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 in course offerings, extra-curricular options, academic outcomes, and more. Culturally responsive and socially inclusive supports must be provided for English Language Learners. Equity requires greater investments in resources, wraparound services, special education supports, and ELL supports in some school communities than in others.

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. OSSE should use this system to assess what programs, curricula, interventions, etc. are working, and for whom, and which are not. The goal of this effort should be systemwide improvement by equipping schools and teachers with the insights, guidance, and supports they need to meet the needs of every student. Schools should share and collaborate to replicate the programs and interventions that data show to be successful and modify those that the data show are not effective.

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. Thanks to tireless and heroic advocacy led by Decoding Dyslexia DC, culminating in passage of the Addressing Dyslexia and Other Reading Difficulties Act of 2020, every DC local education agency is required to adopt a curriculum rooted in the science of reading. Now it falls to OSSE to see that every school has the resources and materials they need and that teachers and literacy coaches are supported with in-depth, compensated training. On the State Board, I would press OSSE to fully and swiftly implement the Addressing Dyslexia and Other Reading Difficulties Act.

The State Board should build on its work to collect and understand data related to teacher retention. The pandemic has worsened the District’s high rate of teacher turnover and principal turnover as school staff have been stretched thin taking on COVID-related duties, covering for absences, and teaching in new and varied virtual, hybrid, and other COVID-shaped circumstances. The State Board should explore and elevate strategies to support and retain teachers that invest in their growth and wellbeing, particularly those identified by teachers themselves.

The State Board should continue pressing for safe streets surrounding our school communities. Ward 5 has several clusters of schools where traffic often becomes gridlocked and aggressive drivers endanger pedestrians. We need better planning, coordination, direction, and design to protect pedestrians at our schools.

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.

Students should feel safe and cared for within school buildings. Schools should have robust policies and supports to eliminate bullying and harassment. School communities should be transparent and vigilant in reporting and addressing sexual assaults and harassment.

Increase options for adult, high school, and middle school learners to enroll in trade programs that offer career pathways.

The State Board should develop a systematic process for standards review and establish timelines for routine review of each subject area.

The State Board should support and elevate the strong push by education advocates and community coalitions for full and robust mental health supports for students, many of whom face various types of challenges and traumas.

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.

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.