents, and data. 

Thank you for allowing me to testify today. I welcome any questions you may have.

Minetre Martin State board of Education SR22-3 Student Attendance Testimony

Good evening, my name is Minetre Martin. I am a ward four resident, former educator, and Community Organizer for Education Reform Now D.C. (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students. Thank you all for turning your attention to the multifaceted nature of reported chronic absenteeism and truancy in the District of Columbia. 

Clarifying our attendance policies is an important start to adequately supporting DC public school students with attendance. Therefore, we generally support SR22-3, “Approve the District of Columbia’s Amendments to the Compulsory Education and School Attendance Regulations. ” However, our attendance policy enforcement and support system for students would be stronger if we had early warning indicators, clarity on certain terms, adequate attendance training, and appropriate staffing for students with attendance issues. We urge the Office of State Superintendent of Education (OSSE) to address these issues, described below: 

1. Include early warning indicators to inform parents of absences in a timely manner at all schools 

DCPS and charter schools have a duty to be relentless in maintaining families’ trust and keeping students safe, that includes being keenly aware of their daily attendance and taking immediate action to contact parents when students are absent. In a conversation with parents in ward 6, they expressed concerns with not being made aware of their child’s absences immediately. Two parents shared that they received an automated call notifying them that their child missed over 40 days of school without being informed. Another parent revealed that their child informed them that their homeroom teachers were often late, resulting in attendance not being taken. Our families cannot afford these kinds of mistakes, especially when they are having to take time off from work to address these problems. Local Education Agencies (LEAs) should adopt solutions for quickly and consistently notifying parents about a student’s attendance record; this may include, allowing time during professional development days to update parents on the state of their child’s attendance, or considering applications or technology that will immediately alert parents when students are late or absent. 

2. Provide clarity on the terms being used, such as “chronic absenteeism”, “truancy”, and “partially present”. 

During your July 6th working session with the OSSE, many board members, as well as Councilmember Trayon White, sought clarification regarding the meaning, purpose and application of attendance. There were many clarifying questions around how we define terms such as chronic absenteeism, truancy, and partially present that will not be changed in this revision. Given that these questions came from individuals who work with education policy daily, we can only imagine how unfamiliar and confusing the terms must seem. In order to ensure school administrators responsible for reporting attendance data can fully understand, clearly articulate, and ensure adherence to the new policy, encourage LEAs to create a chart and visuals that schools can share with their staff, families, and students. An excellent PowerPoint presentation has been provided to the public by the Everyday Counts! Taskforce explaining the policy in detail, and it could be a valuable resource when presenting changes to leaders.1 

3. Provide adequate training to teachers on how to report absences

In your 2021 Teacher and Principal Attrition in the District’s Public Schools Report2, on average, twenty-five percent of DC public schools teachers leave their schools annually and continues to be a persistent problem especially since the COVID-19 pandemic. The process of filling these positions will take time and a great deal of attention for schools severely understaffed. It is important that OSSE make note of severely understaffed schools, especially ones with multiple administrative 1 The Everyday Counts! Taskforce: Chronic Absenteeism PowerPoint2 Teacher and Principal Attrition in the District’s Public Schools Report vacancies and prepare quality materials to support with training new staff on reporting attendance. 

4. Ensure that every school staff includes a variety of specialized support personnel such as school nurses, counselors, psychologists, social workers, or other pupil support personnel for case management and counseling. 

Clarifying school attendance policies are a start to improving our student attendance rates. However, ensuring schools have a robust attendance management system in place and increasing investments in our schools can help to improve attendance, engagement, and overall academic achievement. 

Thank you for allowing me to testify today. I welcome any questions you may have.

Bill 24-428, School Attendance Amendment Act of 2021 and, more general Update on Improving School Attendance/Reducing Truancy and Chronic Absenteeism

Minetre Martin

Community Organizer

Education Reform Now DC

Good afternoon, Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident and Community Organizer for Education Reform Now DC. (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students.

Thank you, Chairman, and the DC Council for turning your attention to an important matter that has been fraught for too long, and that needs reforming. I am happy to provide testimony on how we can improve school attendance since clarifying our attendance policies is just the beginning to solving DC public school truancy issues. Chronic absenteeism effects academic achievement and student well-being. There are many factors that may contribute to poor attendance such as student mental health issues and a lack of student support personnel.[1] Therefore, the DC Council should consider more context regarding accurate attendance reporting and the following questions should be asked;

1. How are substitute teachers being trained to report absences?

On average, 25 percent of DC public school teachers leave their school annually[2]. However, the COVID-19 pandemic has led to a higher shortage in teachers in the district, increasing needs for substitutes who may lack professional training, awareness of attendance policies, and unfamiliarity with students in the building.[3] For example, a parent in ward 6 recently shared with me that their child’s substitute teacher confused their child with another student resulting in them having to attend court to defend themselves against inaccurate attendance reporting. Mistakes like these are not okay, and as schools rush to fill classrooms with substitutes, it is important for the DC State Board of Education and the Office of State Superintendent of Education (OSSE) to investigate how schools are preparing substitute teachers to report student attendance with fidelity for accuracy in data and most importantly to protect our students and families and maintain their trust

1. What is the district doing to ensure that there are accurate and robust early warning indicators that inform parents of absences in a timely manner at all schools?

In another check in with parents in ward 6, they expressed concerns with not being made aware of their child’s absences immediately. Two parents shared that they received an automated call notifying them that their child missed over 40 days of school. When asked if their child’s teacher or the school ever tried to contact them, they all said no and that the attendance counselor failed to review the inaccurate reporting until they visited the school. Another parent revealed that their child informed them that their homeroom teachers were often late, resulting in attendance not being taken. Our families cannot afford these kinds of mistakes, especially when they are having to take time off from work to address these problems. DCPS and charter schools have a duty to be relentless in maintaining families’ trust and keeping students safe, that includes being keenly aware of their daily attendance and taking immediate action to contact parents when students are absent.

1. How does diminished student well-being impact school attendance reporting?

As you all are aware, student well-being has dramatically declined since the Covid-19 pandemic.[4]While OSSE has done well to provide guidelines around school personnel training for mental health support, there does not seem to be guidelines around how attendance should be taken for students who may attribute their tardiness or early dismissal to mental health issues. This may also result in inaccurate attendance reporting and should be considered.

I offer two recommendations to help bolster student attendance for further consideration.  

1. Ensure that all public schools have a robust attendance management system in place to identify and provide appropriate support services and interventions to chronically absent students.

All DC public schools and charter schools should have a robust attendance management system in place for identifying and supporting pupils with attendance problems early. Schools should also train all teachers and substitute teachers on how to report attendance, and evaluate staff understanding of the school’s attendance policies and management system. While DC public schools and charter schools have made compliance with attendance a priority, the reality is that staff responsible for reporting attendance have many other duties that make it challenging for them to commit their full attention to ensure attendance is reported with fidelity. By following these recommendations, schools can ensure that students with truancy issues are identified early, and appropriate support can be provided.

1. Ensure that every school staff includes a variety of specialized support personnel such as school nurses, counselors, psychologists, social workers, or other pupil support personnel for case management and counseling.

According to the DC Policy Center’s 2022 State of D.C. Schools report, nearly half of students designated as at-risk were chronically absent.[5]The Mayor and the DC Council should raise the at-risk weight of the uniform per student funding formula to .37 so that schools can provide adequate school staff and support to students.[6] Additionally, the Mayor and DC Council should build on past years’ investments in the School-Based Behavioral Health (SBBH) program because mental health plays a large role in chronic absenteeism.[7]  With these investments and more, our elected leaders will ensure that investments are being made to provide critical services to schools to help increase their capacity for supporting students with chronic absenteeism.

Clarifying school attendance policies are a start to improving our student attendance rates. However, ensuring schools have a robust attendance management system in place and increasing investments in our schools can help to improve attendance, engagement, and overall academic achievement.

Thank you for allowing me to testify today. I welcome any questions you may have.

[1] Chronic Absenteeism is defined as missing 18 or more school days per year.

[2]OSSE and TNTP, “District of Columbia Teacher Workforce Report”, October 2019 (pg. 25)

[3] https://www.washingtoninformer.com/teachers-buckling-under-the-stress-of-staff-vacancies-advocates-say/

[4]  American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association October 19, 2021, available at: Declaration of a National Emergency in Child and Adolescent Mental Health

[5] 2021 State of D.C. Schools Report. https://www.dcpolicycenter.org/wp-content/uploads/2022/03/SODCS-2020-21-one-pager_final.pdf?mc_cid=8c78509f36&mc_eid=bb7c8338aa

[6] Recommended level based on the 2014 Adequacy study. https://dme.dc.gov/page/dc-education-adequacy-study

[7]https://edreformnow.org/dc/dc-pens-letter-to-mayor-bowser-urging-continued-progress-toward-educational-equity/