My name is Robert Henderson. I am your Ward 5 neighbor, parent of two beautiful, inquisitive boys, and an active advocate for Ward 5 families and school communities.
I am the Ward 5 representative to the State Board of Education.
I am fighting to ensure that my sons and every student in Ward 5 has access to a high-quality, well-rounded public education, regardless of background or circumstances.
About me
I live in Ft. Lincoln with my wife and two sons. As a parent of two sweet, curious, and energetic Black boys, I have long had a vested interest in the quality of DC’s schools. But five years ago, when my then seven-year-old son asked me if DC schools are still segregated, I realized that there are still too many unacceptable realities in our school system and resolved to get more involved to try to change them.
What I Believe
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Every student can learn.
All students can learn and achieve at high levels, regardless of classification — at-risk, special education, English language learner — if they receive the supports that they need. Equity demands that we provide these supports.
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Students learn best when their basic needs are met.
Students learn best when they have food, housing, and financial security at home and feel safe and cared for both physically and emotionally at school.
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Parents are experts on their kids. Teachers are experts on learning.
Parents and teachers need more avenues to have a direct voice in policy making to leverage their expertise and collaborate for improved student outcomes.
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We can improve our schools.
Our path to improving schools lies in doubling down on what we know works — starting early with high-quality early education, teaching the science of reading, and equitably allocating resources to support the schools and students who need them the most — and using data to identify and improve what does not work.
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We need to prepare for future disruptions.
Teachers and school leaders have made heroic efforts to continue robust learning during the COVID-19 pandemic, but it has been a difficult time for many. Even as we continue to adjust to the current disruption, we need to prepare for the next one by thinking broadly about ways to do school such as outdoor learning.
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Education is a right.
Every student in DC should have by-right access to a pre-K to 12 feeder pattern of high-quality schools. This is an essential foundation for an equitable and successful system of school choice.
Issues
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Equity
The city should strive for, and the State Board should support, the elimination of disparities among schools, across sectors, across Wards, and across student demographic groups. Culturally responsive and socially inclusive supports must be provided for English Language Learners.
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Data for School and District Improvement
The State Board of Education (State Board) should direct the Office of the State Superintendent of Education (OSSE) to build and maintain a robust and functional statewide longitudinal data system with automated data retrieval directly from LEAs.
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Improving Literacy
In 2019, only 30 percent of DC fourth graders scored as proficient or better according to the National Assessment of Educational Progress reading assessments. The good news is that there is now broad agreement on how to teach literacy so that nearly all students will learn to read.
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Supporting and Retaining Teachers
The State Board should build on its work to collect and understand data related to teacher retention.
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Safe Streets
The State Board should continue pressing for safe streets surrounding our school communities.
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Safe Passage
The State Board should convene city agencies to build consensus, centering student input, on what Safe Passage means and implement coordinated, comprehensive policies to support it.
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Student Safety
Students should feel safe and cared for within school buildings. Schools should have robust policies and supports to eliminate bullying and harassment.
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Trade Programs
Increase options for adult, high school, and middle school learners to enroll in trade programs that offer career pathways.
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Systematize Standards Review
The State Board should develop a systematic process for standards review and establish timelines for routine review of each subject area.
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Student Mental Health Supports
The State Board should support and elevate the strong push by education advocates and community coalitions for full and robust mental health supports.
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Supporting Students with Special Needs and Disabilities
Every student can learn and deserves every available support to do so. Equity demands that the city meets the needs of students with special needs and complex disabilities.
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Supporting LGBTQ+ Youth
LGBTQ+ youth face unique challenges and barriers. School staff and counselors should be equipped to address these challenges and foster a culture of inclusivity and belonging.