DC Public Schools Will Teach LGBTQ History in Social Studies Classes - Metro Weekly

The new standards will also stress the importance of learning about the histories of heretofore underrepresented minority groups, such as Asian Americans and indigenous people, and their impact on national and D.C. history. 

“We should not only be preparing our students to understand who they are within our own contexts, but also how to understand people who behave differently and experience the world differently,”Chang told Metro Weekly.

The new social studies standards have been endorsed by the National Council for the Social Studies and “professors from various institutions, including Howard University, the University of Maryland, and New York University,” according to DCist. 

“We’re getting a lot of positive reinforcement around changes that are more reflective of who our communities are actually made of and the responsibility of our systems to make sure that we’re preparing all students to learn how to navigate both diversity locally and internationally,” Chang said. 

He gave the example of a 10th grade social studies teacher coming to a forum and “giving very, very specific feedback on a very, very specific line of how she thinks [the standards] should be in different ways so that she can incorporate it better for her classroom.”

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DC updates social studies standards to include LGBTQ+ history - LGBTQ Nation

“We’re right now putting forward something that makes the statement that we want our students here in D.C. to be informed, to be critical thinkers, to be good citizens,” said Eric Goulet, Ward 3 Representative.

Ward 6 Representative Brandon Best agreed, saying he is “proud” of the update because “by acknowledging our past we can actively work towards building a better future.”

(read more)

D.C. Rebukes National Wave of Public Education Censorship

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

WASHINGTON, D.C. (June 22, 2023) — Today, Jessica Giles, Executive Director at Education Reform Now D.C., issued a statement regarding the D.C. State Board of Education’s adoption of new social studies standards and menstrual health guidelines: 

“As state legislatures across the country seek to censor the voices and history of Black and other marginalized communities and restrict health education, this week D.C. embraced new social studies standards that confront our nation’s complex history and adopted universal menstrual health standards – a first in the country,” said Jessica Giles, Executive Director at Education Reform Now D.C. 

“It’s imperative that D.C. counter the national movement to erase Black history and equip our youth with inclusive health literacy lessons. We look forward to D.C. tackling financial literacy standards, essential for success in life and career. We hope other states follow our lead in accurately modernizing their curriculum to foster a more informed and empathetic generation of future leaders.”

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About Education Reform Now D.C. 

ERN DC is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in DC Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination in DC public schools.

Testimony for February DC State Board of Education Public Meeting

February 15, 2023 Public Meeting
Jessica Giles
Executive Director
Education Reform Now D.C.

Greetings Executive Director Butler, Representatives, and staff of the D.C. State Board of Education (SBOE), my name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now D.C. (ERN DC). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students in Washington, D.C. I am pleased to submit my written testimony for the February 15 public meeting.

There are several ways for the Social Studies standards to be strengthened.[1][2]=

1. Include financial literacy as a critical content area within the Social Studies standards.

D.C. does not require students to learn personal financial literacy skills.[3] Personal financial literacy teaches essential concepts like saving, investing, debt, budgeting, setting short- and long-term financial goals, and money management. These are integral to the financial well-being of students. The Colorado Department of Education summarizes personal financial literacy as the following “[it] applies the economic way of thinking to help individuals understand how to manage their scarce resources using a logical decision-making process of prioritization based on analysis of the costs and benefits of every choice.”[4] Currently, ten states[5] offer financial literacy as a part of the social studies standards, and the District should do the same at every appropriate grade level. It’s a shame that students will learn about the Global Economy but not how to manage their budget, which is a vital life skill.

2. Provide more clarity on how teachers implement the Social Studies standards in practice.

Currently, the Social Studies standards provide little guidance on how teachers might implement the standards. I recommend adding a section under each grade level that includes context for interpreting, connecting, and applying the content and skills of each standard. Some states already have this essential information in their standards, including California (with a narrative description)[6] and Colorado[7] (through Academic Context and Connections).

3. Review the Social Studies Standards to ensure ample opportunities for students to receive dual high school and college credit.

The District must make higher education quality, affordability, and opportunity an absolute priority for our students furthest from opportunity. Therefore, OSSE should take every measure to ensure the updated Social Studies standards allow for dual high school credit and college credit with the institutions of Higher Education (IHE) the District currently has partnerships with and even future ones.

4. Include important context to various sections within the standards.

I would be remiss if I did not mention how shameful it was for the College Board to water down the AP African American Studies.[8] I encourage the SBOE to ensure that African Americans’ history, culture, and contributions are taught to students in full and unfiltered by including (where appropriate ) such topics as womanism, intersectionality, Black queer studies, and reparations in the Social Studies standards. I recommend a few areas below.

Include: Georgetown University and the Maryland Jesuit’s history of “selling” more than 272 enslaved African Americans in 1838 and other documented institutional wealth accumulation from chattel slavery.

●      DC.Hist.DHC.8 Evaluate the geographic, economic, and political factors that resulted in the location and design of the nation’s capital, including the role of slavery; or

●      3.Geo.HC.19 Describe the lives, experiences, culture, and communities of free and enslaved Black Americans in the Chesapeake Bay region during the 18thcentury.

Include: Black, Chicana, and Asian American feminist scholars and thought leaders such as Alice Walker, Audre Lorde, Dolores Huerta, Angela Davis, and Yuri Kochiyama.

●      US2.Inq.DP.65 Analyze the writings of different perspectives of the Women’s

liberation movement from women from diverse backgrounds, such as, but not limited to, Gloria Steinem, Elaine Brown, Phyllis Schlafly, and Gloria Anzaldúa

Include: Movements against police brutality.

●      5.Hist.DHC.52 Evaluate the impact and influence of historical movements on modern social movements and organizations.

●      US2.Civ.CE.72 Evaluate the tactics of modern social, labor, political, and environmental activist movements in America, measuring their success.

Further, I encourage the SBOE to take action to improve transparency in AP data and exam passage rates. I testified about a few issues, and provided solutions in my testimony before the D.C. Council on this issue last September. [9]

Lastly, I recommend that the D.C. State Board of Education and OSSE review education standards every ten years, at the minimum. Thank you for allowing me to testify.

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[1] I have already submitted my public comment to the Office of the State Superintendent of Education (OSSE).

[2] I have a B.A. in History from Furman University and a Master in Public Policy from American University, if a helpful reference point for my public comment.

[3] Seven schools currently offer financial literacy as a course, and 10 city schools offer an Algebra class that includes similar concepts. Source: https://wtop.com/education/2022/06/school-zone-how-financial-literacy-is-making-its-way-into-dc-area-school-curricula/

[4] Pg 6  Colorado Department of Education. Social Studies Standards https://www.cde.state.co.us/cosocialstudies/cas-ss-p12-2022

[5] Civics Alliance. https://civicsalliance.org/financial-literacy/#:~:text=Five%20states%20offer%20a%20standardized,stand%2Dalone%20personal%20finance%20course.&text=States%20with%20stand%2Dalone%20personal,approach%20to%20financial%20literacy%20education.

[6] California Department of Education. https://www.cde.ca.gov/ci/hs/cf/documents/hssfwchapter4.pdf

[7] Colorado Department of Education. https://www.cde.state.co.us/cosocialstudies/cas-ss-p12-2022

[8] February 9, 2023. The New York Times. “The College Board Strips Down Its A.P. Curriculum for African American Studies” https://www.nytimes.com/2023/02/01/us/college-board-advanced-placement-african-american-studies.html

[9] The Committee of the Whole Public Hearing on: B24-0665 – Access to Advanced Placement Exams Amendment Act of 2022. https://edreformnow.org/2022/09/27/ern-dc-testifies-on-the-access-to-advanced-placement-exams-amendment-act-of-2022/

Students Have the Right to Learn African American Studies Fully and Unfiltered

For Immediate Release Contact:

Victoria Fosdal

victoria@dfer.org

WASHINGTON, D.C. (February 3, 2023) — In response to the release of the official curriculum for the College Board’s Advanced Placement (AP) course in African American Studies, Jessica Giles, Executive Director of Democrats for Education Reform D.C. (DFER D.C.), released the following statement:

“The College Board’s decision to water down AP African American Studies is shameful,” said DFER D.C. Executive Director Jessica Giles. 

“Black people are trans, queer, and non-binary/non-conforming. The erasure of Black identity is racist. Every person on this earth has intersecting identities, which shape our lived experiences. 

“Upwards of 26 million people in nearly 550 places protested police brutality in 2020, making Black Lives Matter (BLM) the largest movement in U.S. history. To remove BLM’s contributions from the story of African American life and struggle is negligent. 

“Lastly, wealth and resource extraction is a central part of the Black American experience, making the case for reparations an essential lesson for students. 

“Students have the right to learn about African American stories, history, culture, and contributions, fully and unfiltered. 63% of students in Washington, D.C., are Black/African American and D.C. public schools are currently offering this course to students. 

“The District must protect African American studies and improve college access and completion for students, including, but not limited to, increasing transparency in AP data, improving AP exam passage rates, and strengthening teacher preparation.”  

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

Visit www.dferdc.org for more information.