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

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

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

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

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

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

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

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

(read more)

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

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

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

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

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

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

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

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

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

(read more)

A drive to end legacy admissions - Axios DC

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

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

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

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

(read more)

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."

News from Washington - September 2023

Education reform activists across the spectrum are demanding that if affirmative action preferences for ethnic minorities have to go, so should preferential admission for legacy applicants.

“We are challenging state and college leaders to eliminate structurally racist and systemically inequitable admission policies, such as legacy preference and binding early decision, which make college admissions less fair and erode public trust in higher education,” Jessica Giles, Executive Director of Democrats for Educational Reform in DC, told Hispanic Outlook in a long interview on August 19. While her national organization adamantly opposes the ending of affirmative action, they are among a number of groups across the political spectrum that support the ending of legacy admissions. Early in 2023, the DFER lobbied members of Congress to re-introduce the “Fair College Admissions for Students Act” (S3559). It was introduced in the Senate by Jeff Merkley (D-OR). An identical bill (HR6559) was introduced in the House by Jamaal Bowman (D-NY). The Act would “prohibit an institution of higher education that participates in federal student-aid programs from giving preferential treatment in the admissions process to applicants based on their relationships to donors or alumni of the IHE.” The bills are expected to be reviewed this fall by the Senate HELP Committee and the House Education and Labor Committee with strong endorsements from many educational activist organizations including Education Reform Now, the Education Trust, the National Education Association (NEA), the National College Attainment Network (NCAN), the Association of Latino Administrators and Superintendents (ALAS), The Institute for Higher Education Policy (IHEP) and the Hispanic Association of Colleges and Universities (HACU).

“A better way to ensure that under-represented students are considered for admission in elite schools equally with all others is to ensure that secondary education funding, curriculum and programs provide equity for all students,” Giles said. Among the projects DFER is involved in is advocating for new brain science discoveries to aid literacy and math proficiencies in secondary schools. DFER also supports national and local partnership projects to expand the number of college admissions overall through dual secondary school/college degree programs.   

(read more)

Students, Faculty Petition to End GU Legacy Admissions - Georgetowner

 “That’s not good enough. It favors White and therefore is racist,” according to student justice activist organizations such as Employee Resource Networks (ERN).

“We are challenging state and college leaders to eliminate structurally racist and systemically inequitable admission policies, such as legacy preference and binding early decision, which make college admissions less fair and erode public trust in higher education,” said Jessica Giles, executive director of Democrats for Education Reform DC, in a Aug. 19 interview in Georgetown. 

 A petition has been circulating on campus and among students and faculty to  “demand the abolition of legacy admissions at Georgetown.”  It was said over the summer that more than 500 students and faculty at Georgetown University had signed the petition (the actual number was reported by the student newspaper, The Hoya, in September to be about 300).  ERN demanded that the D.C. Council end legacy admission at George Washington, American, Georgetown, Howard and Catholic universities…

(read more)

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.

Legacy admissions under fire: Carleton abandons, Georgetown students petition, Pa. senator proposes ban - Higher Ed Dive

Students, faculty and alumni of Georgetown University, a highly selective Washington, D.C. institution, have revived a petition against its use of legacy admissions.

A similar effort emerged in 2020 but was unsuccessful. 

The authors of the new petition, which attracted over 340 signatures as of Friday morning, wrote they’re “deeply concerned with the inevitable impact on diversity and inclusion in admissions and on campus” following the Supreme Court decision against race-conscious admissions.

Georgetown President John DeGioia issued a statement in June expressing disappointment in the ruling and said the university will continue to recruit, enroll and support students from varying backgrounds. 

However, a report produced this year by Georgetown’s own Center on Education and the Workforce said selective institutions should abandon legacy preferences to achieve more ethnic and racial diversity.

That same report stated alumni “can be counted on” to oppose ditching legacy preferences and could threaten to withhold donations “because they regard their alma maters’ preferences for even the most lackluster legacy applicants as a well-deserved reward for families’ institutional loyalty.”

At least one institution that nixed legacy policies, Johns Hopkins University, didn’t see any changes in alumni donor activity, an institution official told NPR in 2020. And some research shows legacy preferences don’t translate into significantly higher alumni donations.

A Georgetown spokesperson did not immediately respond to a request for comment Friday.

(read more)

Congressional Democrats reintroduce bill to ban legacy admissions - Higher Ed Dive

“We commend Sen. Merkley and Rep. Bowman’s leadership in introducing federal legislation that would halt the unfair practice of preferential treatment to children of wealthy white alumni in the college admissions process,” Jessica Giles, executive director of Education Reform Now D.C., said in a statement. ”Legacy preference is profoundly inequitable and rooted in racism that must end.”

(read more)

‘A Punch To The Gut:’ What SCOTUS’ Student Loan Decision Means To D.C.-Area Borrowers - WAMU

When Cesar Toledo learned that most of his student loan debt might be forgiven last year, he “felt like a weight lifted from my shoulders.”

Toledo had $25,000 in student loan debts. Under President Biden’s student loan forgiveness program, he would have had $20,000 of those debts forgiven. He and his partner began talking about buying a home and adopting children.

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But those plans were upended when the Supreme Court struck down the program in late June. Now, he and millions of other borrowers will need to start repaying those loans in October, and student loan interest will resume Sept. 1.

“It feels like a punch to the gut,” Toledo told DCist/WAMU. “My partner and I now have to push back some major life decisions because of this crippling debt that we both are strapped to.”

Toledo, who is in his early 30s, is uncertain of how exactly to move forward. He estimates that it would take about 10 years to pay off his debt if he stays in the region.

Cesar Toledo and his partner started planning to buy a home and adopt children after Biden announced his student loan forgiveness program last year.Cesar Toledo

Toledo is especially attuned to education policy issues; he is the Deputy Director of Democrats for Education Reform D.C. His organization wants to see local government step up and expand programs to help lower student debt, and they hope the D.C. Council and mayor will take action.

The D.C. area has some of the highest student debt burdens in the country. Many residents are recent college graduates, and borrowers are further hampered by the area’s steep cost of living.

For some residents, Biden’s student loan forgiveness program left them more or less debt free. The program canceled up to $20,000 of federal student loans.

Many, like Toledo, were suddenly in the position to consider homeownership sooner. One resident told DCist/WAMU last year that he bought his first car because of the news.

(read more)

The Stakes for D.C. public schools in the 2024 Presidential Election

Jessica Giles, Executive Director, DFER DC

As we near Election Day, it is vital for D.C. voters to know what’s at stake. Donald Trump has said he would “take over” D.C. if elected and would take the capital “away from the mayor.” This raises significant concerns about the autonomy of the District’s local affairs and the direct management of D.C.'s educational system.

Unlike the 50 states, Washington, D.C. is under the direct jurisdiction of Congress. This means a future Trump administration could reshape D.C.'s public education system without considering the wishes of local residents.

One way this takeover could manifest is through the reinstatement of the Financial Control Board, an authority appointed by the president that took control of local D.C. matters from 1995 to 2001. Some D.C. voters might recall what happened eighteen years ago. In 1996, the financial control board fired the leadership of D.C. public schools and instated a retired Army general and a new board of trustees. The Control Board lies dormant right now, but a new Congress with the support of a new president could amend the law to reinstate a five-member authority to manage the day-to-day operations of the D.C. government, undermining the Mayor and D.C. Council at every chance.  The new Congress also could seek to repeal the District’s home rule outright.  Bills already have been introduced in the House and Senate to do just that.

The renewed debate surrounding the role of the U.S. Department of Education (DOE) is also cause for concern, with some voices calling for its dismantling under a conservative agenda known as Project 2025. In the past few weeks, Donald Trump has repeatedly said that he will shut down the agency if he returns to the White House. This idea has serious implications for the residents of Washington, D.C. 

The DOE has invested more than $3.6 billion to strengthen education across the District under the Biden-Harris administration. This includes $629 million to support students with disabilities, $386 million to address the impacts of COVID-19 on students and schools, $192 million for high-need students, and $38 million in Pell Grants to support higher education. 

For D.C., these federal funds are a lifeline. D.C. public schools rely on Title I funding, IDEA funds, and Pell Grants to ensure equitable access to quality education for all students. If the DOE is dismantled, D.C. would lose this critical support, threatening the progress the city has made and limiting educational opportunities for low-income families.

The DOE also serves as the nation’s protector of civil rights in education. Its Office of Civil Rights (OCR) is crucial in addressing complaints of discrimination and harassment in schools. The DOE’s oversight is essential to protect D.C.’s students from discrimination. Under Project 2025, these protections would be weakened or eliminated.

Additionally, the DOE produces the National Assessment of Educational Progress, or the Nation's Report Card, which offers insights into student achievement across the country. For D.C., losing access to this data would hinder the ability of local policymakers to track student outcomes and make evidence-based decisions to strengthen the city’s schools. It would become much harder to close achievement gaps that persist.

Kamala Harris' agenda offers a stark contrast to the Republican platform’s priorities. Her education policy recognizes that a strong public education system is essential for upward mobility. Her running mate, Minnesota Governor Tim Walz, is the first former educator in decades to join a major party ticket. Their approach to education reform includes promoting multiple pathways for students through higher education and work-based learning opportunities. Their plan centers on coalition-building, and in D.C., this means empowering parents, local leaders, and community advocates to make decisions about their schools, while ensuring that federal support is available to help all students succeed.

The stakes for this election could not be higher for D.C. Instead of federal overreach and ideological meddling, D.C. needs partners who are committed to creating a brighter future for all students. Instead of dismantling the DOE, DC needs to push for evidence-based, student-centered policies that directly address voters' concerns and enhance our public education system.

While D.C. is not a battleground state, every D.C. voter should understand that this election is critical for our students - federally and locally. We owe it to our community to know that on November 5, we did everything possible to protect their future. 

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.”

(read more)

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)

Supreme Court Strikes Down Affirmative Action, Student Loan Forgiveness - The Washington Informer

By gutting equitable access to higher education, the Court ruled against Black and Brown students’ access to the American Dream, said Jessica Giles, executive director of DFER DC.

“This ruling erases decades of progress — a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students,” Giles said.

“Now more than ever, we must upend the college admission process to ensure it is optimized for racial equity, starting by abolishing legacy preference — a textbook example of systemic racism. In the absence of race-conscious admissions policies, we strongly urge D.C. elected officials to pass policies that ensure our Black and Brown students complete postsecondary education and can obtain economic prosperity.”

Giles also condemned the conservative justices for what she perceived as their alignment with Republican political interests.

The executive director of DFER DC argued that the decision has not only disrupted the lives of over 40 million student loan borrowers but has also dealt a particularly devastating blow to Black Americans.

She asserted that the ruling will exacerbate the racial wealth gap, push numerous borrowers into financial hardship, and erode public trust in the Supreme Court.

(read more)

Champion for Change: Christopher Charles's Advocacy Journey

By Kyle Myers

For six years, Christopher Charles has passionately pursued education reform, striving to cultivate an equitable, diverse, and supportive learning environment for students in Washington, D.C. His journey through his role as the director of the Wards 1 & 2 Prevention Center at the Latin American Youth Center in D.C. highlighted stark disparities and resource gaps in education. These challenges spurred him into action, guiding other young adults as a mentor and influencer, and equipping them with tools for mental stability, resource access, and long-term success.

In an interview, Charles detailed his major initiatives, including the expansion of the sexual health curriculum across district middle schools to better equip older students to handle peer pressure and advocate for themselves. His commitment to a peer-to-peer model stands out, creating a network that embodies the "each one teach one" philosophy to empower and guide youth toward positive futures.

Charles also noted the gaps in connectivity between students and before- and after-school programs, which provide enrichment, safety, and support. 

"To help youth see new possibilities for growth, community-based organizations need to expand their programs, providing more positive outlets and showcasing opportunities in DC.," said Charles. 

As an Education Reform Champion, Charles has shared his vision with the State Board of Education and the D.C. Council, pushing for robust career pathways for youth and adults. He advocates for comprehensive support addressing education, employment, income, housing, transportation, food, medical care, outdoor environment, and community safety.

C. Charles testifying at the SBOE meeting on, advocating for mathematics educations and dual enrollment opportunities. (April 2024)

C.Charles (back row, third from left) pictured with other education reform champions advocating for a just and equitable education for all students at the State Board of Education public meeting. (April 2024) 

"One day, I want to see every one of my neighbors able to afford school and access an equitable education,” said Charles. “All students deserve the best opportunities as they grow into adulthood and build their futures."

We are grateful for his relentless dedication to fostering a just education system. His work exemplifies the profound impact that dedicated individuals can have on student outcomes. We eagerly anticipate his continued influence and achievements in our community.

Supreme Court Strikes Down Student Loan Forgiveness Plan -The Washington Informer

Democrats for Education Reform DC (DFER DC), an organization dedicated to improving education policies, issued a statement expressing disappointment in the Supreme Court’s ruling. 

Jessica Giles, executive director of DFER DC, condemned the conservative justices for what she perceived as their alignment with Republican political interests. 

Giles argued that the decision has not only disrupted the lives of over 40 million student loan borrowers but has also dealt a particularly devastating blow to Black Americans. 

She asserts that the ruling will exacerbate the racial wealth gap, push numerous borrowers into financial hardship, and erode public trust in the Supreme Court.

In response to this setback, DFER DC urged Mayor Bowser and the D.C. Council to take proactive measures to expand existing programs aimed at reducing student loan debt and fixing the flaws within the higher education system. 

The organization said it believes that local initiatives can help mitigate the negative impact of the Supreme Court’s decision and provide much-needed support to borrowers in the absence of federal relief.

(read more)

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.

BREAKING NEWS: Supreme Court Ends Affirmative Action in Education In Landmark Ruling - BET

In response to the Supreme Court’s decision to strike down the use of affirmative action in admissions policies, Democrats for Education Reform DC (DFER DC) released the following statement:

“By gutting equitable access to our country’s higher education system, today's majority conservative Supreme Court ruled against Black and Brown students’ access to the American Dream,” said Jessica Giles, Executive Director of DFER DC. “This ruling erases decades of progress – a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students.”

(read more)

Supreme Court Strikes Down Affirmative Action in College Admissions - The Washington Informer

By gutting equitable access to higher education, the Court ruled against Black and Brown students’ access to the American Dream, said Jessica Giles, Executive Director of DFER DC.

“This ruling erases decades of progress – a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students,” Giles stated.

“Now more than ever, we must upend the college admission process to ensure it is optimized for racial equity, starting by abolishing legacy preference – a textbook example of systemic racism. In the absence of race-conscious admissions policies, we strongly urge D.C. elected officials to pass policies that ensure our Black and Brown students complete postsecondary education and can obtain economic prosperity.”

(read more)

Supreme Court Strikes Down Affirmative Action - Black Press USA

The conservative-led justices ruled 6-3 against the admissions policies at Harvard University and the University of North Carolina, a decision that will have widespread and lasting implications.

“By gutting equitable access to our country’s higher education system, today’s majority conservative Supreme Court ruled against Black and Brown students’ access to the American Dream,” said Jessica Giles, Executive Director of DFER DC.

“This ruling erases decades of progress – a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students.”

“Now more than ever, we must upend the college admission process to ensure it is optimized for racial equity, starting by abolishing legacy preference – a textbook example of systemic racism.

“In the absence of race conscious admissions policies, we strongly urge D.C. elected officials to pass policies that ensure our Black and Brown students complete postsecondary education and can obtain economic prosperity.”

(read more)

Elected officials, community leaders and education advocates weigh in on Supreme Court decision to nix affirmative action - AFRO News

Jessica Giles, executive director of Democrats for Education Reform DC (DFER DC) was disappointed by the majority opinion of the court. 

“By gutting equitable access to our country’s higher education system, today’s majority conservative Supreme Court ruled against Black and Brown students’ access to the American Dream,” said Jessica Giles, executive director of Democrats for Education Reform (DFER DC), in a statement.. “This ruling erases decades of progress – a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students.”

“Now more than ever, we must upend the college admission process to ensure it is optimized for racial equity, starting by abolishing legacy preference – a textbook example of systemic racism,”  Giles continued. “In the absence of race conscious admissions policies, we strongly urge D.C. elected officials to pass policies that ensure our Black and Brown students complete postsecondary education and can obtain economic prosperity.”

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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.

What will happen without affirmative action in colleges? University leaders fear a lapse in diversity efforts. - 19th News

“Race-neutral policies won’t fix issues that have plagued the country based on race,” said  Jessica Giles, executive director of the Washington, D.C., chapter of Democrats for Education Reform (DFER). “We’re still feeling the impact of slavery, of Jim Crow, and we’re seeing it in just about every outcome that there is, so we need affirmative action.”

Perceptions of affirmative action — both in the courts and in the public — have evolved since the government established the practice during the civil rights struggle. But supporters say the policy has served one focus in higher education: diversify institutions that have traditionally excluded women, people of color and other groups. 

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‘A Punch To The Gut:’ What SCOTUS’ Student Loan Decision Means To D.C.-Area Borrowers - DCist

When Cesar Toledo learned that most of his student loan debt might be forgiven last year, he “felt like a weight lifted from my shoulders.”

Toledo had $25,000 in student loan debts. Under President Biden’s student loan forgiveness program, he would have had $20,000 of those debts forgiven. He and his partner began talking about buying a home and adopting children.

But those plans were upended when the Supreme Court struck down the program in late June. Now, he and millions of other borrowers will need to start repaying those loans in October, and student loan interest will resume Sept. 1.

“It feels like a punch to the gut,” Toledo told DCist/WAMU. “My partner and I now have to push back some major life decisions because of this crippling debt that we both are strapped to.”

Toledo, who is in his early 30s, is uncertain of how exactly to move forward. He estimates that it would take about 10 years to pay off his debt if he stays in the region.

Cesar Toledo and his partner started planning to buy a home and adopt children after Biden announced his student loan forgiveness program last year.Cesar Toledo

Toledo is especially attuned to education policy issues; he is the Deputy Director of Democrats for Education Reform D.C. His organization wants to see local government step up and expand programs to help lower student debt, and they hope the D.C. Council and mayor will take action.

The D.C. area has some of the highest student debt burdens in the country. Many residents are recent college graduates, and borrowers are further hampered by the area’s steep cost of living.

For some residents, Biden’s student loan forgiveness program left them more or less debt free. The program canceled up to $20,000 of federal student loans.

Many, like Toledo, were suddenly in the position to consider homeownership sooner. One resident told DCist/WAMU last year that he bought his first car because of the news.

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My Motto, My Passion, My Purpose

By Kyle Myers

Letisha Vinson has been a committed education advocate for almost a decade. She is a mother of two, an Education Reform Champion, and a long-time PAVE Parent (Parents Amplifying Voices in Education). Her initial motivation to start her education reform journey stemmed from recognizing the transformative power of education in shaping lives and communities. When her children started school, she knew it would be paramount to get involved to ensure not only her children receive an equitable education but also fight for all of DC’s youth. 

In our interview, Letisha stated: 

“Witnessing firsthand the disparities in access and outcomes within the education system ignited a passion within me to advocate for equity and reform. This work is incredibly important, and someone has to do it, so why not me?

Throughout her journey, there have been several highlights and achievements that stand out. One of her most notable has been the influence she has been fortunate to have had on other advocates and parents in the space. She has been honored to participate in several leadership development trainings and fellowships. As a result, Letisha has been able to apply her skills in informal and formal roles of leadership across organizing, policy, and advocacy. Civically, she is proud of her impact on her children’s school, ward, and the DC community, taking what she has learned to support and advise others. Letisha has been recognized publicly and privately for my genuine desire to improve the lives of others through resources and support. Her motto, her passion, and her purpose have been to “educate, empower, and support others.” 

When asked what issues stand out the most today in DC schools, Letisha shared:

“As for the issues facing DC schools today, several stand out prominently. Foremost among these is the persistent achievement gap and inequities in educational opportunities. Addressing these disparities requires a multifaceted approach, including equitable resource allocation, culturally responsive teaching practices, and targeted interventions to support underserved communities. Additionally, ensuring safe and inclusive learning environments and providing robust support systems for students' social and emotional well-being are critical priorities.

These are critical issues that directly impact the well-being and success of students in DC schools. The persistent achievement gap and inequities in educational opportunities are systemic challenges that undermine the principles of fairness and equal access to education. Addressing these disparities is crucial for ensuring that all students have the opportunity to reach their full potential and succeed academically. 

Moreover, targeted interventions are necessary to address the specific needs of underserved communities and bridge the achievement gap. By providing additional support and resources to students who face barriers to success, such as poverty or language barriers, schools can help level the playing field and promote equity.

In addition to academic support, ensuring safe and inclusive learning environments is essential for students to thrive. Creating a positive school climate where students feel respected, supported, and valued fosters a conducive learning environment and promotes overall well-being.

By addressing these factors, schools can better support students' holistic development and improve academic outcomes.” 

This statement is a true testament to her knowledge of the education landscape, and her vision for its future. Being a civic leader has given Letisha a direct line to grow her network and amplify her impact on these issues and education as a whole. Through engagement with DFER DC  and PAVE, Letisha has advocated for policy changes and initiatives that prioritize equity and excellence in education. The priorities that resonate with her the most are those centered around equity, inclusion, the holistic approach, and community/family engagement. 

Looking ahead, Letisha’s long-term vision for the education landscape is characterized by equity and inclusion, ensuring that all students have access to high-quality education through equitable resource allocation and culturally responsive teaching practices. This prioritizes academic excellence, fostering a culture of rigor and providing a challenging curriculum alongside opportunities for students to excel. Additionally, it promotes holistic development by addressing students' social, emotional, and physical well-being through comprehensive support systems. Embracing innovation and adaptability, it incorporates new technologies and pedagogical approaches to enhance teaching and learning experiences. Collaboration and partnerships among schools, families, and communities are fostered, promoting collective efforts to maximize student success. Accountability and transparency are key, with schools regularly assessing student learning outcomes and performance. 

Letisha envisions an excellent education landscape that ensures equitable access to educational opportunities for all students, regardless of socioeconomic status or background. Thus, Letisha lays the foundation for lifelong learning, success, and fulfillment. We thank you for all of your hard work and dedication so far and look forward to our continued efforts for our students in the future! 

Josh Boots: How to help D.C.’s kids learn the math they need to succeed

Josh Boots, founder and executive director of EmpowerK12, a nonprofit data analysis organization that focuses on DC schools, made a case for a statewide strategy to improve math education in The Washington Post.

The importance of early math education cannot be overstated. Readiness for eighth-grade algebra is strongly linked with students’ math fluency as early as first grade. Students who successfully complete Algebra I in middle school are more likely to pursue advanced math courses in high school and subsequently enroll in STEM fields in college.

There are ways schools can help. A review of schools where students’ math skills were improving most quickly identified five instructional strategies that help students develop confidence, conceptual understanding and procedural fluency.

The D.C. Council’s fiscal 2025 budget must include a citywide strategy to support schools that adopt evidence-based programs and scale these strategies. Such action could position D.C. to set a historic precedent, enabling Black and Brown students and students from low-income backgrounds to meet or surpass the national average in academic performance by decade’s end.

(read here)

Brandon Best: DC needs a vision — and funding — for math innovation

DC State Board of Education member Brandon Best in The DC Line:

Math is a fundamental building block for the future. As our world undergoes rapid technological advancements, the ability to understand and apply mathematical concepts has never been more critical. With the emergence of artificial intelligence (AI) and other advanced technologies changing the skilled worker landscape, there is a greater need for our educational system to evolve to ensure our students can navigate and succeed.

Meanwhile, math proficiency has significantly declined across the country, with only 36% of fourth graders performing at or above basic proficiency levels set by the National Assessment of Educational Progress — a major concern as we prepare our children for a future increasingly driven by science and technology. In DC, the data is even more alarming. Only 22% of our students currently meet math proficiency level expectations, making the District home to one of the most significant needs in the nation. Despite this urgent issue, the latest proposed budget for the District surprisingly lacks any new funding commitments for innovation in mathematics education, a critical gap as we aim to better equip our students for technological advancements.

By supporting math innovation and transforming our approach to math education, we can close the achievement gap and prepare our students for the challenges of the future. In hopes of marking a pivotal step toward this goal, I recently introduced a “Blueprint for Tomorrow’s Education,” a strategy for remodeling math instruction in the District. This effort begins with two resolutions currently under consideration by the DC State Board of Education: “The Creation of a Comprehensive Pre-K to 8 Mathematics Strategy in the District of Columbia” (SR24-13); and “Establishing State Board Priorities for Artificial Intelligence in Education” (SR24-12). I hope the DC State Board of Education will act on these two resolutions by this summer. They propose a comprehensive approach to revitalize math education and seamlessly integrate AI and technology into the educational infrastructure, ensuring our students are well-equipped for the digital age.

As a former special education math educator in the District, I’ve seen the tremendous potential of young minds when introduced to mathematics in ways that are both joyful and relevant. Whether it’s using video games like Madden NFL or NBA 2K to learn multiplication concepts, or finding other engaging approaches, we must address long-standing questions: “How do we make math learning more relatable? How do we make it more fun?”

DC Public Schools outlined its commitment to succeed in mathematics in its most recent five-year strategic plan. Seven other states — including Colorado, Alabama and Arkansas — have recognized the need for specialized math instruction and passed laws in 2022 and 2023 requiring math support for struggling students.

To reverse DC’s decline in math outcomes, we need a strategic, citywide approach to support the unique needs of DC students, starting with the establishment of a Math Task Force. This task force would provide schools with recommendations for proven, high-quality math teaching materials, innovative programs and professional development opportunities. With this initiative, we can ensure that our teachers are fully prepared to deliver engaging and effective math education, an essential step if we are to ensure positive early math education outcomes. Ward 5 Councilmember Zachary Parker has been a great partner in ensuring the council is on board, supporting this strategic initiative and its mission to reverse the decline in math proficiency.

The power of numbers goes beyond individual success: It has the potential to transform communities and local economies. As Mayor Muriel Bowser envisions the revitalization of downtown DC, investing in math education can play a pivotal role in the city’s resurgence. Research has shown that better educational outcomes can lead to increased worker salaries and a higher gross domestic product. Enhancing math skills in DC could increase students’ future salaries by $31,000 annually, according to one study.

Beyond a dwindling downtown, DC faces a significant shortage in tech talent. This situation highlights the urgent need to prioritize STEM (science, technology, engineering and mathematics) principles into our education system, ensuring that DC students have the necessary skills to perform the jobs in their backyards that are currently out of reach.

At this crucial juncture, the decisions we make today will determine the future success of our children. By making math education more engaging and relevant, and by integrating the principles of AI, we can ignite a passion for learning and prepare our students with the critical-thinking and problem-solving skills they will need to excel. Our “Blueprint for Tomorrow’s Education” is a commitment to that future — a promise to our children that we will equip them with the tools to build a brighter, more prosperous DC.

Brandon Best represents Ward 6 on the DC State Board of Education.

Why incarcerated D.C. youth keep calling for special education in federal prisons - WAMU

For those with disabilities, those educational resources can be even more limited.

Jessica Giles, executive director of Education Reform Now D.C., said the lack of special education in prisons reflects a larger citywide inequity. Whether or not they’re incarcerated, students with disabilities in D.C. have limited access to education. That’s due in part due to growing vacancies in special education roles, which factor into growing teacher turnover rates overall. “The failures of education start from a very young age,” she said

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