NPS Emancipation Day Celebration at Lincoln Park – April 16, 2:00 – 8:00PM

April 16, 1876 Emancipation Day was celebrated at Lincoln Park including a keynote address by Frederick Douglass, a crowd of 20,000 people, and the unveiling and dedication ceremony for the “Emancipation Statue” that stands in Lincoln Park today. Please visit National Parks Service – Capitol Hill Parks for details.

Emancipation Day at Lincoln Park - April 16, 2018, 2-8PM

2:00 p.m.-5:00 p.m. | Family-Friendly Activities

4:45 p.m.-5:30 p.m. | Concert by Federal City Civil War Band

5:30 p.m. – 6:30 p.m. | “The Conflict of Commemoration” An Open Discussion About the Meaning Behind the Emancipation Statue

6:30 p.m. – 7:30 p.m.  | 1876 Reenactment “Unveiling the Emancipation Statue”

7:30 p.m.  | Ranger-Led Flashlight Tour “The Secret Allegories of the Statue” 

Please visit National Parks Service – Capitol Hill Parks for details.


Heather Schoell Testimony – Public Oversight Roundtable on the Future of School Reform – March 19, 2018

This city is filled with smart people who get paid a lot of money to do their jobs to make education work, and to prepare students for success. I have several jobs that I take seriously. I’m the PTO president at Eliot-Hine Middle School, the PTO secretary at Eastern High School, and the LSAT secretary for both schools, and I do these jobs and come here today not because it’s good business sense taking time away from my actual job as a Realtor, or because I enjoy giving up me time and family time. I do it because there are kids who depend on someone to look out for their best interest. Every time a student is allowed to go onto the next grade, be it 1st or 11th, who isn’t on level, that is a student failed. Failed by his or her family, by teachers, by the administrative team, by the chancellor, by you, and by me.
A kid who I used to tutor in math when he was a little boy, who now towers over me as a senior in high school, I see him walking by house most every day, and I think of how the failure of the adults around him have allowed him to become a functionally illiterate man with few prospects, and that’s painful – he doesn’t deserve this. And I know that same failure of adults will affect the trajectory and the quality of the rest of his life, his future children’s lives, and likely their children as well. I beat myself up about it because I know I could’ve pushed to do more. He is only one of so many kids in this city whose lives are going be hard every day, scraping to come up with rent, being dependent on jobs that might pay just enough to get by, but never enough to save, let alone to thrive, to feel secure, to travel, and to make decisions based on future goals, rather than have few choices based on current circumstance. This is not about raising the minimum wage, but about raising the minimum standard of outcomes of our students.

So first, I’d like you to acknowledge that we’re talking about people when we’re talking about policy. Then I want you to step back and reorient your perspective so that when you’re taking about policy, you’re thinking about people – young people who will or will not have chances in life.

1. Reading is everything. If you can’t read, you can’t understand the math instructions (my young friend’s reason for doing poorly in math) and you can’t refer back to text to support your point of view in social studies. Worst of all, you’re excluded from understanding anything on your own – package contents, product descriptions, pharmacy instructions, your kids’ homework. You can’t read to your own children, perpetuating the cycle of illiteracy and poverty. These are the people we’re graduating – people who are ill prepared for life. Make early reading intervention a true priority with adding intervention teachers, with requirements for moving to the next grade, and with resources every year until we don’t have to talk about this anymore. Stick to the plan long term. And for older students who are somehow slipping through each year, that should end now with targeted interventions before school, during school, at lunch, after school, and over the summer. I don’t care if the District needs to hire a whole army of reading intervention partner organizations to share among geographic clusters. Just make it happen because this is more important than anything.

2. Partner organizations. I have been harping on this for years, but why is so much non-education support taking up so much of the education budget? Why do schools need to hire social workers and psychologists instead of teachers? Why isn’t the Dept. of Health on the hook for supplying school psychologists? Why isn’t Child and Family Services on the hook for social workers in schools so that kids don’t fall through the cracks and schools can hire teachers to teach? This is the reality of schools, that with the budget they’re given to work with, and the population of students that require social/emotional intervention, that they have to cut teachers to hire more social/emotional support. Stop it.

3. Charter schools continue to open and operate with opacity. They continue to thin resources, and in many cases, they are failing to meet standards. Charter schools can expel students who make trouble for them behaviorally and/or educationally, and DCPS schools must take them in, often mid-year, which has a huge impact on a school – usually negative, trying to get this student in line with the culture and climate, and with as little effect on the other students as possible. Charters should not have this advantage over neighborhood schools.

This shouldn’t be so daunting, fixing these three issues. Let’s just do it so we can get to making impactful and real differences in the future lives of these students. Let me know how I can help.


Sandra Moscoso Testimony – Public Oversight Roundtable on the Future of School Reform – March 19, 2018

I am Sandra Moscoso, a parent of students enrolled in Capitol Hill Montessori at Logan, and School Without Walls. I am also a former BASIS DC parent. I share this with you, because like many D.C. families, mine is a “Cross-Sector” family.

Like most D.C. parents of school-aged children, my most important engagement with government is through my children’s schools.  For almost 12 years, 8 months out of each year, I have started most of my mornings thinking about homework, projects, DC1 cards, and, of course, lunches.

I trust their schools with not just their education, but their health and well-being. It is thanks to one of my son’s elementary school teachers that I discovered he needed glasses. My daughter’s school nurse has my number on speed dial, because my daughter insists on treating the school playground like an american ninja warrior set.

Like any D.C. parent, I want my children’s schools to have all of the resources they need to educate them and their peers in an environment with adequate staff, materials, and equipment, I want their school community to enjoy a facility that communicates respect for the individuals who spend 7 to 10 hours a day there.

I will add that like most D.C. parents, I don’t care if my children’s school are public or charter, so long as the above criteria are met.

Unfortunately, as you know, that basic criteria of access to adequate staff, materials, and facility are not consistently met. This has been the case over my 12 year tenure in D.C. schools.

I witness annual angst during budget season, as LSATs and Principals struggle to retain the staff and resources they need to educate their students, without forcing them into wieldy class sizes.

I have witnessed in both public and charter campuses where my children have gone to school, spontaneous waterfalls INSIDE of the rooms where family events were taking place. I cannot count the incidents that have been reported by my children and their schools.

I think it’s safe to say, that while your own tenure in the education committee may not be 12 years, the testimony you have heard from parents and community members during your time is consistent with what I describe. It may be difficult or exhausting to hear again, but trust me, it’s more exhausting to have to live with it.

I have been told by school officials like you, that our budget is limited, and we have to make do. I am willing to accept this, so long as it’s clear that our schools are in good hands and the best decisions are being made with the best information available.

I do not believe that this is the case. I see no vision for how to distribute resources among schools. And there can be no vision, so long as each year introduces new schools into the mix, without any overall strategy around direction or consideration of impact to existing schools, public and charter.

When the Deputy Mayor for Education kicked off the cross-sector task force in 2016, I hoped the key issues of opening, citing, and closing schools would be addressed.

It’s been two years of work by the task force, but I worry that these key issues which have such direct impact on resources available to our existing schools – ALL of our schools, where children sit in class right now, public and charter – will not be addressed.

I think we can agree this is not a political issue, but rather, it is a practical issue of using common sense.

A recent memo by 3 concerned task force members to the DME states “the PCSB currently does not need approval for opening, closing or siting schools. They have not indicated that they would relinquish that independence, or coordinate across sectors on opening, closing or siting decisions.”

What is the purpose of a cross-sector collaboration exercise that has no chance of affecting policy? And what will the Education Committee to do ensure this is addressed and resolved, and ensure that our city does not falsely claim victory and risk moving on from this unresolved conversation?

How can we begin to imagine the future of public school reform in D.C. without answering these questions.

I am hoping for leadership from the Education Committee on this. We desperately need a  vision for our city’s education strategy, along with – of course – transparency to enable all of us to ensure reform is working.

Without this, we will continue to be a city whose education conversations will be dominated by the scandal at hand.

Thank you for your time and attention.


Valerie Jablow Testimony – Public Oversight Roundtable on the Future of School Reform – March 19, 2018

I am Valerie Jablow, a Ward 6 DCPS parent.

Thank you for soliciting public feedback on improvements to PERAA, to ensure better public engagement and less politics in our publicly funded schools.

Toward that end, I have appended to my testimony a list of revenue-neutral improvements,[1] including making OSSE politically independent under the control of the elected state board, so that when problems happen, the first people alerting the public are not journalists, as well as changing the automatic right of first offer of closed DCPS schools to charter schools, which was undemocratically foisted on us by a Louisiana senator and entirely writes out the desires of DC communities for their public schools.

But one improvement must underscore all:

The driver of all public education in DC must be the democratic right to an education in local, municipally run schools.[2]

Public education is not creating only schools with high test scores or replacing the public in our schools with private groups who promise to do better–or with a small cadre of public officials making decisions in private. Nor is public education about creating or expanding schools when existing ones have deep and unmet needs.

Yet, with education reform and mayoral control, we have prioritized privatization and school choice:

–Instead of investing in rights, we have invested in chance via the lottery, which has ensured that schools left behind are really behind, losing enrollment and resources.

–Because of that right of first offer, many closed DCPS schools have become charters, so that children are forced to commute outside their neighborhoods just to avail themselves of their right to an education.[3]

–Our city exercises no meaningful oversight of charter schools–shown recently by the lack of any independent investigation of attendance and graduation problems therein.[4]

–And rather than ensure that all children progress, we have test-heavy accountability that incentivizes adults to behave badly, while such accountability never flagged what happened at Ballou.

None of this is democracy. Rather, it represents an educational theocracy whose central tenet is the belief—not fact—that schools with low test scores are “failing” and that school choice is democratic.

This is like saying that my choice of toilet paper at the grocery store is democratic. It’s choice, all right.

But it’s not democracy.

Embracing democracy in our schools can be done tomorrow without spending a dime–and would improve many things:

–Demand for charter schools would be a function of unbiased, third party analysis, not charter desire or lobbying.

–We would agree that there would be no more DCPS closures, and no more charter expansions, for at least 5 years until all existing schools are modernized, adequately resourced, and have programs in place to ensure that all students thrive.

–School closures, sitings, openings, and re-uses would be a function of local, neighborhood demand, choice, and investment, not test scores and not decision-making by small groups acting in private.[5]

–As an independent education data agency, OSSE would ensure test scores are not used to punish schools or the adults who work in them. That means prioritizing in our school rating system not test scores, but student growth as well as available school supports.

Democracy may be messy and complicated, but it’s why we are all here today. We need to embrace it in our governance of our public schools. Thank you.
[1].. Herein are seven, revenue-neutral policies and actions that would immediately improve our public schools and increase democratic oversight and control:

A. Make OSSE the politically independent and public education data agency that the PERAA report called for. We cannot afford to let our school data be used for political purposes, such that problems are not flagged and children suffer the consequences. OSSE could easily provide third-party, unbiased analysis of need for new charter schools, which under current regulations only new charter applicants do—a complete conflict of interest that has resulted in communities having to accept schools they never wanted and that deprive existing schools of resources. An independent OSSE would ensure that the money we spend on that agency right now would be wisely spent–and could also be used to track students, so we can provision our schools for the kids they have, when they have them. Finally, an independent OSSE could deliver on the original (and lost) promise of charter schools, to transfer knowledge and best practices. The best way to make OSSE politically independent and publicly run would be to put it under the control of the elected state board of education—and ensure term limits for board members. (An additional measure to ensure political independence would provide public financing of state board members’ campaigns—which would entail public funds, albeit a small amount relative to OSSE’s entire budget.)

B. Enforce the law regarding hiring the DCPS chancellor. For all three of our chancellors, this law has not been followed and resulted in processes that almost completely wrote out public input. Moreover, given what happened recently with Chancellor Wilson, DC needs a chancellor committed first to the right to an education in local, municipally run schools and only second to choice and privatization. See here:

C. Stop using–and encouraging the use of—coded, politically charged, and inaccurate language to describe, characterize, and oversee our public schools. Schools are not “high-performing”—students are. Students can be “high-performing” without high test scores, while it is possible for a school to be good and not have any student in it with high test scores. And there is no virtue accruing to anyone in high test scores when there is no growth. Finally, “demand” is not the length of a waitlist nor the amount of money or time spent on politicians in the Wilson Building. Real demand is a function of public engagement and desire, not lobbying or waitlists. Remember: No parent is demanding more charter schools. No parent is demanding schools be closed. No parent demanded that DCPS shrink in its percentage of students from 91% in 1999 to 52% today. And no parent or teacher demanded the test-heavy accountability we have. Why did all this happen if no parent demanded it? Because we have an essentially undemocratic system of school governance in DC put in place and supported by millions of dollars of private money and interests annually. Parents allwant excellent schools for their kids—period. That cannot be accomplished if the very language we use to describe and oversee our schools is thusly coded to ensure a very uneven playing field that advantages school privatization and authoritarian control of our public resources at every turn.

D. Do not give a pass to one sector for oversight: If one sector is getting pressure to graduate kids or cheat on tests, the other is also. Investigating only DCPS in that regard makes it look like our charter schools are so much better and that the problems identified at Ballou only happen in DCPS. That is a political statement, not reality. Moreover, families who have chosen to send their kids to charter schools deserve to know as much as DCPS parents about the success and shortcomings of their schools. Toward that end, make charters subject to FOIA—other states have done so. There is no way for charter parents to know what really goes on in their schools, and if their individual school boards are not helpful, they have little recourse.

E. Enact a moratorium on DCPS closures and charter enrollment increases. We all have to recognize that unfettered growth of seats leaves behind kids in under-resourced neighborhood schools and that is morally and ethically (and possibly legally) not right. It is of prime importance to ensure these schools are provisioned adequately. Many low-income families are not entering the lottery because they cannot manage getting their kids across town to a different school—even provided that they get a chance to send their kids there. This is not a transportation problem: it is an urgent, unethical denial of rights. We must support the schools that all our kids have a right to. Closures have harmed neighborhoods and decimated feeder patterns, making it more difficult to ensure continuity in programmatic offerings, much less equity across neighborhoods. Right now, schools in Ward 3 constitute almost a different school system than DCPS schools elsewhere. This is little different than in 1967, when Julius Hobson sued DC for systemic inequities in our public schools. This statement from the 1967 decision in Hobson v. Hansen remains true today: “Because of the impoverished circumstances that characterize the disadvantaged child, it is virtually impossible to tell whether [their test score] reflects lack of ability of simply lack of opportunity.”

F. Change school siting and use laws that write out the public entirely from its schools, including the Landrieu act (see 38-1802.09), which demands that charter schools be given the right of first offer on all closed DCPS schools, and the municipal code that states that schools can locate anywhere with a 9000 square foot lot (see 11-401-2)—and without public notice whatsoever until well after the real estate transaction has happened (and then, only when an application is submitted to the charter board). Both the Landrieu act as well as the school siting act need to have clear provisions for involving the public in every step—first, getting public approval for the school siting before that decision is made and then ensuring that all public uses for any closed school are discussed publicly and acted on. Both of these laws have permitted the location and creation of charter schools that were notably against public wishes in their communities—see here: and We also need a law to ensure the public voice in the use of closed DCPS schools when no charter school is selected in the first RFO. Recently, two closed DCPS schools (Winston and Fletcher-Johnson) were re-offered to charters—despite the communities near each demanding that the schools be used for many other purposes. That decision to re-offer both was made by the legal counsel at DGS—and completely without the consultation or approval of those communities. Finally, the law governing use of public buildings (see 10-801(g)) simply allows the mayor to give away whatever he or she deems not usable by DC—with some council oversight. But that law was notably not enforced or followed when DCPS offered its closed Kenilworth Elementary to North Star charter school without anyone in the public knowing. This was a terrible violation of the people who live near it—and completely upended the entire process of offering schools to charters (why that charter school, for instance, and not another?). Moreover no one on the council was consulted about it, per the law. It is difficult to support enrollment in existing schools when any school can be anywhere at any time without public notification or input. This has been particularly pernicious as we do not have a commensurately growing student population—so such changes would allow us to use our public education money much more wisely and include the public in a meaningful manner.

G. Do not succumb to easy myths promulgated by education reform and paid lobbyists for it. School choice is not free; the SRA can be amended; and parents who are not paid to appear before you themselves pay dearly to do so, whether with paid child care; time off from work; time commuting; etc. The other week, a council staffer blithely noted that the people who “scream” the loudest in the Wilson Bldg. get what they want. Ask how parents—many of whom cannot even make it to the Wilson Bldg. once a year—are to advocate effectively if loud “screaming” is required.

[2].. The whole idea behind American public education is that everyone can learn AND has the right to an education in a local school that is the responsibility of their jurisdiction with public oversight. This does not mean that everyone who is learning will have high test scores. We have equated high test scores with learning—and they are two very different things. Many good people in DC have worked for decades to establish rigor in our schools as well as pathways for students who will not go to college. Their work must be used as the basis for more equitable education policy in DC. If it had, for instance, we might still have Chamberlain as a vocational school—something we need now.

[3]. As DC’s ombudsman for education has testified frequently, privately run charter schools cannot guarantee the same education rights that DCPS schools can. This doesn’t make charter schools inferior—it simply makes them different. But when public policy is based on equating charter and DCPS schools, kids’ rights hang in the balance.

[4]. Another example is more recent yet: the charter board vote on 3/12/18 to revoke the charter of Washington Mathematics Science and Technology high school. The reason given for that “emergency” action was that the school has a precarious financial position, with no line of credit and no way to pay staff before the end of the school year. Yet, this situation is hardly new. The charter board’s most recent Financial Audit Review (FAR, released in July 2017) showed that the school had a similar revenue shortfall in 2014—with no apparent notice to the public (at least, I couldn’t find any—there is no way to track any “notice of concern” that the charter board might have issued for this purpose). Moreover, that recent FAR showed no fiscal concern with the school—even though the school’s debt ratio was at or near 1 in the last several fiscal years, indicating a substantial overleveraging that the public might have benefitted from oversight of and knowledge about. Finally, the most recent FAR showed five charter schools with even less cash on hand than Washington Mathematics Science and Technology. All of this suggests that the oversight provided on only one aspect of our charter schools—financial stability–falls very short of serving public interest, whether in public money wisely accounted for or enabling parents to choose stable schools.

[5]. The recent recommendations of the cross-sector task force highlight the desire to put opening, closing, and siting decisions in the hands of a few public actors making decisions in private, without involving the public in substantial and meaningful ways. Although this is very antidemocratic, it is hardly new in DC. The offer sometime this winter of Kenilworth Elementary, a closed DCPS school, to a charter operator without anyone in the public knowing is one example. Another happened at the end of 2017, when the mayor put forth legislation to issue more than $200 million in revenue bonds on behalf of KIPP DC—more than any charter school had ever benefitted from before in DC. Although the bonds were, by KIPP DC’s own statements, for the creation of new schools in Ward 7, no one there had been told about the bonds. Ward 7 residents went to the council and mayor to demand that the bonds not be offered—at the same time that KIPP DC reps showed up to demand the bonds be offered. These episodes are deeply antidemocratic and disrespectful of the whole idea of public education. Whose interests are being thusly served? See here:


Suzanne Wells Testimony – Public Oversight Roundtable on the Future of School Reform – March 19, 2018

Thank you Councilmember Grosso for holding this important public oversight roundtable on the future of school reform in the District of Columbia.  My name is Suzanne Wells, and I am the founder of the Capitol Hill Public Schools Parent Organization.

It is critically important for our city to take an honest look at where we are after twenty years of school reform.  Yet, Mayor Bowser’s words about school reform in her State of the District speech last Thursday make me wonder if the city will be able to take that honest look.

The Mayor said “There have been some bumps in the road…some pretty significant bumps.”  I’m not sure the Mayor’s assessment of the state of our schools aligns with the assessment many of us who are testifying today would make.  While she wasn’t specific as to what those bumps were, I assume she was referring to the graduation scandal uncovered at Ballou, the enrollment fraud issues at Duke Ellington, and the resignation of both Deputy Mayor for Education Niles and Chancellor Wilson for not following the lottery rules.

While the Mayor sees these things as “bumps,” that doesn’t seem to show an understanding for some of the serious structural problems that have come about over the last twenty years of school reform in DC.

Before I share my concerns, I want to be clear in saying I think the city has come a long way in improving the public schools.  When my son started at DCPS in 1998, the schools were closed for the first three weeks because of a lawsuit brought about by Parents United over fire code violations in the schools.  Today the city has made large investments in modernizing the schools, textbooks arrive at the school on time, we have quality PK3 and PK4 programs, and DCPS has developed a curriculum for teachers to follow.  We definitely don’t want to take any steps back on these and other improvements made to the school system.

But many serious problems persist, and we are not meeting student’s needs because of them.  We have:

  • a continuing achievement gap between white and African American students;
  • excessively high turnover rates among both our principals and teachers;
  • our city leaders speaking only about the benefits of school choice (which perhaps, more accurately, should be referred to as “school chance”), and not acknowledging the very real downsides that come with school choice;
  • not invested equitably in our schools, and have not adequately supported many by-right schools so they are viable choices for families;
  • not done enough to create a supportive, collaborative environment for our teachers, but instead demoralize them, and hold them accountable for test score results that are sometimes out of their control;
  • an independent authority, the Public Charter School Board, that refuses to plan collaboratively with DCPS on the opening and siting of new schools;
  • over 21,000 excess seats across both the DCPS and charter schools while the PCSB continues to approve both new schools and enrollment increases for existing schools; and
  • no independent oversight body that should have spotted a problem like the graduation scandal before a reporter spotted the problem.


I would highly recommend our education leaders read the book Improbable Scholars by David Kirp.  This book studies what happened in Union City, New Jersey over the last twenty years.  Union City is a poor, densely-populated community composed mainly of Latino immigrants, that is four miles from Manhattan.  When the Union City Public School system was threatened with takeover by the State of New Jersey twenty years ago because of poor performance, the city didn’t look to education reform gimmicks to turn things around.  They didn’t open a single charter school; they didn’t fire teachers, and they didn’t hire people known in the ed reform movement to lead their school system.  Instead, they realized there were no quick fixes to rebuilding their public education system and closing the achievement gap.  They relied on obvious, tried and true actions, hard and steady work.  They began focusing on quality early childhood education, a strong focus on literacy and project-based learning throughout the school district, and nurturing and supporting their teachers.  Their superintendents have all risen up through the Union City Public School system. Today Union City students’ scores on state achievement tests approximate their suburban peers.  Union City has defied the odds, and is a poster child for strong urban education.

I have testified many times before this committee on cross-sector issues.  There is not time in five minutes to thoughtfully discuss ways to improve our public education system in DC.  I hope the Committee will set up an inclusive process where input from independent analyses, involved stakeholders and educators will play a role in shaping the future direction of public education in DC.  Everything should be on the table including mayoral control, adding more democracy back into our public school system, the independent authority of the Public Charter School Board, a moratorium on the opening of new charter schools and the expansion of existing charter schools, how best to close the achievement gap, and determining how to structure an independent way to analyze data generated by both DCPS and the independent public charter schools.

Thank you for this opportunity to testify on this important issue of future school reform.


Mark Simon Testimony – Public Oversight Roundtable on the Future of School Reform – March 19, 2018

This hearing asks exactly the right question. Deep reflection is in order about the past and future of DC education reform. That has not occurred for 11 years. Even when the PERAA report came out in 2015 it didn’t really happen. Those who now say we’ve just had bad actors or big bumps in the road need to open their eyes a bit wider. As an Education Next article last week pointed out, the DC “high school graduation fraud is a feature, not a flaw, of a system that incentivizes doing what looks good, not what is good,” for students. From 2007 to today, the focus has been on producing metrics on a narrow set of indicators, by any means. Arbitrary goals were set. Teachers and principals were rewarded or punished. And now we can see that strategy – aim high, crack the whip, no excuses – has not improved outcomes for low income students of color in DCPS or charter schools. The achievement gap has widened. School staff have become cynical. Why? I would submit that we should have been listening to teachers, to principals, to parents and students, especially when students vote with their feet. The warning signs were there all along.

· We have seen since 2007 a system that promised and enforced unreasonable numerical score gains without coherent underlying educational strategies for getting there, just pressure to produce the results.

· IMPACT has never had the confidence of teachers, and sure enough, it looks like the pressures principals were able to exert through powerful rewards and punishments got teachers to pass and graduate students who shouldn’t have been. IMPACT, a system of ranking and rating teachers rather than a way to nurture and support good teaching, needs a thorough external review. Many feel it is the source of other problems. Who’s listening to the teachers?

· Teacher and principal turnover is a clear indicator that something is amiss in the professional culture of our schools in both DCPS and charters. In Chicago, the nation’s fastest improving school district[1], principal retention is 85%. In DC it is around 75%. Teacher turnover in our highest poverty schools is around 33% each year. It’s even higher in charters. Who’s paying attention before teachers and principals vote with their feet?

· Instability is one of the most disturbing features of high poverty students’ lives, and we have managed in the era of DC education reform to make the public education experience for students to find a decent school more unstable than ever. And the Cross-Sector Taskforce not only failed to grapple with the problem but came up with a plan for greater instability and more mid-year transfers. Why did the DME seem to listen more to the business concerns of privately run charters than the pain of families who want a system of good neighborhood schools?

· Michelle Rhee, Kaya Henderson, and Antwan Wilson never actually produced overall step-by-step education plans for how to improve the quality of teaching and learning, a strategy based on research for organizing schools for improvement[2], how to engage parents, or improve the learning culture in each school. What they produced were checklists for teachers, and brochures that announced initiatives or proclaimed numerical goals. Those are very different things.

· OSSE is in charge of data, but their school and system data is designed assiduously to be impenetrable. Data is almost never broken out by race and income. It doesn’t evaluate programs or track results except to be able to proclaim success. We need independent research, funded by the council, but not accountable to the same mayor who is motivated to be able to always declare success. Why is Mary Levy’s volunteer work still the main source of independent research that tracks what’s really going on in schools so that problems can be identified? At least put her on the payroll.The DC Council has funded ($506 Million) and relied on OSSE for information. And yet you keep getting blind-sided with data scandals uncovered by the press. Past scandals like the 2009 test cheating, uncovered by USA Today, were never investigated.

· Parents and teachers attended hearing after hearing in the fall of 2016 on new ESSA evaluation criteria, and clamored for schools to be evaluated more broadly, not just based on standardized test scores that mainly track students’ socio-economic background. But based on OSSE’s plan, next year my great neighborhood school (according to parents), Bancroft ES, will still get rated as just above failing because of low test scores. Next year, if OSSE has its way, my neighborhood will be embarrassed by a new star rating system giving Bancroft just one or two-stars. Who’s listening to parents?

· It is not time to “stay the course” as some have suggested. Quite the opposite. Its time for serious introspection and mid-course corrections. The new DME must be someone open to honest, bottom-up analysis and engagement of parents and teachers in developing operational plans for each school and systems overall, as must the new chancellor. Many good things are going on in the margins. There are some good early childhood programs. Many schools are well run. Curriculum coaches do good work with many teachers. Exciting initiatives are taking place to engage parents and teachers, but these are one-off efforts and cannot be said to be part of an overall reform strategy. They are filling huge gaps.

· Teachers in both DCPS and charter schools have recently energized a new organization called EmpowerEd to elevate the voice of teachers in each school and system-wide. This is a direct response to 11 years of attempts to “teacher proof” and marginalize the good ideas, creativity and initiative of teachers. It is a response to the failed strategy that seems to view teachers as the problem, not the solution. It is being well received among teachers in both sectors.

· Principals continue to live in fear, with one-year contracts, high turnover, and in many cases unreasonable expectations to meet, on penalty of getting fired.

· Mayoral Control creates a single hierarchy and not enough opportunities for the public to have a say. The 2015 PERAA report said that theoretically it could work, but as implemented in DC it has not produced a coherent strategy for improvement and is not working. They’re right. We either need a new elected school board for the city, or the State Board needs real authority, or the DC Council needs its own research arm and ability to hold the mayor and agencies accountable. The past 11 years have witnessed the politicizing of reform, shutting out of parents and teachers, not better accountability.

I would suggest the following broad approaches to a re-thought Education Reform era.

1. Invite a conversation in each school about how best to implement a Community School approach. To work, Community Schooling must be owned by parents, teachers and the community at large. It has four components.

· Wraparound services

· Extended day and extended year offerings

· Parent and family engagement

· Teacher empowerment to stimulate innovation, teamwork and creativity

Education results cannot improve if we don’t begin with the real and pressing needs students face that are getting in the way of focusing on learning. We need to begin with an honest conversation in each school with the people who know best – teachers, principals, parents, and the students themselves.

2. Broaden the evaluation criteria for what makes a good school. Engage parents, teachers, and principals in developing the criteria. Do not double down on the same narrow test-based criteria that OSSE has chosen. And do not implement the five-star report card envisioned for next fall. Each school might be invited to engage in a stakeholder assessment of school strengths and weaknesses and to develop a plan for school improvement to be displayed on the school website. A school isn’t a set of numbers. It’s a community of people.

3. Undertake qualitative investigation of the evaluation systems of both teachers and principals. Develop a newly designed system aimed at nurturing good teaching and empowering the profession to innovate with the particular students in each school in ways that will work.

4. Continue to invest in curriculum development and teacher and principal training. For much of the Rhee and Henderson era the standardized test, over-emphasis on reading and math, and tricks to get students to score higher was the emphasis. It is only more recently that an investment has been made in the breadth of subjects like social studies. There is much still be to be done to provide teachers with the appropriate content and support in the full breadth of subject matter that shows respect for subject matter expertise. Learning a love of reading, how to do research, how to work in groups, and learning to love the subject matter being studied should be the goal, not the content to be covered on the PARCC test.

5. Acknowledge the mistakes of the past. Most of all, I think we have a credibility gap. If the agencies in charge of public education continue to say we’re doing great but just have a few bumps in the road – stay the course – you will lose the strong base in the public who believe in public education and want to make our schools work for all our students. DC has created a powerful spin machine that has to be reoriented to look for honest analysis and solutions. As a start, authorize and fund an independent research arm that can begin to look into some of the questions above.

6. Consider reorganizing systems and budgets. Funds are being spent inefficiently with duplicative bureaucracies so that they are not getting to the students who need them. Agencies, like OSSE, have become huge with little accountability to anyone. Parents, teachers, and community allies and advocates have been marginalized. While rearranging governance may not be a solution, we should consider reinstating a real Board of Education, or a State Board with authority, to institutionalize greater responsiveness to the public. The DC Council cannot continue to be the only recourse for school based and other concerns to which the system should have been more responsive. The Council, try as you may, is not staffed to play that role. It needs access to independent research and data analysis. It is time for a mid-course correction to Mayoral Control of everything. We need a better plan for improving the quality of education in the District of Columbia. The process of hiring a new DME and chancellor will certainly provide an opportunity to begin a fresh approach leading to better reform strategies as long as the mayor can be convinced to treat it as an opportunity to turn a corner rather than continue to demand fealty to discredited strategies and reform orthodoxy.

[1] Badger and Quealy, Dec.5, 2017 New York Times, “How Effective Is Your School District?” A New Measure Shows Where Students Learn the Most. — Based on new research by Sean Reardon at Stanford University rating district efforts to narrow achievement gaps.

[2] Bryk, Sebring, Allensworth, Luppescu and Easton, the Consortium on Chicago School Research, Organizing Schools for Improvement