schools

The state of disruption wherein the maintenance of order is the major problem, and quality education is a forgotten objective. Our educational leaders and administrators are discouraged and dismayed by the continuing attacks upon, and erosion of, their duties and authority by agents of the federal bureaucracy, and members of the federal judiciary.

Local educational officials have been stripped of their authority to administer the affairs of their school systems. Harassing directives and requirements of an unreasonable, and unrealistic nature are constantly being imposed upon them. Parents, students, and educators alike are distressed, confused, and at a loss as to where to turn for relief.

Many of our institutions of higher learning have been completely disrupted by a small band of revolutionaries, encouraged by the permissive attitude of executive and judicial officials of government, and the activities of other anarchists throughout the nation.

Our educational systems and institutions must once again be given the opportunity to resume their rightful duty of preparing the youth of America for entry into our highly competitive society.

As a first and immediate step we must absolutely prohibit the agencies and agents of the District government from intruding into and seeking to control the affairs of the local school systems of the District of Columbia. Control of these schools must be returned to the local officials, and representatives of the people, who have the rightful duty and authority to administer such schools.

Once returned to proper control, order must be restored, and education of our children must become the primary matter of concern in all schools. Sociological experiments must cease. The people of the District of Columbia and communities must be given the right to administer the affairs of their schools as they see fit without fear or threat or reprisal, economic, or punitive impositions from the federal government.

The complexities of education are many. Local officials are faced with tremendous pressures to provide early childhood education, increased teacher salaries, provide vocational technical education, improved elementary, secondary education, provide adult education, continuing education, urban, rural education, special educational needs, as well as provide for adequate mental health resources, and higher education, to include graduate and professional education.

The goals of the Rhonda Hamilton administration are to improve the educational opportunity for all Washingtonians from early childhood through the graduate level regardless of the existence of diagnosed health, medical, or socioeconomic challenges. We believe that the improvement of educational opportunities can best be accomplished at the local level with adequate support from the federal level.

A Rhonda Hamilton Administration pledges to heavily invest in educational programs that support Science, Technology, Engineering, Arts, & Mathematics (STEAM).

Our children are our most precious, and important assets. My administration intends to equip them with all of the necessary, and “advanced” educational resources, as well as access to help ensure that yesterday’s stain of racism, and today’s discriminatory realities don’t hinder their abilities to surpass the cycles, and repetition of exposures to systemic, and “pre-determined” outcomes. Many minority families and people of color continue to navigate deficits created by intentional agendas to leave them behind.

A Rhonda Hamilton Administration supports a “children now” agenda because innocent of historical “baggage”, our children deserve a government that supports equal progression for all, regardless of ethnic, cultural, privileged, understandings. Our children shall be equipped with opportunities to shed the “labels”, “rhetoric”, and “stigma” in order that they can become responsible, sensitive, aware, intentional leaders, and accountable stewards to the same democracy that has threatened to keep them pitted against one another because of their “inherited” differences and otherwise.

I advocate for educational opportunities to be made available for all people regardless of race, creed, color, economic, or social status.

A Rhonda Hamilton Administration pledges to heavily invest in educational programs that support Science, Technology, Engineering, Arts, & Mathematics (STEAM).

Our children are our most precious, and important assets. My administration intends to equip them with all of the necessary, and “advanced” educational resources, as well as access to help ensure that yesterday’s stain of racism, and today’s discriminatory realities don’t hinder their abilities to surpass the cycles, and repetition of exposures to systemic, and “pre-determined” outcomes. Many minority families and people of color continue to navigate deficits created by intentional agendas to leave them behind.

I advocate for less categorical aid, and for more general aid to states with funding provided well in advance.

I advocate for educational opportunities to be made available for all people regardless of race, creed, color, economic, or social status.

A Rhonda Hamilton Administration pledges to heavily invest in educational programs that support Science, Technology, Engineering, Arts, & Mathematics (STEAM).

I advocate for the return of our school systems to the states and to local, county, and city officials.

I advocate for support of administrators that oversee our educational institutions in their efforts to restore order to these institutions.

I advocate for fewer federal guidelines, regulations, administrative procedures, greater simplification, and consolidation of programs and procedures.

I advocate for a greater role of the states in administering federal aid and in determining national policy.

I advocate for the return of our school systems to the states and to local, county, and city officials.

I advocate for support of administrators that oversee our educational institutions in their efforts to restore order to these institutions.

America is a nation “Under God” and we must see that it remains as such a nation.

We must assure that the federal government assists in all phases of the educational processes of the nation without attempting to control these processes.

I advocate for a greater role of the states in administering federal aid and in determining national policy.

Many of our primary and secondary school systems have become centers for social experimentation rather than centers of learning.

Our educational systems and institutions must once again be given the opportunity to resume their rightful duty of preparing the youth of America for entry into our highly competitive society.

As a first and immediate step we must absolutely prohibit the agencies and agents of the District government from intruding into and seeking to control the affairs of the local school systems of the District of Columbia. Control of these schools must be returned to the local officials, and representatives of the people, who have the rightful duty and authority to administer such schools.

Many of our institutions of higher learning have been completely disrupted by a small band of revolutionaries, encouraged by the permissive attitude of executive and judicial officials of government, and the activities of other anarchists throughout the nation.

Many of our primary and secondary school systems have become centers for social experimentation rather than centers of learning.

Our educational systems and institutions must once again be given the opportunity to resume their rightful duty of preparing the youth of America for entry into our highly competitive society.

Without question education offers the answer to many of the nation’s social and economic problems. It is tragic that during the past two decades, while governed alternately by the Republican and Democratic parties, we have witnessed the deterioration of our public-school systems.

The state of disruption wherein the maintenance of order is the major problem, and quality education is a forgotten objective. Our educational leaders and administrators are discouraged and dismayed by the continuing attacks upon, and erosion of, their duties and authority by agents of the federal bureaucracy, and members of the federal judiciary.

Local educational officials have been stripped of their authority to administer the affairs of their school systems. Harassing directives and requirements of an unreasonable, and unrealistic nature are constantly being imposed upon them. Parents, students, and educators alike are distressed, confused, and at a loss as to where to turn for relief.

A Rhonda Hamilton Policy Position Statement on Education:

Without question education offers the answer to many of the nation’s social and economic problems. It is tragic that during the past two decades, while governed alternately by the Republican and Democratic parties, we have witnessed the deterioration of our public-school systems.

The state of disruption wherein the maintenance of order is the major problem, and quality education is a forgotten objective. Our educational leaders and administrators are discouraged and dismayed by the continuing attacks upon, and erosion of, their duties and authority by agents of the federal bureaucracy, and members of the federal judiciary.

Include community-based programs and family childcare homes in DC funding systems for early childhood education. Ensure that these systems equitably support community-based programs and engage community members and families in activism, and leadership roles. Support the educators who work in community-based programs so that they can meet high-quality standards while allowing families to choose the best setting for their needs.

Ensure sufficient funding for, access to, and supports for children, teachers, and administrators to respond to children’s behaviors that others find challenging. Mental health supports and prevention-oriented interventions can help meet each child’s needs, including mental health challenges, without stigmatization, and eliminate the use of suspensions and expulsions across all early childhood settings.

Establish comparable compensation (including benefits) across settings for early childhood educators with comparable qualifications, experience, and responsibilities. Focusing only on comparable compensation for those working in pre-K settings will deepen disparities felt by educators working with infants and toddlers, who are disproportionately women of color. Including educators working with infants and toddlers in compensation policies is a fundamental matter of equity.

Increase opportunities for families to choose early childhood programs that serve diverse populations of children. Incentivize these choices and seek to provide supports such as transportation. These supports will help to reduce the segregation of programs (primarily by race, language, ability, and class), which reflects segregated housing patterns and fuels persistent discrimination and inequities.

Include community-based programs and family childcare homes in DC funding systems for early childhood education. Ensure that these systems equitably support community-based programs and engage community members and families in activism, and leadership roles. Support the educators who work in community-based programs so that they can meet high-quality standards while allowing families to choose the best setting for their needs.

Ensure sufficient funding for, access to, and supports for children, teachers, and administrators to respond to children’s behaviors that others find challenging. Mental health supports and prevention-oriented interventions can help meet each child’s needs, including mental health challenges, without stigmatization, and eliminate the use of suspensions and expulsions across all early childhood settings.

Increase financing for high-quality early learning services. Ensure that there are sufficient resources to make high-quality early childhood education universally accessible. Every setting should have the resources it requires to meet the needs of its children and families. This includes ensuring equitable access to high-quality higher education and compensation for a qualified workforce.

Revise early learning standards to ensure that they reflect the culturally diverse settings in which educators practice. Provide ongoing, in-depth staff development on how to use standards in diverse classrooms. Quality rating and improvement systems should further the principles of equity across all aspects of education, including curriculum, instruction, full inclusion, family engagement, program design, and delivery.

Make sure policies promote the use of authentic assessments that are developmentally, culturally, and linguistically appropriate for the children being assessed and use valid and reliable tools designed for a purpose consistent with the intent of the assessment. Assessments should be tied to children’s daily activities, supported by professional development, and inclusive of families; they should be purposefully used to make sound decisions about teaching and learning, to identify significant concerns that may require focused intervention for individual children, and to help programs improve…

Under the Hamilton administration we promise to use an equity lens to consider policy impacts on all children and on the bonds between them and their families. Work to change any policy that either directly or through unintended negative consequences undermines children’s physical and emotional well-being or weakens the bonds between children and their families.

Increase financing for high-quality early learning services. Ensure that there are sufficient resources to make high-quality early childhood education universally accessible. Every setting should have the resources it requires to meet the needs of its children and families. This includes ensuring equitable access to high-quality higher education and compensation for a qualified workforce.

Revise early learning standards to ensure that they reflect the culturally diverse settings in which educators practice. Provide ongoing, in-depth staff development on how to use standards in diverse classrooms. Quality rating and improvement systems should further the principles of equity across all aspects of education, including curriculum, instruction, full inclusion, family engagement, program design, and delivery.

Peace abroad and domestic tranquility at home.

An enlightened and advancing educational program, assisted but not controlled by the District of Columbia nor the Federal government.

Job training and opportunity for all DC residents willing, and able to seek and hold gainful employment.

Once returned to proper control, order must be restored, and education of our children must become the primary matter of concern in all schools. Sociological experiments must cease. The people of the District of Columbia and communities must be given the right to administer the affairs of their schools as they see fit without fear or threat or reprisal, economic, or punitive impositions from the federal government.

We must empower, as well as support the administrators of our institutions of higher learning to ensure that standards of academic measure, and accountability are properly maintained and adhered to. We must support these officials in the restoration of order on their campuses, and we must always assure that no assistance, financial or otherwise, from the federal level be given to those seeking to disrupt and to destroy these great institutions.

America is a nation “Under God” and we must see that it remains as such a nation.

Local educational officials have been stripped of their authority to administer the affairs of their school systems. Harassing directives and requirements of an unreasonable, and unrealistic nature are constantly being imposed upon them. Parents, students, and educators alike are distressed, confused, and at a loss as to where to turn for relief.

Many of our institutions of higher learning have been completely disrupted by a small band of revolutionaries, encouraged by the permissive attitude of executive and judicial officials of government, and the activities of other anarchists throughout the nation.

Many of our primary and secondary school systems have become centers for social experimentation rather than centers of learning.

Recognize that the professional knowledge base is changing. There is growing awareness of the limitations of child development theories and research based primarily on a normative perspective of White, middle-class children without disabilities educated in predominantly English-language schools.

Keep up to date professionally as more strengths-based approaches to research and practice are articulated and as narrowly defined normative approaches to child development and learning are questioned. Be willing to challenge the use of outdated or narrowly defined approaches—for example, in curriculum, assessment policies and practices, or early learning standards. Seek information from families and communities about their social and cultural beliefs and practices to supplement your knowledge.

We’re Investing Into Our Communities. Do you want change or more of the same?

Take responsibility for biased actions, even if unintended, and actively work to repair the harm. When you commit a biased action, be ready and willing to be held accountable. Resist the urge to become defensive, especially as a member of a privileged group. Before making judgments, take responsibility for recognizing what you don’t know or understand and use the opportunity to learn and reflect. Be willing to constructively share feedback and discuss alternative approaches when observing potentially biased actions by others.

Acknowledge and seek to understand structural inequities and their impact over time. Take action when outcomes vary significantly by social identities (e.g., lopsided achievement test scores, number and frequency of suspensions or expulsions that disproportionately target African American and Latino boys, or engagement with certain materials and activities by gender). Look deeper at how your expectations, practices, curriculum, and/or policies may contribute (perhaps unwittingly) to inequitable outcomes for children and take steps to change them.

View your commitment to cultural responsiveness as an ongoing process. It is not a one-time matter of mastering knowledge of customs and practices, but an enduring responsibility to learn and reflect based on direct experiences with children, their families, and others.

Incorporate the science of toxic stress and adverse childhood experiences (ACEs) into DC state policies and programs. Trauma-informed care and healing-centered approaches can support resilience and help mitigate the effects of toxic stress and ACEs, which affect children of all social groups but disproportionately affect children of marginalized groups.

Promote, and establish DC policies that promote and support multilingualism for all children. This can include funding for early learning dual-language immersion programs, early childhood educator professional development for teaching and supporting emergent bilinguals, and the inclusion of multi/dual language promotion in quality rating and improvement systems.

The Hamilton administration will work with council members to set a goal of reducing DC child poverty rate, and will continue to seek policies that benefits our communities

Ensure sufficient funding for, access to, and supports for children, teachers, and administrators to respond to children’s behaviors that others find challenging. Mental health supports and prevention-oriented interventions can help meet each child’s needs, including mental health challenges, without stigmatization, and eliminate the use of suspensions and expulsions across all early childhood settings.

Establish comparable compensation (including benefits) across settings for early childhood educators with comparable qualifications, experience, and responsibilities. Focusing only on comparable compensation for those working in pre-K settings will deepen disparities felt by educators working with infants and toddlers, who are disproportionately women of color. Including educators working with infants and toddlers in compensation policies is a fundamental matter of equity.

Incorporate the science of toxic stress and adverse childhood experiences (ACEs) into DC state policies and programs. Trauma-informed care and healing-centered approaches can support resilience and help mitigate the effects of toxic stress and ACEs, which affect children of all social groups but disproportionately affect children of marginalized groups.

…that are developmentally, culturally, and linguistically appropriate for the children being assessed and use valid and reliable tools designed for a purpose consistent with the intent of the assessment. Assessments should be tied to children’s daily activities, supported by professional development, and inclusive of families; they should be purposefully used to make sound decisions about teaching and learning, to identify significant concerns that may require focused intervention for individual children, and to help programs improve their educational and developmental interventions.

Increase opportunities for families to choose early childhood programs that serve diverse populations of children. Incentivize these choices and seek to provide supports such as transportation. These supports will help to reduce the segregation of programs (primarily by race, language, ability, and class), which reflects segregated housing patterns and fuels persistent discrimination and inequities.

Include community-based programs and family childcare homes in DC funding systems for early childhood education. Ensure that these systems equitably support community-based programs and engage community members and families in activism, and leadership roles. Support the educators who work in community-based programs so that they can meet high-quality standards while allowing families to choose the best setting for their needs.

All children have the right to equitable learning opportunities that will help them to achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.

Advancing the right to equitable learning opportunities requires recognizing and dismantling the systems of bias that accord privilege to some and are unjust to others. Advancing the full inclusion of all individuals across all social identities will take sustained efforts far beyond those of early childhood educators alone. Early childhood educators, however, have a unique opportunity and obligation to advance equity.

With the support of the early education system as a whole, they can create early learning environments that equitably distribute learning opportunities by helping all children experience responsive interactions that nurture their full range of social, emotional, cognitive, physical, and linguistic abilities; that reflect and model fundamental principles of fairness and justice; and that help them accomplish the goals of anti-bias education. Each child will:

Transparency | Accountability | Integrity | Service

All children have the right to equitable learning opportunities that will help them to achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.

Advancing the right to equitable learning opportunities requires recognizing and dismantling the systems of bias that accord privilege to some and are unjust to others. Advancing the full inclusion of all individuals across all social identities will take sustained efforts far beyond those of early childhood educators alone. Early childhood educators, however, have a unique opportunity and obligation to advance equity.

Revise early learning standards to ensure that they reflect the culturally diverse settings in which educators practice. Provide ongoing, in-depth staff development on how to use standards in diverse classrooms. Quality rating and improvement systems should further the principles of equity across all aspects of education, including curriculum, instruction, full inclusion, family engagement, program design, and delivery.

Make sure policies promote the use of authentic assessments that are developmentally, culturally, and linguistically appropriate for the children being assessed and use valid and reliable tools designed for a purpose consistent with the intent of the assessment. Assessments should be tied to children’s daily activities, supported by professional development, and inclusive of families; they should be purposefully used to make sound decisions about teaching and learning, to identify significant concerns that may require focused intervention for individual children, and to help programs improve their educational and developmental interventions.

Increase opportunities for families to choose early childhood programs that serve diverse populations of children. Incentivize these choices and seek to provide supports such as transportation. These supports will help to reduce the segregation of programs (primarily by race, language, ability, and class), which reflects segregated housing patterns and fuels persistent discrimination and inequities.

The HLS demands equal access, to early childhood programs, to strong public schools, to mentorship, to apprenticeships, and to youth employment that opens doors rather than closes them.

We will expand after-school programming, restore vocational pipelines, and create partnerships that lift youth toward purpose, not peril.Our young people should not have to leave the city to find opportunity.

Safety must never be rooted in fear it must be rooted in trust.

DC is facing an education system where families pay unsustainable costs for early care because reimbursement rates fail to reflect the real cost of providing quality child care, even though early learning is foundational to long-term success. Early educators rely on unstable grants rather than guaranteed, recurring support. Child care remains in high demand, centers operate on razor-thin margins, and educators are not paid a fair living wage.

Across pre-K through grade 12, DC’s fragmented system—spread across more than 60 local education agencies, including DCPS and charter organizations—lacks coordination on facilities, school openings and closings, resource allocation, and best practices. This fragmentation creates inefficiencies, redundancy, and opportunities for financial mismanagement, while resources fail to consistently reach classrooms and students.

Governance structures further weaken accountability. The Mayor appoints leadership across key education agencies, including DCPS, the Public Charter School Board, the Deputy Mayor for Education, and OSSE, limiting independent oversight. At the same time, the elected State Board of Education lacks meaningful authority, leaving families and educators without a real voice in decision-making.

DC deserves an arts and cultural ecosystem that strengthens the social fabric of the city. Art creates shared spaces, shared stories, and shared identity, conditions that make collective action possible and allow public policy to work. Cultural equity must guide arts policy so funding, leadership, and access reflect the full diversity of the District.

Residents deserve fully funded schools where arts education supports learning, well being, and civic engagement. Neighborhoods deserve cultural investment that activates public space, supports small businesses, and builds trust across differences. Seniors deserve access to cultural spaces that support mental and physical health. Artists deserve fair compensation, affordable workspaces, and protection from displacement.

DC’s cultural heritage must be actively preserved, including Go-Go and the many traditions that define the District. As the home of the Smithsonian and major national cultural institutions, DC should lead in building partnerships that expand access and opportunity for local artists and communities.

Art and culture shape how communities connect, solve problems, and act together. In DC, the creative economy generates nearly $16 billion a year and supports thousands of jobs, yet access to funding, space, and decision making power remains unequal. Artists and cultural workers rooted in Black, brown, immigrant, disabled, and low income communities face persistent barriers to fair pay, stable venues, and long term sustainability.

Arts education and cultural programming are under-resourced in public schools, transit systems, and neighborhood spaces, especially in communities facing the greatest disinvestment. At the same time, federal attacks on arts funding and cultural institutions threaten creative freedom and economic stability.

DC’s cultural heritage, including Go-Go music and neighborhood based traditions, is often celebrated in name while being displaced in practice. Despite strong evidence that arts participation improves mental health, reduces isolation, strengthens civic engagement, and supports longer, healthier lives, public investment still treats art as optional instead of essential to public health, education, and community safety.

Safety also means democracy. DC residents deserve full self-government, because living under federal occupation without representation is not safety, it’s vulnerability. A safe DC is a DC where public safety is accountable to the people who live here, with clear oversight, transparent rules, and agencies that answer to residents.

People deserve crisis responses that actually help, including mental health professionals, trained de-escalators, youth workers, and violence interrupters. Young people deserve counselors, teachers, and nurses not a school-to-prison pipeline. Families deserve a District that invests in well-being, creates real opportunity, and ensures every student can attend UDC tuition-free so they can build a stable future.

Oye fights for a community-first approach to safety that invests in people before punishment. As a pharmacist and elected neighborhood official, he understands that violence is closely tied to trauma, untreated mental illness, housing instability, and lack of opportunity. As a Councilmember, he will expand violence interruption programs, youth employment, and community-based prevention, and ensure mental health emergencies are handled by trained responders rather than armed officers whenever possible.

Students experience the consequences every day. Chronic absenteeism is at crisis levels, tutoring and academic supports are scattered without clear accountability, and many students feel unsafe getting to and from school due to unreliable transportation. Too often, policy responses—like youth curfews without meaningful investments in programming—take a punitive approach that contributes to the school-to-prison pipeline rather than supporting young people.

At the same time, too many youth and adults lack access to strong literacy, numeracy, and workforce training programs, limiting opportunity in school, work, and daily life. While DC offers adult education, UDC is not tuition-free, and residents carry some of the highest student debt in the country—even as the District holds billions in reserve.

DC residents deserve an education system that supports every learner from birth through career and recognizes that adult and continuing education are essential to opportunity in the District. They also deserve leadership that works across agencies, breaks down silos, and holds systems accountable for results.

Across pre-K through grade 12, DC’s fragmented system—spread across more than 60 local education agencies, including DCPS and charter organizations—lacks coordination on facilities, school openings and closings, resource allocation, and best practices. This fragmentation creates inefficiencies, redundancy, and opportunities for financial mismanagement, while resources fail to consistently reach classrooms and students.

Governance structures further weaken accountability. The Mayor appoints leadership across key education agencies, including DCPS, the Public Charter School Board, the Deputy Mayor for Education, and OSSE, limiting independent oversight. At the same time, the elected State Board of Education lacks meaningful authority, leaving families and educators without a real voice in decision-making.

Students experience the consequences every day. Chronic absenteeism is at crisis levels, tutoring and academic supports are scattered without clear accountability, and many students feel unsafe getting to and from school due to unreliable transportation. Too often, policy responses—like youth curfews without meaningful investments in programming—take a punitive approach that contributes to the school-to-prison pipeline rather than supporting young people.

Educators deserve fair pay, respect, and stable funding. Families deserve affordable, high-quality early childhood and preschool funded as a core part of public education. Students deserve strong neighborhood schools with enough teachers, counselors, nurses, and mental health staff to meet their needs and address long-standing inequities. They also deserve safe, reliable ways to get to school and consistent access to high-quality academic support.

Our youth deserve a holistic approach to development, with access to afterschool and summer programming, enrichment opportunities, and safe spaces through schools, libraries, recreation centers, and community organizations. They deserve investment, not punishment.

Youth and adults also deserve access to high-quality literacy, STEM, and workforce training so everyone can read, write, build numeracy skills, and participate fully in civic and economic life. And every young person deserves to know they can attend UDC tuition-free and start their future without student debt.

Governance structures further weaken accountability. The Mayor appoints leadership across key education agencies, including DCPS, the Public Charter School Board, the Deputy Mayor for Education, and OSSE, limiting independent oversight. At the same time, the elected State Board of Education lacks meaningful authority, leaving families and educators without a real voice in decision-making.

Students experience the consequences every day. Chronic absenteeism is at crisis levels, tutoring and academic supports are scattered without clear accountability, and many students feel unsafe getting to and from school due to unreliable transportation. Too often, policy responses—like youth curfews without meaningful investments in programming—take a punitive approach that contributes to the school-to-prison pipeline rather than supporting young people.

At the same time, too many youth and adults lack access to strong literacy, numeracy, and workforce training programs, limiting opportunity in school, work, and daily life. While DC offers adult education, UDC is not tuition-free, and residents carry some of the highest student debt in the country—even as the District holds billions in reserve.

Our youth deserve a holistic approach to development, with access to afterschool and summer programming, enrichment opportunities, and safe spaces through schools, libraries, recreation centers, and community organizations. They deserve investment, not punishment.

Youth and adults also deserve access to high-quality literacy, STEM, and workforce training so everyone can read, write, build numeracy skills, and participate fully in civic and economic life. And every young person deserves to know they can attend UDC tuition-free and start their future without student debt.

Oye will fight to treat early childhood education as essential public infrastructure. He will fund early care and learning from birth through pre-K with stable, predictable public investment. He will fully fund and permanently protect the Early Childhood Educator Pay Equity Fund. He will raise child care reimbursement rates so providers can meet the real cost of care and ensure families do not spend more than ten percent of their income on child care when the Birth-to-Three Act is fully implemented. He will also expand access to public pre-K and ensure equitable enrollment so every family who…

At the same time, too many youth and adults lack access to strong literacy, numeracy, and workforce training programs, limiting opportunity in school, work, and daily life. While DC offers adult education, UDC is not tuition-free, and residents carry some of the highest student debt in the country—even as the District holds billions in reserve.

DC residents deserve an education system that supports every learner from birth through career and recognizes that adult and continuing education are essential to opportunity in the District. They also deserve leadership that works across agencies, breaks down silos, and holds systems accountable for results.

Educators deserve fair pay, respect, and stable funding. Families deserve affordable, high-quality early childhood and preschool funded as a core part of public education. Students deserve strong neighborhood schools with enough teachers, counselors, nurses, and mental health staff to meet their needs and address long-standing inequities. They also deserve safe, reliable ways to get to school and consistent access to high-quality academic support.

Oye will enforce the Sanctuary Values Act, end cooperation between District agencies and ICE, and hold agencies accountable when they violate the law. He will expand language access, fund immigrant legal defense, and organize in coalition with labor, civil rights groups, and leaders nationwide to push back against authoritarian interference. For Oye, the fight for home rule is about survival, dignity, and real democracy for the people of the District.

DC is facing an education system where families pay unsustainable costs for early care because reimbursement rates fail to reflect the real cost of providing quality child care, even though early learning is foundational to long-term success. Early educators rely on unstable grants rather than guaranteed, recurring support. Child care remains in high demand, centers operate on razor-thin margins, and educators are not paid a fair living wage.

Across pre-K through grade 12, DC’s fragmented system—spread across more than 60 local education agencies, including DCPS and charter organizations—lacks coordination on facilities, school openings and closings, resource allocation, and best practices. This fragmentation creates inefficiencies, redundancy, and opportunities for financial mismanagement, while resources fail to consistently reach classrooms and students.

…remains limited or uneven. Foster youth are frequently moved between placements, disconnected from schools, and pushed toward adulthood without stable housing or transition support. Immigrant youth live with fear as ICE activity near schools and neighborhoods separates families and disrupts learning. Young people face barriers to reproductive and sexual health care and accurate education, while national attacks on youth autonomy continue. Climate decisions made without youth input threaten their health and safety, especially in communities already exposed to pollution and extreme heat.

DC youth deserve stability, dignity, and opportunity. They deserve safe places to gather, learn, and build community, including accessible afterschool and late night spaces. Youth deserve timely access to mental health care without stigma or punishment. Schools should support students as whole people, not rely on policing or surveillance to manage behavior. Youth deserve access to reproductive and sexual health care, including contraception, abortion care, and HIV prevention, regardless of income, immigration status, or age. Foster youth deserve stable housing, continuity in education, trauma informed care, and real transition support so aging out does not lead to homelessness or incarceration. Young people deserve paid work opportunities, internships, and pathways into union careers. They deserve a future protected from climate harm and a voice in decisions that affect their lives.

Oye believes youth safety comes from care and opportunity, not punishment. He will oppose youth curfews, school policing, and expanded surveillance that criminalize young people. He will fight to expand afterschool and late night youth spaces, invest in violence interruption rooted in community trust, and fully fund youth development programs that offer paid work, career exploration, and pathways into union jobs.

Passed and funded the Child Behavioral Health Services Dashboard to help families access care and support faster

Passed and funded the School Improvement Amendment Act, expanding support for low-performing schools

Strengthened oversight of child welfare and rehabilitation systems, helping expand education services for incarcerated youth and address social worker vacancies so foster care youth receive the support they deserve

The post it quotes, by @AlexKomaDC

Lots of interesting stuff in Bowser's budget support act (basically, laws proposed to implement the budget and a hodgepodge of other stuff she wants passed) now that it's out. For instance, she wants to make her truancy reduction pilot program permanent:

Grow DC’s economy: Make DC more affordable by expanding affordable housing, strengthening rental assistance, lowering everyday costs like childcare and utilities, and addressing long-standing racial and economic inequities.

Support our youth: Strengthen public schools by improving attendance, upgrading facilities and support systems, and expanding career pathways so every young person can succeed.

Drive development that works for everyone: Focus growth along key corridors — Rhode Island Avenue, North Capitol Street, and 12th Street — to bring amenities and opportunity to current residents.

The District is changing, and Ward 5 is changing with it. We’ve made real progress in recent years, from stronger investments in our schools to better support for working families. But as our city grows and shifts, too many neighbors are feeling left behind, priced out, or unheard. There is still more work to do to make sure change works for everyone, not just a few. I’m running for re-election to keep delivering results and to provide steady, responsive leadership during a moment of real change for our city.

Stronger Schools & Youth Investment: Protected and expanded funding for every Ward 5 public school and recreation center.

Support for Working Families: Passed the Child Tax Credit, fought for good-paying union jobs that put money back in the pockets of Ward 5 families, and brought thousands of affordable housing units online.

Passed and funded the School Improvement Amendment Act, expanding support for low-performing schools

Strengthened oversight of child welfare and rehabilitation systems, helping expand education services for incarcerated youth and address social worker vacancies so foster care youth receive the support they deserve

Established programs for job readiness, trade training, and youth reentry for incarcerated youth

…doors. As an award-winning debate coach with over a decade of experience I know first hand the impact it can make on their lives. Yet I know from conversations with after school providers that some of our funding programs like Learn 24 are difficult to navigate for our after school providers. We’re also entering a difficult budget period and will need strong advocates committed to preserving after school funding to engage with the DC council. While the state board does not have direct authority over funding for out of school time, I am committed to fighting for these programs if elected.

Too many DC students are missing too many days of school. As a classroom teacher and debate coach in DCPS schools, I know how critical attendance is to making sure that each and every student is present and engaged every day. As we create safe and healthy learning environments and expand future ready opportunities, we must also take deliberate steps to support our students in attending school regularly.

As your state board member, I will work towards the following:

Make sure that academic standards encourage mastery of the rigorous academic knowledge and skills students need to be successful in life.

Work to make sure schools are implementing evidence based practices like the science of reading to support student’s academic development.

Out of School Time: I believe that out of school time is one of the most important resources that our schools can offer young people, and many of my neighbors have been telling me as much when I’ve knocked on their doors. As an award-winning debate coach with over a decade of experience I know first hand the impact it can make on their lives. Yet I know from conversations with after school providers that some of our funding programs like Learn 24 are difficult to navigate for our after school providers. We’re also entering a difficult budget period and will need strong advocates committed to…

We must fight to make sure that our students are exposed to the knowledge and experiences they need to prepare them for what comes next.

Too many DC students miss too many days of school. As a classroom teacher, I know how important it is that each and every student is present and engaged every day.

“I deeply respect Jon’s dedication to students - both academically, through his work as a former teacher, and beyond the classroom, as a seasoned debate coach serving multiple schools. Through our conversations, I’ve found that he embodies the thoughtfulness, eagerness, and openness that State Board members should bring to the role.”

Elevate the voices of both DCPS and charter schools across Ward 5 in funding conversations to make sure that all schools have the financial resources to create safe and healthy learning environments for all students and prepare them for the future.

Support increased safety getting to and from schools by ensuring access to safe passage programs for Ward 5 schools and for the many students who travel outside of Ward 5.

Work with communities to address the dangerous traffic conditions that exist near many of our buildings.

As your state board member, I will work towards the following:

Advocate for our school accountability system to give schools credit when students complete meaningful career readiness experiences that can lead to meaningful credentials.

Champion career exposure in the early grades and college and career readiness experiences like work-based learning, apprenticeships, career and technical education, and dual enrollment in high school. This includes supporting the growth of advanced technical centers like the one in ward 5.

…When it comes to DCPS, we know that the city often doesn’t provide timely service and that many of our buildings will be undergoing major renovations in the years ahead. And this past year DC’s public charter schools had to fight just to get the baseline facilities increase that they are entitled to under law. If elected to the state board, I’m committed to listening to our school leaders and parent teacher organizations to understand the current state of their facilities, hearing what they need, and advocating to the appropriate policymakers with authority to address those challenges.

We must fight to make sure that our students are exposed to the knowledge and experiences they need to prepare them for what comes next. My work with schools and states across the country have shown me the importance of putting academic and career readiness experiences on equal footing. This means students need to have access to both rigorous academic instruction and actively participate in meaningful college and career experiences.

As your state board member, I will work towards the following:

A long time Ward 5 resident with a daughter in DCPS and wife who teaches in a DC Public Charter School, I’m personally invested in the success of all our city’s public schools. I began my professional career as a high school math teacher and continue to engage in the classroom weekly by volunteering as an award-winning after school debate coach in DCPS. I’ve worked at the state, federal, and national level, advising state legislators, senators, governors, and US Secretaries of education on policy impacting our schools.

I’m running for state board of education because I believe we need to fight so that all our DC public schools can successfully prepare our kids for the future. Our schools have made progress in recent years, but we know that too many of our graduates aren’t finding the success we want for them after they leave our K-12 system. I want to put my knowledge and experience to work on behalf of all of DC’s kids so that each and everyone of them leaves our schools with what they need to be successful in the future.

If elected, I commit to my Ward 5 neighbors that I will prioritize creating safe and healthy school environments for all students, protecting future ready pathways, and working with citywide stakeholders to reduce chronic absenteeism.

Work with communities to address the dangerous traffic conditions that exist near many of our buildings.

Advocate for Ward 5 student, family, and teacher needs during the modernization efforts taking place in our ward.

Fight to see that preventative maintenance requests are addressed in a timely manner.

Engage with national experts to bring best practices to the attention of our policy makers.

Support access to a diverse range of after school programs that engage students and encourage participation in school.

Achievement Gaps: DC has been recognized as one of the fastest improving urban school districts in the country, and this past year we saw continued improvements in math and reading scores across much of the city. Yet we know that dramatic and unacceptable disparities in outcomes remain across geography, family income level, and race. Conversations with my neighbors tell me that the number one thing that we can do to improve student outcomes is to tackle our persistently high chronic absentee numbers. As a state board member I’ll work with schools across Ward 5 who show improved rates of…

Elevate strategies to improve attendance rates in the crucial years of 8th and 9th grade to prevent higher rates of high school absenteeism.

Identify bright spots across DC to uncover what is working in reducing chronic absenteeism and spread it to more schools.

Engage with national experts to bring best practices to the attention of our policy makers.

If elected, I commit to my Ward 5 neighbors that I will prioritize creating safe and healthy school environments for all students, protecting future ready pathways, and working with citywide stakeholders to reduce chronic absenteeism.

I know from my many conversations with community members that student safety and belonging in school is a critical issue for our ward.

We must fight to make sure that our students are exposed to the knowledge and experiences they need to prepare them for what comes next.

As your state board member, I will work towards the following:

Advocate for continual expansion of high-impact tutoring services so that all students feel ready and able to succeed in school every day.

Elevate strategies to improve attendance rates in the crucial years of 8th and 9th grade to prevent higher rates of high school absenteeism.

Fight to see that preventative maintenance requests are addressed in a timely manner.

Work to see that Ward 5 students who receive special education services are getting access to the supports they need and are entitled to under state and federal law.

Listen to our teachers to better understand what they need to be successful and elevate these needs to the appropriate policy makers.

Champion career exposure in the early grades and college and career readiness experiences like work-based learning, apprenticeships, career and technical education, and dual enrollment in high school. This includes supporting the growth of advanced technical centers like the one in ward 5.

Advocate for continued financial support of valuable data collection efforts so that we can better understand what our students need while they’re in school and how our alumni are doing once they graduate.

Re-imagine the way our high schools are structured by learning from best practices in existing DC initiatives and from around the country. This includes exploring whether and how we can safely and equitably integrate emerging technologies into learning experiences.

Listen to our teachers to better understand what they need to be successful and elevate these needs to the appropriate policy makers.

Build opportunities for cross Ward community engagement so that parents, students, teachers, and advocates have a collective voice in advocating for safe and healthy learning environments as well as other issues.

Federal Law Enforcement: My team and I have knocked on thousands of doors across Ward 5 and we’ve heard time and time again that federal law enforcement actions are making students and families feel less safe. Students in Trinidad have been intimidated by National Guard troops since the beginning of the school year. Students at some of our Hispanic-serving charter schools have had to find creative ways just to make sure students can get safely to and from the building due to the presence of ICE. If elected, Jon will continue closely monitoring federal law enforcement’s interactions with our…

I’m running for state board of education because I believe we need to fight so that all our DC public schools can successfully prepare our kids for the future. Our schools have made progress in recent years, but we know that too many of our graduates aren’t finding the success we want for them after they leave our K-12 system. I want to put my knowledge and experience to work on behalf of all of DC’s kids so that each and everyone of them leaves our schools with what they need to be successful in the future.

If elected, I commit to my Ward 5 neighbors that I will prioritize creating safe and healthy school environments for all students, protecting future ready pathways, and working with citywide stakeholders to reduce chronic absenteeism.

I know from my many conversations with community members that student safety and belonging in school is a critical issue for our ward.

Advocate for continued financial support of valuable data collection efforts so that we can better understand what our students need while they’re in school and how our alumni are doing once they graduate.

Re-imagine the way our high schools are structured by learning from best practices in existing DC initiatives and from around the country. This includes exploring whether and how we can safely and equitably integrate emerging technologies into learning experiences.

Make sure that academic standards encourage mastery of the rigorous academic knowledge and skills students need to be successful in life.

Advocate for our school accountability system to give schools credit when students complete meaningful career readiness experiences that can lead to meaningful credentials.

Champion career exposure in the early grades and college and career readiness experiences like work-based learning, apprenticeships, career and technical education, and dual enrollment in high school. This includes supporting the growth of advanced technical centers like the one in ward 5.

Advocate for continued financial support of valuable data collection efforts so that we can better understand what our students need while they’re in school and how our alumni are doing once they graduate.

Work to see that Ward 5 students who receive special education services are getting access to the supports they need and are entitled to under state and federal law.

Listen to our teachers to better understand what they need to be successful and elevate these needs to the appropriate policy makers.

Build opportunities for cross Ward community engagement so that parents, students, teachers, and advocates have a collective voice in advocating for safe and healthy learning environments as well as other issues.

Re-imagine the way our high schools are structured by learning from best practices in existing DC initiatives and from around the country. This includes exploring whether and how we can safely and equitably integrate emerging technologies into learning experiences.

Make sure that academic standards encourage mastery of the rigorous academic knowledge and skills students need to be successful in life.

Work to make sure schools are implementing evidence based practices like the science of reading to support student’s academic development.

Advocate for continual expansion of high-impact tutoring services so that all students feel ready and able to succeed in school every day.

Elevate strategies to improve attendance rates in the crucial years of 8th and 9th grade to prevent higher rates of high school absenteeism.

Identify bright spots across DC to uncover what is working in reducing chronic absenteeism and spread it to more schools.

My policy priorities are informed by my deep knowledge and experience as a K-12 education policy expert, my practical experiences as a teacher, parent, and DCPS volunteer, and the thousands of doors I’ve knocked on while running for state board of education. I know that each of these priorities are vital to making sure DC’s public schools are preparing our children for a successful future.

I know from my many conversations with community members that student safety is a critical issue for our ward. This is true for both DCPS and charter schools. Many families face challenging commutes getting to and from school, buildings often have deferred maintenance or are going through modernization, and too many students don’t feel safe and supported in their school environments. I commute several miles a day taking my child to and from school, and she’s also struggled in the past with school conditions that made it difficult to learn. I also know from my time in the classroom that teachers need to feel safe and valued themselves to create a positive learning environment for students.

As your state board member, I will work towards the following:

…And too often, when services are delivered they come after severe delays. Students need to have access to the services to which they are entitled in a timely manner. If elected, I would support adding metrics to our state accountability system that track how well schools are serving students with special needs, advocate to the council during budget season for the resources our students with special needs require, and above all be in continuous contact with our communities to understand where the system is serving our students with special needs well and where it continues to fail them.

Facilities: We hear over and over again when engaging with communities across Ward 5 that too often our physical buildings aren’t safe and healthy learning environments. I’ve heard stories of air conditioners that don’t work, doors that won’t latch, and basements that flood during major storms. When it comes to DCPS, we know that the city often doesn’t provide timely service and that many of our buildings will be undergoing major renovations in the years ahead. And this past year DC’s public charter schools had to fight just to get the baseline facilities increase that they are entitled to under law. If elected to the state board, I’m committed to listening to our school leaders and parent teacher organizations to understand the current state of their facilities, hearing what they need, and advocating to the appropriate policymakers with authority to address those challenges.

We must fight to make sure that our students are exposed to the knowledge and experiences they need to prepare them for what comes next. My work with schools and states across the country have shown me the importance of putting academic and career readiness experiences on equal footing. This means students need to have access to both rigorous academic instruction and actively participate in meaningful college and career experiences.

…making students and families feel less safe. Students in Trinidad have been intimidated by National Guard troops since the beginning of the school year. Students at some of our Hispanic-serving charter schools have had to find creative ways just to make sure students can get safely to and from the building due to the presence of ICE. If elected, Jon will continue closely monitoring federal law enforcement’s interactions with our schools and work with both our communities and elected officials to do everything in our collective power to minimize federal law enforcement’s footprint in Ward 5.

Special Education: We also have heard that students with special needs are being poorly served by our current education system. Reports from the US Department of Education and conversations with neighbors speak to the failures of our current system, including both classroom services and transportation. And too often, when services are delivered they come after severe delays. Students need to have access to the services to which they are entitled in a timely manner. If elected, I would support adding metrics to our state accountability system that track how well schools are serving students with special needs, advocate to the council during budget season for the resources our students with special needs require, and above all be in continuous contact with our communities to understand where the system is serving our students with special needs well and where it continues to fail them.

Facilities: We hear over and over again when engaging with communities across Ward 5 that too often our physical buildings aren’t safe and healthy learning environments. I’ve heard stories of air conditioners that don’t work, doors that won’t latch, and basements that flood during major storms. When it comes to DCPS, we know that the city often doesn’t provide timely service and that many of our buildings will be undergoing major renovations in the years ahead. And this past year DC’s public charter schools had to fight just to get the baseline facilities increase that they are entitled to…

Support access to a diverse range of after school programs that engage students and encourage participation in school.

Achievement Gaps: DC has been recognized as one of the fastest improving urban school districts in the country, and this past year we saw continued improvements in math and reading scores across much of the city. Yet we know that dramatic and unacceptable disparities in outcomes remain across geography, family income level, and race. Conversations with my neighbors tell me that the number one thing that we can do to improve student outcomes is to tackle our persistently high chronic absentee numbers. As a state board member I’ll work with schools across Ward 5 who show improved rates of attendance to identify what is working and elevate those strategies to the city level. I’ll also work with my fellow board members to bring together experts from across the country who can help us develop DC-specific strategies to address our absenteeism. Lastly, I’ll continue to advocate for increased learning experiences that make school meaningful and encourage attendance such as college and career pathways and out of school time experiences.

Work to make sure schools are implementing evidence based practices like the science of reading to support student’s academic development.

Out of School Time: I believe that out of school time is one of the most important resources that our schools can offer young people, and many of my neighbors have been telling me as much when I’ve knocked on their doors. As an award-winning debate coach with over a decade of experience I know first hand the impact it can make on their lives. Yet I know from conversations with after school providers that some of our funding programs like Learn 24 are difficult to navigate for our after school providers. We’re also entering a difficult budget period and will need strong advocates committed to preserving after school funding to engage with the DC council. While the state board does not have direct authority over funding for out of school time, I am committed to fighting for these programs if elected.

Too many DC students are missing too many days of school. As a classroom teacher and debate coach in DCPS schools, I know how critical attendance is to making sure that each and every student is present and engaged every day. As we create safe and healthy learning environments and expand future ready opportunities, we must also take deliberate steps to support our students in attending school regularly.

Chronic absenteeism is a crisis in DC. Too many students are missing too much school, putting their learning and their futures at risk. As a State Board of Education member, I will show up for students, families, and educators—and bring them together to confront this crisis.

I am a proud Spelman College graduate, the mother of two boys, a former teacher and PTO president, and an education advocate with more than 20 years of experience. I know that getting a child to school—and making sure that school is a place where the child wants to be—takes engaged families, supported teachers, strong academics, and opportunities that inspire students to learn.

As Senior Director of Strategic Initiatives & National Partnerships at EdTrust, I have brought people together across the country to fight for students. I will bring that experience home to Ward 5 to strengthen our schools, and stand up to Donald Trump and out-of-town billionaires trying to impose their agenda on DC's children.

Become and max donor, and your $20 = $120

As a mother, educator, and education advocate for more than two decades, I know that effective leadership begins with community and is strengthened by experience. I will bring both to the State Board, staying closely connected to Ward 5 families, students, educators, and community members while using my experience to turn their priorities into action. I’m ready to ask the tough questions, advocate for what our students deserve, and make sure Ward 5 has a knowledgeable, engaged, and effective voice in every decision that shapes our schools.

Chronic absenteeism is a crisis in DC. Too many students are missing too much school, putting their learning and their futures at risk. As a State Board of Education member, I will show up for students, families, and educators—and bring them together to confront this crisis.

Stand up for visa-sponsored educators whose work and legal status are threatened by federal policy changes

Advocate for mental- and physical-health supports for students and educators as a core part of how schools operate

Make sure Ward 5 families have a direct way to raise safety concerns and see them acted on

Demand more than a list of programs — families should know how many students participate, who has access, and whether the programs are delivering for students

Make sure Ward 5 students, families, and educators are heard before major decisions about their schools are made, not after

Invest in Kids: Every Dollar Traced Back to a Classroom

Listen to families about what their children need and use enrollment, program, facility, and student-travel data to identify what is missing in Ward 5

Bring public school leaders, DC officials, students, families, and educators to one table to address school transitions, special education, transportation, and gaps in programs and services

Advocate for every Ward 5 student to have access to Algebra I by eighth grade, advanced coursework, dual enrollment, and high-quality career-connected learning

Affordability is about more than rent or a mortgage. It is also about whether families can find what their children need close to home. When a student's school is across the district, families pay for it in time, transportation, and complicated daily schedules. That's why so many Ward 5 families feel like they're choosing between what's convenient and what's best.

Ward 5 students should have access to rigorous academics, arts, athletics, after-school programs, and meaningful student support without a long trip across DC. Excellent public schools close to home are part of making DC more affordable for families.

Listen to families about what their children need and use enrollment, program, facility, and student-travel data to identify what is missing in Ward 5

As a mother, educator, and education advocate for more than two decades, I know that effective leadership begins with community and is strengthened by experience. I will bring both to the State Board, staying closely connected to Ward 5 families, students, educators, and community members while using my experience to turn their priorities into action. I’m ready to ask the tough questions, advocate for what our students deserve, and make sure Ward 5 has a knowledgeable, engaged, and effective voice in every decision that shapes our schools.

Chronic absenteeism is a crisis in DC. Too many students are missing too much school, putting their learning and their futures at risk. As a State Board of Education member, I will show up for students, families, and educators—and bring them together to confront this crisis.

I am a proud Spelman College graduate, the mother of two boys, a former teacher and PTO president, and an education advocate with more than 20 years of experience. I know that getting a child to school—and making sure that school is a place where the child wants to be—takes engaged families, supported teachers, strong academics, and opportunities that inspire students to learn.

I am a proud Spelman College graduate, the mother of two boys, a former teacher and PTO president, and an education advocate with more than 20 years of experience. I know that getting a child to school—and making sure that school is a place where the child wants to be—takes engaged families, supported teachers, strong academics, and opportunities that inspire students to learn.

As Senior Director of Strategic Initiatives & National Partnerships at EdTrust, I have brought people together across the country to fight for students. I will bring that experience home to Ward 5 to strengthen our schools, and stand up to Donald Trump and out-of-town billionaires trying to impose their agenda on DC's children.

Invest in the Kids: Every Dollar Traced Back to a Classroom

Invest in Kids: Every Dollar Traced Back to a Classroom

School budgets are about choices, and I have sat in difficult LSAT and school-community conversations where those choices affect educators, programs, and student supports. DC spends billions on public education, but families cannot always see whether that money is reaching students. The public deserves to know where the money goes, what it provides, and whether students receive the support promised to them.

Demand clear, public information showing how education dollars translate into educators, academic programs, enrichment, and student supports

School budgets are about choices, and I have sat in difficult LSAT and school-community conversations where those choices affect educators, programs, and student supports. DC spends billions on public education, but families cannot always see whether that money is reaching students. The public deserves to know where the money goes, what it provides, and whether students receive the support promised to them.

Demand clear, public information showing how education dollars translate into educators, academic programs, enrichment, and student supports

Use the Board's public platform to scrutinize education spending and press the mayor, Council, and education agencies for answers

Use attendance and participation data to identify the academic, extracurricular, and engagement programs that keep students coming back — and make the case for investing in what works

Listen directly to students, families, and educators about why kids are missing school, and hold the system accountable to act on what we learn

Nearly 4 in 10 DC students are chronically absent — and among high schoolers, it's more than half. It's not because families don't care. Too many students are missing school for reasons that have nothing to do with motivation: unreliable transportation, safety concerns on the way to and from school, unmet health and mental health, and housing instability.

Our schools must be prepared to respond, families must know their rights, and students and educators must receive the support they need. DC residents — not Donald Trump or outside interests — should shape decisions about the safety and education of our children.

Work with communities to build and strengthen alert systems that keep our kids collectively safe from ICE and National Guard activity near schools

Stand up for visa-sponsored educators whose work and legal status are threatened by federal policy changes

Raising two boys and serving as PTO president at John Burroughs Elementary School have shown me that attendance is shaped by what happens both inside and outside school. As a national advocate, I have collaborated with partners across the country on a national initiative with the goal of reducing chronic absenteeism by 50 percent over five years, and helped bring DC into that effort. I will bring that data-driven, collaborative approach home to Ward 5.

Push OSSE to expand and publicize tools like its Attendance Dashboard, and support bringing the Attorney General's ATTEND program to more schools as an alternative to court intervention

Advocate for safe, reliable passage to and from school for every Ward 5 student

Ward 5 families want what every family wants: excellent public schools where students are safe, supported, and learning every day. As your Ward 5 representative on the State Board of Education, I will bring my experience as a mother, educator, and national advocate to four priorities.

Nearly 4 in 10 DC students are chronically absent — and among high schoolers, it's more than half. It's not because families don't care. Too many students are missing school for reasons that have nothing to do with motivation: unreliable transportation, safety concerns on the way to and from school, unmet health and mental health, and housing instability.

Raising two boys and serving as PTO president at John Burroughs Elementary School have shown me that attendance is shaped by what happens both inside and outside school. As a national advocate, I have collaborated with partners across the country on a national initiative with the goal of reducing chronic absenteeism by 50 percent over five years, and helped bring DC into that effort. I will bring that data-driven, collaborative approach home to Ward 5.

Excellent Public Schools: Right Here in Ward 5

Affordability is about more than rent or a mortgage. It is also about whether families can find what their children need close to home. When a student's school is across the district, families pay for it in time, transportation, and complicated daily schedules. That's why so many Ward 5 families feel like they're choosing between what's convenient and what's best.

Ward 5 students should have access to rigorous academics, arts, athletics, after-school programs, and meaningful student support without a long trip across DC. Excellent public schools close to home are part of making DC more affordable for families.

Use the Board's public platform to scrutinize education spending and press the mayor, Council, and education agencies for answers

Track whether funding intended for students with greater needs reaches them and provides the promised support

Bring families, educators, principals, and communities into budget conversations before decisions are made, not after

Demand clear, public information showing how education dollars translate into educators, academic programs, enrichment, and student supports

Use the Board's public platform to scrutinize education spending and press the mayor, Council, and education agencies for answers

Track whether funding intended for students with greater needs reaches them and provides the promised support

Ward 5 students should have access to rigorous academics, arts, athletics, after-school programs, and meaningful student support without a long trip across DC. Excellent public schools close to home are part of making DC more affordable for families.

Listen to families about what their children need and use enrollment, program, facility, and student-travel data to identify what is missing in Ward 5

Bring public school leaders, DC officials, students, families, and educators to one table to address school transitions, special education, transportation, and gaps in programs and services

Fight for arts, music, athletics, clubs, and after-school and summer programs within Ward 5

Demand more than a list of programs — families should know how many students participate, who has access, and whether the programs are delivering for students

Make sure Ward 5 students, families, and educators are heard before major decisions about their schools are made, not after

Bring public school leaders, DC officials, students, families, and educators to one table to address school transitions, special education, transportation, and gaps in programs and services

Advocate for every Ward 5 student to have access to Algebra I by eighth grade, advanced coursework, dual enrollment, and high-quality career-connected learning

Fight for arts, music, athletics, clubs, and after-school and summer programs within Ward 5

Advocate for safe, reliable passage to and from school for every Ward 5 student

Use attendance and participation data to identify the academic, extracurricular, and engagement programs that keep students coming back — and make the case for investing in what works

Listen directly to students, families, and educators about why kids are missing school, and hold the system accountable to act on what we learn

Nearly 4 in 10 DC students are chronically absent — and among high schoolers, it's more than half. It's not because families don't care. Too many students are missing school for reasons that have nothing to do with motivation: unreliable transportation, safety concerns on the way to and from school, unmet health and mental health, and housing instability.

Raising two boys and serving as PTO president at John Burroughs Elementary School have shown me that attendance is shaped by what happens both inside and outside school. As a national advocate, I have collaborated with partners across the country on a national initiative with the goal of reducing chronic absenteeism by 50 percent over five years, and helped bring DC into that effort. I will bring that data-driven, collaborative approach home to Ward 5.

Push OSSE to expand and publicize tools like its Attendance Dashboard, and support bringing the Attorney General's ATTEND program to more schools as an alternative to court intervention

Advocate for every Ward 5 student to have access to Algebra I by eighth grade, advanced coursework, dual enrollment, and high-quality career-connected learning

Fight for arts, music, athletics, clubs, and after-school and summer programs within Ward 5

Demand more than a list of programs — families should know how many students participate, who has access, and whether the programs are delivering for students

Work with communities to build and strengthen alert systems that keep our kids collectively safe from ICE and National Guard activity near schools

Stand up for visa-sponsored educators whose work and legal status are threatened by federal policy changes

Advocate for mental- and physical-health supports for students and educators as a core part of how schools operate

Track whether funding intended for students with greater needs reaches them and provides the promised support

Bring families, educators, principals, and communities into budget conversations before decisions are made, not after

Protect Our School CommunitiesICE activity and National Guard patrols near DC schools have created fear for students, families, and educators. We should not accept that fear as normal. No parent should have to choose between sending a child to school and keeping their family safe. No student or educator should have to wonder whether federal agents will be waiting outside.