THE EDUCATION EDITION 2010

AUGUST 2010

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KIPP DC schools are tuition-free, public schools open to all studentsliving in Washington. KIPP DC is the highest performing networkof public charter schools in the city, and more than 85% of KIPPgraduates go to college. Together with our community, KIPP DC isbuilding a better tomorrow.

KIPP DC helps students succeed by:• Creating a safe, structured and innovative learning environment.• Extending the school day.• Teaching students during Saturday School and Summer School.• Offering extracurriculars like ballet, art, music and drumline.• Having teachers available by cell phone for homework help.• Holding students accountable for behavior and academic success.• Partnering with parents and community members to bring outthe best in every child.

ALL OF US WILL LEARN

capitalcommunitynews.com 3

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• Howard University Middle School for Math & Science PCS • Maya Angelou See Forever PCS – Shaw Campus • Meridian PCS

• Next Step/El Próximo Paso PCS • YouthBuild LAYC OCS

Ward 2Center City Shaw Campus PCS • Community Academy PCS – Amos III Campus • Community Academy PCS-Butler Bilingual Campus

• KIPP DC: WILL Academy PCS • KIPP DC: Grow Academy • School for Arts In Learning (SAIL) PCS

Ward 4Bridges PCS • Center City PCS – Brightwood Campus • Center City PCS – Petworth Campus • Community Academy PCS-Amos Elementary Campus

• Community Academy PCS-Amos 2 Campus • Community Academy PCS-Online • Hope Community PCS – Lamond Campus • Hospitality High PCS

• Ideal Academy PCS • Kamit Institute for Magnifi cent Achievers PCS • Latin American Montessori Bilingual PCS • Paul PCS • ROOTS PCS • Washington Latin PCS

Ward 5Center City PCS – Trinidad Campus • Community Academy PCS-Rand Campus • DC Preparatory Academy PCS Middle

• DC Preparatory Academy PCS Elementary Campus • Elsie Whitlow Stokes Community Freedom PCS • Friendship PCS -- Woodridge Campus

• Hope Community PCS- Tolson Campus • Hyde Leadership Academy PCS • Mary McLeod Bethune • Potomac Lighthouse PCS

• Thea Bowman Preparatory Academy • Tree of Life Community PCS • Washington Mathematics, Science & Technology PCS

• Washington Yu Ying • William E. Doar Jr. PCS for the Performing Arts

Ward 6Apple Tree Early Learning PCS – Riverside Campus • Apple Tree Early Learning PCS – Amidon Campus • Center City PCS – Capitol Hill Campus

• Cesar Chavez PCHS for Public Policy- Capitol Hill • Eagle Academy PCS • Friendship PCS-Chamberlain Elementary Campus • Options PCS

• St. Coletta of Greater Washington PCS • Two Rivers PCS

Ward 7Arts & Technology Academy PCS • Cesar Chavez PCHS for Public Policy—Parkside Campus • Cesar Chavez Middle School

• DC Preparatory Academy PCS – Benning Elementary Campus • Friendship PCS-Blow Pierce Junior Academy Campus

• Friendship PCS-Collegiate Academy at Carter G. Woodson • Howard Road Academy PCS – Pennsylvania Avenue Campus

• Howard Road Academy PCS – G Street Campus • IDEA PCS • KIPP-DC – Key Academy Campus • KIPP-DC – LEAP Academy Campus

• KIPP-DC – Promise Academy Campus • Maya Angelou See Forever PCS – Evans Campus • Maya Angelou See Forever PCS – Middle School Campus

• Nia Community PCS • SEED PCS

Ward 8Achievement Preparatory Academy • Center City PCS – Congress Heights Campus • Early Childhood Academy PCS • Excel Academy PCS

• Friendship PCS-South East Elementary Academy • Friendship PCS – Tech Prep Campus • Howard Road Academy PCS – Main Campus

• Howard Road Academy PCS – Martin Luther King Avenue Campus • Imagine Southeast PCS • KIPP-DC – Discover Academy Campus

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DC’S CHARTER SCHOOLS:LEADING EDUCATION REFORM IN THE NATION’S CAPITAL!

Visit Our Website: www.dcacps.orgor email us: [email protected]

4 EDUCATION EDITION ● AUGUST 2010

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DC AREA COMMUNITY COLLEGES...6 Broad in their offerings, inexpensive, and

accredited, two-year colleges are a great

educational resource.

FINDING THE RIGHT FIT10 A good match between the student and a school’s

educational philosophy can make all the

difference in a student’s high school years.

MOVING DC FORWARD...18 Can our city can move forward aggressively with

education reform without our current Chancellor,

Michelle Rhee?

THEY DON’T MISS A BEAT22 Learning Dance at St. Mark’s Dance Studio.

ADVERTISERS DIRECTORY25 Briefs on top schools in the District.

CONTENTSTHE EDUCATION EDITION ● AUGUST 2010

TABLE OF

22

6

EXECUTIVE EDITOR: Melissa Ashabranner • [email protected]

EDITORIAL STAFFMANAGING EDITOR: Andrew Lightman • [email protected] & ASSOCIATE EDITOR: Maria Carolina Lopez • [email protected]

ADVERTISING & SALESSENIOR ACCOUNT EXECUTIVE: Deborah Bandzerewicz • 202.543.8300 X13 • [email protected] EXECUTIVE: Kira Means • 202.543.8300 X16 • [email protected] EXECUTIVE: Maria Carolina Lopez • 202.543.8300 X12 • [email protected]

PUBLISHER: JEAN-KEITH FAGON • [email protected]

Copyright © 2010 by Capital Community News. All Rights Reserved.Cover: A student on the campus of the University of the District of Columbia. Courtesy of UDC.

HILL RAG • MIDCITY DC • EAST OF THE RIVERFAGON COMMUNITY GUIDESTHE EDUCATION EDITIONCHAMPS CAPITOL HILL MAP

Capital Community News, Inc.224 7th Street, SE, Suite 300, Washington, DC 20003 202.543.8300 • www.capitalcommunitynews.com

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2.


Twenty-three year old Jennifer Peter is a dance instructor at the Arthur

Murray Studio in Silver Spring; she is also a student at the Rock-ville campus of Montgomery Col-lege. Ms. Peter, a Communications major, wants to work at a radio or TV station and knows she will need a bachelor’s degree to reach her ca-reer goals. Like a growing number of students around the country, she fi nds that her local community col-lege provides the right balance of work and learning at an aff ordable price. For her, “the small classes and accessible faculty” at Montgomery College is the “perfect” fi rst step on the ladder of higher education.

Community colleges are uniquely American institutions in that they open higher education to everyone for almost any kind of learning at any time throughout life. Learn a foreign language or prepare for a second – or third – professional career. Read new literature. Overcome math anxiety. If you’re among those who were never good at school but great with building or fi xing things – go to the commu-nity college for job training or to gain greater technical skills in auto me-

chanics, plumbing or electrical work. If you’ve recently arrived in the US, community colleges have courses in English as Second Language (ESL) and certifi cate programs that can open doors to the workplace.

DC Area SchoolsDC residents are especially fortu-

nate to have four multi-faceted pub-lic community colleges in the area. Th ree -- NOVA (http://www.nvcc.edu), Montgomery College (http://cms.montgomerycollege.edu), Prince George Community College (www.pgcc.edu)– are located in the close-in suburbs of Virginia and Maryland. Th e new Community of College of Washington, associated with UDC, is right in the District (http://ccdc.usdc.edu). All have multiple cam-puses, many of which are accessible by public transport. Th ey are also ac-cessible on the web where you can just get information and class schedules or you can follow the steps and complete your registration. If you need advice,

you can arrange a visit on campus or a chat online. Classes are held on the campuses, at storefront sites, and on the web. With classes during the day and at night, on-line registration, and interactive web sites, the community colleges take pride in adjusting to people’s complicated responsibilities for work and family life.

ProgramsTh e colleges all include two-year

academic programs in the arts and sci-ences, workforce development, pro-grams for “new” Americans, distance learning, and continuing education and community outreach. But each of the schools has its own character and culture. If what you want is a strictly academic focus to prepare for trans-fer to a four year school, for example, Montgomery College, which has even dropped “community college” from its name, may be the best bet. Among the four community colleges, the Mont-gomery College website especially highlights the academic achievements

EDUCATION EDITION ● COMMUNITY COLLEGES

DC Area Community Colleges –and You! Broad in their offerings,inexpensive, andaccredited, two-yearcolleges are a greateducational resourceby Marjorie Lightman, PhD

Professor Susan Bontems (far right), who was recognized as the 2009 Maryland Professor of the Year by two national education organizations, enjoys the challenge of making chemistry interesting for students at Montgomery College.


of its faculty and portrays the institution with many of the attributes familiar in four year schools. NOVA, in contrast, touts its large size and range of off er-ings. With an enrollment of some 72,000 students, it is truly a school that has something for everyone. Self-confi dent as an in-stitution and committed to the community college ideal, a student can’t go wrong at NOVA. Prince George Community Col-lege claims the largest number of graduates with two-year degrees, possibly also the highest proportion of enrollments in techni-cal and associate fi elds for which a two year degree is the workers’ entry card. Th e Community College of the District of Colum-bia, connected with UDC, is only one year old and already has some innova-tive programs. Its focus

on workforce development includes a program in air-plane maintenance in a hanger at Reagan National airport, its educational café invites discussions and refers visitors to unique educational opportuni-ties available at museums, embassies and specialized organizations throughout the District.

CostsNone of the commu-

nity colleges are expensive when compared with four-year schools, even four-year state public schools. For most programs tuition is by the credit hour. Th ere is a sharp diff erential be-tween in-state and out-of-state tuition costs and there are special, generally higher, tuition prices for students sponsored by their employers. Fortunately, at all the schools DC makes a grant available for DC

At Prince Georges Community College classes in nutrition and the culinary arts prepare students for many food-related professions.


residents that will pay the diff erence between in-state and out-of-state tu-ition, up to a certain amount. Called the DC Tuition Assistance Grant (or DC TAG), students must apply for the grant from the DC government. Full information and the application are available at: http://osse.dc.gov/seo/cwp/view,A,1226,Q,536770,seoNav_GID,1511,.asp. Without the grant, students pay the regular out-of-state tuition amount.

At NOVA the cost is $122.95 per credit hour and at Montgomery it’s between $171 and $292. UDC costs $121.67. All the schools have a variety of fees which raises the per semester cost by about another $100.

Support Services Th e community colleges have a

special commitment to seek students from diverse backgrounds. Many of these students are the fi rst genera-tion to attend college and many are self–supporting. For them even the modest costs can be forbidding. Th e schools encourage students with fi -nancial issues to seek counseling, since state, federal and private fi nancial aid can sometimes be found. Th ere are also work/study programs on campus and job banks which seek to match students with job opportunities. Th e schools include a wide range of ages.

In fact, the traditional 18-21 years are in the minority. Most students are “older” and some are “seniors.” Many attend part time. For most, an Associ-ate degree is the “holy grail” that leads to an entry level professional or skilled job. Th e reality, however, is that the majority of students are strapped for funds or have complicated family and work obligations and a two year de-gree often stretches over four years or more.

“Articulation” and TransferEach college has a large contin-

gent of students who plan to transfer to four-year schools and complete

a bachelor’s degree. However, the transfer process is not always smooth or easy, despite advertisements to the contrary. Th e community colleges have “articulation” agreements with the public four-year institutions in their respective states, and in the case of UDC with the university’s four-year program, for the transfer of graduates. Th e transfer of credits, especially dis-tance learning credits, to institutions not covered by articulation agree-ments depends on the policy of the individual school. Catholic Univer-sity, for instance, will not accept any long distance learning credits. It also depends on the overlap in off erings between the community college and the four-year school. Most four-year schools will only give credit for re-quired courses that are similar in con-tent with what they off er, and in addi-tion, they may give elective credits for some courses they deem worthy. It is truly a situation of caveat emptor.

Th e problems encountered by transfer students, however, are far less serious than those encountered by students who attend for profi t on-line universities. Th e community colleges are a part of the regionally accredited nonprofi t system of higher education that includes two and four year public and private schools. Regional accredi-tation assures the basic quality of the school’s programs and the portabil-ity of credits, subject to articulation agreements and evaluation by the receiving college. Many of the prob-lems encountered by state community college students are no diff erent from those that are also experienced by four year college students who transfer from one school to another.

With a total enrollment in excess of 200,000 students. Th ese four com-munity colleges, are DC’s portal to popular post-secondary education and lifelong learning. If like Jennifer Peter you are a self-supporting, energetic and thinking person, regardless of your age, experiences, or educational background, the community college may be just the place to start or con-tinue your education. ●

With an enrollment of 72,000 students and several campuses, Northern Virginia Community College is truly aschool that has something for everyone.

One of the many computer labs at University of DC.


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The fi nal years of a secondary educa-tion are some of the most formative. In high school, stu-

dents learn the skills that transition them into adulthood, whether they start working full-time, take a gap year or go straight to college.

On the surface, students in all DC high schools are involved in three major tasks: academic learning, extra-curricular activities and navi-gating the social transition to adult-

hood. However, while all good high schools address these needs, they all do it diff erently and making sure the student fi ts with the school’s educa-tional and philosophical model will make a diff erence in the person who emerges from the school at the end of the four years.

To illustrate this diff erence, Th e Hill Rag profi led four local institu-tions – a public, a private, a private parochial and a charter. Th ese pro-fi les will off er an insight into how these diff erent approaches to a high

school education prepare students to enter the real world.

Benjamin Banneker Academic High SchoolDC Public School800 Euclid St. NW

Operating in the shadow of How-ard University, the faculty and staff of Banneker Academic High School, a public school, have one mission above all else: to get their students into col-lege.

“We are relentless when it comes to getting our kids into school,” said Principal Anita Berger.

Berger’s focus appears to be pay-ing off for the 90% African American student body. Since its founding in 1981, Banneker has boasted a 100% college acceptance rate for each grad-uating class and consistently produces

EDUCATION EDITION ● HIGH SCHOOL OPTIONS

by Paul D. Shinkman

Finding the Right FitA good match between the student and a school’s educational philosophy can make all the difference in a student’s high school years

Friendship Collegiate Academy students on a college tour in Pennsylvania where they visited Bucknell, Villanova, U Penn and Bryn Mawr.


the students to whom colleges pay par-ticular attention. During an interview in the Banneker front offi ce, Berger points to one student who she said is academically ranked in the bottom of his class. However, he has recently received 14 college acceptance letters and more than $200,000 in scholar-ships and fi nancial award off ers. Th e 85 graduates this year received a total of $16.7 million in scholarships and awards, Berger said.

“Th ey are very marketable for col-leges,” she added, accrediting this suc-cess rate to the “hands-on” approach of all the faculty and staff , but particularly the college guidance counselors whose dedication and relationships with college reps Berger regards as the “pillars of the program.”

“We really believe in the public school system, and wanted the best one,” said parent Dianne Burrell, whose youngest daughter is a rising sophomore.

Th ree of Burrell’s eight children are also alumni. Her eldest son gradu-ated in 1995 and despite an “average” academic record there, was admitted to the US Naval Academy and is currently a major in the Marine Corps. Another son, Olutosin Burrell, graduated in 1998 and returned to teach 10th-grade English. A third graduated in 2000 and is now a software engineer.

“[At Banneker] you know you won’t be teased for being bright,” Burrell said of the studious student body.

Banneker’s high expectations reach farther than just the classroom. Stu-

dents must also complete 270 hours of community service: 45 hours in freshman and sophomore years, and 90 hours in junior and senior years, which are oriented more towards the student’s job interests, bolstering their real-world experience as they enter college.

While it is a publicly funded in-stitution and a part of the DC Public School system, Banneker has the “au-tonomy” to select students for admis-sion and to plan its entire academic and extra-curricular programs. Th is off ers more fl exibility and customization of the classes and available opportunities to fi t the students’ needs, Berger said.

About 600 students, most of whom are in the top 18% of their middle school class, apply for roughly 150 spaces in each year. Each applica-tion must be accompanied by recom-mendations from the student’s prior English and math teachers, one other teacher, a guidance counselor and their principal, along with a commitment from the student’s parents or guard-ian to also be involved in the learning process.

Berger credits the success of Ban-neker to both the program and the kinds of students they admit.

“If a kid is so smart, but doesn’t have the work ethic, it won’t work here,” she explained.

For more information: www.ben-jaminbanneker.org, 202-671-6320.

Edmund Burke SchoolPrivate Independent4101 Connecticut Ave. NW

Head of School David Shapiro em-ploys eight words to describe Edmund Burke: small, urban, diverse, challeng-ing, engaging, enabling, respectful and aff ectionate.

“I think Burke is very cool,” he said. “If you speak to anyone – family, trust-ees, students – they’ll be talking about the same things that I am.”

Forged in the turbulence of the late 1960s, Burke was designed to be a secondary school unlike others at the time by accommodating a changing world where youth were seizing more

power. Its founders chose to name it after the 18th century British politi-cian who coined the maxim, “Th e only way for evil to triumph is for good men to do nothing.” – a phrase prominently on display in the school’s main hall.

Edmund Burke School consciously brings together students who are dif-ferent from one another in many ways, actively engages them in their own education, has high expectations for them, gives them power and responsi-bility, and supports and advances their growth as independent thinkers who will make positive contributions to the world in which they live.

“Some families feel there is a trade-off between engagement and so-cial justice, and achievement,” Shapiro said, that if parents allow a student to “pursue the arts and be happy, they might not get into the schools they need to.”

“It’s quite the opposite, here,” he said. Shapiro believes strongly in teach-ers empowering students to achieve for themselves and that faculty and staff take them seriously for who they are.

And recent graduates have been admitted to colleges and universities such as Brown, Oberlin, Michigan, New York University Tisch School of the Arts, and the Rhode Island School of Design.

Burke’s progressive approach to teaching pairs rigorous academic

Banneker Guidance Department Chair Vernita Jefferson helps a student navigate the college application process.

Edmund Burke teacher Rachel Braun uses an abacus to engage her math students.

12 EDUCATION SPECIAL ● AUGUST 2010

standards with an under-standing that not all stu-dents learn the same way. It also focuses on student autonomy and leadership, through peer mentoring and tutoring, and the free periods where students may leave the urban cam-pus for class outings or independent community service projects.

“We have the cour-age to give kids power and responsibility. You don’t have to leave any part of yourself outside on the stoop when you come in. Kids are known and ap-preciated for who they are -- that’s why we can de-mand so much of them in-tellectually and ethically,” says Shapiro.

Roughly three to four students apply for each space in the 55 to 65-stu-dent classes. Burke prides itself also on its many levels of diversity. About 15% of the gross tuition revenue goes toward fi -nancial aid, Shapiro said. Twenty-fi ve percent of students receive fi nancial aid, 80% of whom receiv-ing aid for roughly 60% of the $30,000 tuition.

“We have one of the top richest fi nancial aid

programs in the region,” he added.

Th irty-seven percent of the student body is of color, and 10% are from international families.

“Th ey respect the in-dividual person,” said Palisades resident Eliza Button, mother of a Burke graduate and two current students. “Th ere are a lot of diff erent kinds of learn-ers, and a lot of diff erent kinds of kids.” For more information: www.eburke.org, 202-362-8882.

St. Anselm’sAbbey SchoolIndependent Parochial4501 S Dakota Ave. NE

Founded in the midst of World War II on the grounds of an abbey estab-lished in the early 1920s, St. Anselm’s, a Roman Catholic boys school inde-pendent of the arch-dio-cese, bases its approach to academics on a more than 1,500-year monastic tradi-tion and the 900-year his-tory of its namesake, St. Anselm of Canterbury.

Th e school campus is spread out on 40 acres of woods, sloping gardens and fi nely manicured playing fi elds based around an active

Edmund Burke students participate in a Walk for the Homeless as part of theircommitment to community service.


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Benedictine monastic community. “Th e Benedictine charism is in

everything we do,” said Headmaster Louis Silvano, the fi rst at St. Anselm’s not of the clergy, referencing St. Bene-dict’s notion of ora et labora (“prayer and work”), and a school motto, “Every day we begin anew.”

Yet the faculty and staff do not let the religious foundation of the school narrow the scope of its academics.

“Th e religious program is not cut and dry, or just religious facts,” said James Leathers, the school director of communications and a 2004 graduate, “but a lot of dialogue and philosophy.”

Th e faculty, eight or nine of whom are members of the St. An-selm’s Abbey, stress through their teaching the importance of the “Benedictine style” of developing independent thinkers who are con-siderate of others.

Th is sense of service permeates all aspects of an education at St. Anselm’s. All students are encouraged to perform community service, and they apply this sentiment to one another; each incom-ing student is assigned to one of four houses and paired with an upperclass-man who provides guidance.

Many students later pursue this sense of service in their future studies in law, medicine and business, Silvano added.

Two of Leslie Merkle’s sons are currently enrolled at St. Anselm’s, and a third graduated in 2008, entering

the Air Force Academy where he was ranked third in his freshman class.

“Parents choose St. Anselm’s be-cause of the faculty and their dedi-cation to the academics,” she said. “Th e teachers and monks are looking out for all the students’ happiness.”

“It’s an academic school, truly committed to the boys’ development in all aspects of their life,” she added.

Most admitted students come from the 90th percentile of their prior school, or higher, Silvano said, and many current students will pursue 10-15 Advanced Placement courses.

“Th ey’re very academically moti-vated,” he said. “You have to want to study.”

Roughly two-thirds of the student body is Roman Catholic, and while most others are Christian, there are also Jewish, Muslim and Zoroastrian students at the school. One-third of students receive fi nancial aid for the $26,022 tuition, totaling $755,000 in aid for the coming academic year.

For more information: www.sain-tanselms.org, 202-269-2350.

Friendship Collegiate Academy Public Charter SchoolPublic Charter School4095 Minnesota Ave. NE

Friendship Collegiate Academy prepares its roughly 1,200 students for higher education by softening the division between high school and college. It marries a rigorous cur-

riculum that includes college credit and time spent in college classrooms with programs that build student self-confi dence and train them for the practical challenges they will face in later life.

“Our goal is for students to have options, not just focus on survival,” said Michael Cordell, the current chief academic offi cer for the Friend-ship Charter Schools. Friendship, Cordell added, is modeled after top-fl ight public school systems like that of Montgomery County, Md.

“Students also have to learn to advocate for themselves,” Cordell added, explaining the many elements in the curriculum that focus on em-powering students, such as mock trial in social studies classes, an emphasis on writing which culminates in a 10-page senior thesis and involvement outside the classroom through clubs like chess, debate and an increasingly strong athletics program.

A prime example of Friendship’s character-oriented education ap-proach is the popular Leadership program at Friendship. More than 100 students participate in this cadet corps modeled after junior ROTC programs and instructed by Kem Cooper, a former military offi cer and state trooper. Th ey conduct the school color guard, learn fi rst-re-sponder skills and even help with se-curity in the school.

Th rough partnerships with local universities and private organiza-tions, Friendship Collegiate has also created advanced opportunities for students to feel comfortable moving into their fi rst years of college.

According to Arsallah Shairzay, Director of the school’s Early Col-lege and AP programs, many stu-dents begin taking college-level AP courses in subjects like economics and psychology during their fresh-man and sophomore years. Profes-sors from the University of Maryland come to the campus to instruct junior year students, and work with them at the Naval Research Laboratory in Bethesda, Md., during the summer.

St. Anselm’s Abbey School biology teacher Carol Rentas works with 9th grade students on a lab project in life science class. There are four science laboratories at the school.


12th & Lawrence Street, NEWashington, DC 20017(202) 526-4657www.stanthonyschooldc.org

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And in their senior years, students have the oppor-tunity to go to the Uni-versity of the District of Columbia campus to take classes during the school day. Friendship Colle-giate foots the bill for tu-ition, books, transporta-tion and other expenses, Shairzay said.

“We’re jumpstart-ing college careers,” said Shairzay, “Quite a num-ber of students complete [college] in three years.”

Access to these pro-grams aff ords students an opportunity to receive a variety of partial and full scholarships. One hundred and ten juniors were awarded a $10,000 per year DC Achievers Scholarship for fi ve years of college, funded by the Bill and Melinda Gates foundation, Shairzay said. Many students have also received the DC Posse Foundation merit scholar-ships granting full tuition to participating universities like LaFayette, the Uni-versity of Wisconsin andPepperdine.

“I was originally go-ing to put my daughter in a private school, but when I looked at Friendship, I saw they had all she need-ed,” said Director of Par-ent Relations Gail Sivels, whose 17-year old rising senior is studying at the University of Maryland this summer as a part of the charter school’s Young Scholars program. Friendship Collegiate is footing the bill.

And the relation-ship between the school and students doesn’t end upon graduation. Friend-ship Collegiate contacts former students during the Christmas break of their fi rst year in college, to make sure they are coping with admissions issues like fi nancial aid.

“We give a wide range of opportunities for stu-dents to fi nd their voice, and we equip them with the skills to be successful in college and their ca-reers,” Cordell said.

For more info: www.friendshipschools.org, 202-396-5500. ●●

Collegiate Academy students with interests in medicine and nursing see how it feels to wear scrubs and face masks


Sousa Middle SchoolENROLL TODAY! Quality School • Safe & Structured Environment

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Sousa Middle School, an Arts Catalyst School, is exceeding all odds, with 30 point gains in math, and 20 points in reading within the past two academic years. As a Full Service School located in Southeast, Washington, DC, Sousa is dedicated to providing the highest level of education and social-emotional supports to all students bysetting the standard of excellence.

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This is an exciting but tense time in our city. We’re facing major leadership decisions,

with both Mayor and Council Chair up for grabs, each of which will have a major impact on the direction of DC education reform. But the question on just about everyone’s mind is whether or not our city can move forward ag-gressively with education reform with-out our current Chancellor, Michelle Rhee. Th e short answer is yes – but only if we focus on the right things.

To be sure, continuity of leader-ship is a key ingredient of educational success. But the unfortunate reality is that urban superintendents come and go way too quickly. While Chancellor Rhee has been eff ective in her three-year tenure, long lasting reform must be rooted in a way that does not rely solely on one individual or it may not be sustainable over time.

Long-term success depends, in large part, on commitment to a unifi ed and sustained education agenda. City leaders–the Mayor, the City Council and the State Board of Education–must collectively back this agenda, no matter the political price. And we must con-tinue to build on our momentum–and not turn back the clock–if we are to see real transformation in our schools.

Progress While not everyone agrees with

Chancellor Rhee’s approach, many residents recognize visible improve-ment in our schools and understand that the kind of reforms we need to transform our system will be some-what painful. But have we actually made progress?

Yes. While DC still lags behind most other school districts in the country, it’s clear that we’re moving our students in the right direction. As illustrated by the most recent NAEP (National Assessment of Educational Progress) scores, our students have made academic gains over the past three years. DC students showed greater improvement on the NAEP than any other urban district; however, we’re still well below the national aver-age. On the DC Comprehensive As-sessment System (CAS) between 2007 and 2010, the percentage of elementa-ry students scoring profi cient or higher in reading and math went up 5.6 and 12.7 points respectively; for secondary students 12.4 and 16.6 percent. But results on this year’s DC CAS school year were mixed: Elementary scores overall dropped while middle and high school students made important gains.

Clearly, there are measures of progress beyond test scores, but these results generally indicate upward cumulative momentum, and a fi rm foundation on which to build.

The Right Education Structure Th ere is no national evidence that

mayoral control alone can turn around a struggling school system. But in DC, all signs point to it being the most ef-fi cient and eff ective structure for sup-porting aggressive reform. We have made progress in the past three years and must build on the foundation that has been laid to date.

We must continue to empower a strong Chancellor to implement re-form. Whoever leads our city as mayor will also lead our education eff orts and should be involved in major decisions impacting our schools. But leadership and support are distinct from man-agement; our city needs a Chancellor with the ability to move forward with aggressive reform without microman-agement or political interference.

Many in DC don’t realize that we are a “state” when it comes to education, but the state plays an im-

EDUCATION EDITION ● EDUCATING THE DISTRICT

by Lisa Raymond

Moving DC Forward withEducation Reform

Brent Elementary School children participate in a fashion show for the school’s annual International Night.

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portant role in keeping reform eff orts equitable across the city and across traditional and charter schools. Th e Offi ce of the State Superintendent of Education (OSSE) and State Board of Education help provide vision and support for school and system im-provement, focusing on big picture issues like teacher quality and certifi -cation, learning standards and gradu-ation requirements, and helping the community understand how well our schools are performing. We should strengthen the OSSE and ensure it has the budget to fulfi ll its mission.

Getting and Keeping the Right People inOur Schools

Teachers are the single-most im-portant factor in determining a child’s success in the classroom. We must at-tract and retain those who can demon-strate they are moving students forward and give all teachers the opportunity and support to improve. But sooner, rather than later, we need to identify those who cannot meet this bar and move them out of our classrooms. DCPS is moving in the right direction with their teacher evaluation program, IMPACT, and the new teacher’s con-tract, both of which provide incentives for eff ective teachers. Many public charter schools have similar strategies. Both groups need our support as they implement and fi ne-tune these tools over the next few years.

We need outstanding principals in every school in our city. We know that strong leadership is a key compo-nent of schools with high achievement, and that it is particularly important for high-need schools. Principals with traits such as high expectations for their students, perseverance, the abil-ity to inspire teachers and a focus on continuous improvement and commu-nity outreach have the greatest positive impact on student performance.

Investing in our Students from Birthto Adulthood

Research is clear that high qual-ity early childhood education is critical in determining long-term academic

success. Every child must have access to such programs, beginning at birth, providing the foundation they need to come to school prepared to learn. We must support and grow programs with proven track records, while helping less eff ective programs improve – or close.

Even as important work is underway to improve our elementary schools, par-ents need assurance that their children will have quality options for middle and high school. We need to continue mak-ing middle and high school reform a priority so that all of our students have options that work for them and will pre-pare them for success after graduation.

Our children need quality options for higher education that are closer to home. Th e most quickly grow-ing jobs require some education after high school; even those that once were available to high school graduates now require a greater degree of skill. Th e DC Tuition Assistance Grant (TAG) enables DC residents to pay in-state tuition at any state university in the country, but we also need to invest in local programs like the University of the District of Columbia (UDC) and the Community College of DC (CCDC). With our support, UDC and the new CCDC can provide quality two and four year degree and certifi cation pro-grams to prepare our young residents for jobs in DC’s economy.

Setting High Standards and Ensuring that All Schools, Students, Meet Them

We must prepare all students for success after high school. Expectations for students cannot depend on their zip code, or what their parents do for a liv-ing. We must believe that all students can meet high standards and work tirelessly until they are all successful. Th is includes setting rigorous learning standards – such as the national com-mon core standards that DC and over 27 other states have adopted – that will prepare them for success in college and work, strengthening and increasing ac-cess to career and technical programs, and ensuring that every child has the support to achieve.

We also must recognize that

27,000 students or nearly 40 percent of our school population are in pub-lic charter schools. While not every-one agrees with the concept of public charter schools, the reality is that they are here to stay. Charter schools, like DC public schools, vary in eff ective-ness: some are doing a great job and others are not. We need to support all of our schools equally, ensure that they are providing the highest quality education to our children, and hold them accountable for results.

Community Engagement Not only does meaningful com-

munity engagement ensure that re-forms take hold, but it actually helps improve the quality of education. Clearly the community cannot be in-volved in every single decision, and it’s impossible for everyone to agree on every issue. In the face of contro-versy, leaders must move forward with decisions that are in the best interest of students. But we also must com-mit to bringing the community in on the front end, involving residents in the diffi cult conversations sur-rounding school improvement, and improving transparency so that the community can be a full partner inreform eff orts.

Real Reform Does Not Happen Overnight

Education reform, even in the best of circumstances, is not for the faint of heart. We must make tough decisions and often won’t see imme-diate results. It is critical to keep our eyes on the end goal – student success – and not be swayed by the “fl avor of the day” reform eff ort or the political winds. Changing a culture of neglect and transforming a low performing school system is hard, slow work. We should not expect overnight success, but demand that each step brings us closer to the vision of excellence that we all want for all of our children.

Lisa Raymond is the Ward 6 Member

of the DC State Board of Education, a

parent of two DCPS students and an

education consultant. ●


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22 EDUCATION SPECIAL ● AUGUST 2010

If the words “ballet class” conjure up visions of tutus and sugar plum fairies, St. Mark’s Dance Studio, 3rd

and A streets, SE, will be a surprise. In fact, for decades, St. Mark’s stu-dents danced without costumes.

Th e studio, established in the 1960s, was not a Woodstock-hold-over, celebrating “nature” in dance. But founder Mary Craighill (1921-1999) believed that costumes were of a piece with mediocre Nutcracker repetitions and increasingly sexual-ized competitive dance. Th e typi-cal year-end show was a distraction for dancers, she said. Instead, St. Mark’s off ered a spring learning “demonstration,” for which danc-ers wore studio attire: a uniform of powder blue for younger girls, black for older girls, black tights and white t-shirt for boys.

“You’re a St. Mark’s Dance alumnus if you know the essentials of recital gear consist of one of the fol-lowing: Blue leotard, Black LONG sleeve leotard, Pink tights,” reads one Facebook posting. Another referenc-es “the excitement of moving from the blue leotard to the black.”

In her last years, Mary softened just enough to allow small wardrobe additions, like a wrap-around skirt. Today, dancers might wear a color-ful unitard, a fl owing skirt or a vest and top hat in the recital. Still, St. Mark’s students dance; they do not put on a show.

“They Don’t Miss a Beat”Dorothy Walker has taught Sat-

urday ballet and other dance styles at St. Mark’s for decades. Rosetta Brooks, an even longer-term veteran of St. Mark’s, now directs the stu-dio. Together, they off er 12 graded youth classes each year to approxi-mately 170 students. (Th e vibrant adult program is another story.) Ms. Rosie also off ers a summer work-shop.

Th ough there is no “show,” stu-dents learn performance skills in addition to technique and choreog-raphy. Disturbances – for example, older students talking or eating in the studio (ordinarily strictly pro-hibited) – are sometimes arranged during rehearsals to help dancers learn to perform, “no matter what.” And the Junior Company, under Ms. Rosie’s direction, particularly exemplifi es this skill.

One year, for example, the com-pany was performing for a commu-nity celebration on 15th Street, SE, when the sound system blew out mid-dance. A few people closest to

the mobile stage heard a young voice call out, “don’t stop.” But most of the audience simply saw the dancers car-ry on, singing the lyrics themselves. “Whoa! Th ey don’t miss a beat, do they?” neighbors applauded.

EDUCATION SPECIAL ● ST. MARK DANCE

”Th ey Don’t Miss a Beat”Learning Dance at St. Mark’s Dance Studioby Virginia Avniel Spatz

A group of young dancers pose before a performance. Photo courtesy of St. Mark’s Dance

St. Mark’s Dance Director Rosetta Brooks.Photo by Andrew Lightman


After-school music program forages 8-14 from DC, MD & VA An outreach program of theCongressional Chorus

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Serious Enjoyment“Ms. Rosie’s serious,” families

new to St. Mark’s have been whis-pering to one another for decades. Students are expected to be on time, with appropriate dress and attitude. As one alumna recalls, “Pointe was 4:45 sharp – and not a MINUTE later. Rosie didn’t play!” And once the music starts, so does the instruc-tional patter, in French, English and a smattering of “technical” Yiddish.

“Plié. Heels do not leave the fl oor

in demi. Don’t watch her – learn your own body. Tighten that tu-chus. If you don’t want to jiggle on the beach -- young ladies, you know what I’m talking about – tighten up...Where’s your center? Abdomi-nals?...Relevé – UP!...Don’t let go. Audiences remember that fi nish. If you plop down, that’s what they’ll take home. Softly, through your feet...Plié.”

Older students “en-gage pectoral muscles,” while younger ones place arms “on a shelf,” but everyone is expected to develop a body aware-

ness that sounds exhausting: All this, just to execute what looks like a knee bend? Doesn’t this dampen the fun of dance?

“Th is is the most enjoyable dance experience I’ve had,” says Seth Mal-com, a 16-year-old dancer who has been at St. Mark’s for three years, even pursuing his own choreography. “I tried other places, but Ms. Rosie knows what to do with pretty much anyone. She’s serious and tough, but she teaches dance for the enjoyment of dance.” He says St. Mark’s is the fi rst studio – in a series due to military family moves -- “where they know that boys are built diff erent.”

Moira Reilly, 13, a gymnast, never studied dance before this summer. She is learning new things about her body from Ms. Rosie, she says.

“Ms. Rosie has been teaching since she was, like, 14,” Seth explains. “She can just look at a person and see what they need as a dancer.”

A Different Atmosphere“I don’t want the organist practic-

ing downstairs to think a thunderstorm is starting,” Ms. Rosie directs a jumping exercise. Dancers, age 8 through teens, take turns launching themselves, one arm raised to the studio’s vaulted ceil-

ing. A few of the taller students nearly touch the support of the church loft; most have a long way to reach. Some tentative springs or thudded landings require another try. But all 15 students fi nally stretch through the eff ort, from fi ngertip to strongly pointed toes.

Half an hour later class has moved on to tour-jeté, a traveling, turning jump. Students are reminded of the earlier exercise and told to strive for “those same legs.”

Ms. Rosie wants more precision from one advanced dancer. “Sharpen it up. Th e back row can’t see those beats.”

Th e student tries again. Ms. Rosie focuses intently, calling en-couragement and direction as the jumps lengthen, the beats strengthen. “Good! Back row saw that.” Out of fl oor space, the dancer lands one last, improved tour-jeté, smiling in relief. But it’s Ms. Rosie who lets out the tri-umphant holler: “Yes! Upper tier!”

Th e class quietly applauds extra ef-fort or fi ne achievements. And, while chatting is forbidden, soft “teaching mode” conversations and demonstra-tions are encouraged.

“Once you walk in the door, it’s a diff erent atmosphere,” explains pointe student Ella Hillsenrath. “It’s not just what happens in the studio.”

As students – and their challeng-es -- grow, Ms. Rosie observes and maintains a line of communication – often out-lasting dance class.

“Before every class, Ms. Rosie asks whether you’re keeping up with your school work,” says Celia Th ompson, a pointe student who was inspired to consider professional dance by the teachers at St. Mark’s. “Ms. Rosie helped me with nutrition and healthi-er choices....You can tell her anything. She’ll know what to do.”

“It’s more than dance,” Ella con-cludes. “It’s a community.”

Registration for the full school-year pro-

gram begins September 10-11. Please

call for details. For more information:

http://www.stmarks.net/arts/dance.

html or call 202-543-0054. Th e studio

is located at 301 A Street, SE. ●

Seth Malcom, who has been a St. Mark’s student for three years, and Ella Hillsenrath perform a pas de deux. Photo courtesy of St. Mark’s Dance

Adult classes are offered in ballet, jazz, dance exercice and pilates. Photo by Andrew Lightman


ACT Collegewww.actcollege.edu ACT College has three convenient locations in Northern Virginia, specializing in Allied Health training. Our graduates are highly sought after by local employers seeking qualifi ed individuals to fi ll entry level employ-ment needs for Medical and Dental Assistants, Medical Offi ce, and Pharmacy Technicians. (p.7)

American Youth Choruswww.americanyouthchorus.orgFounded on the belief that all children deserve a high-quality music education, the American Youth Chorus offers students a performance-based choral/music the-atre program that encourages young people to develop their voices, creativity and self-esteem in a healthy, age-appropriate manner through active participation in rehearsals and performances. (p.23)

Atlas Performing Arts Center www.atlasarts.orgThe Atlas is a multi-space venue which is home to a variety of arts organizations including Joy of Motion Dance Center, American Youth Chorus and the Capitol City Symphony. The Atlas presents the annual Inter-sections: A New America Arts Festival which highlights where the arts merge and cultures meet. (p.23)

Bishop John T. Walker School for Boyswww.bishopwalkerschool.orgThe Bishop John T. Walker School for Boys is a tuition-free private school for boys from low-income families. Currently serving boys in grades PK through 1, BWS features passionate teachers and administrators, small class sizes, a comprehensive family support network, extended school day, regular fi eld trips and nutritious meals. (p.15)

Bridges Public Charter Schoolwww.bridgespcs.orgBridges is a small, public preschool and pre-kindergar-ten program for children 3-5 years old, that provides an exemplary, individualized early childhood educa-tional program for preschoolers, with and without spe-cial needs. Their developmentally appropriate, family and child-centered educational program nurtures stu-dents, expands their skills, and builds a foundation for life-long learning. (p.9)

Burgundy Farms Country Day Schoolwww.burgundyfarm.orgEach diverse child is respected as an individual. Each child’s innate curiosity is nurtured into a love of learn-ing. Academic excellence grows through work, explora-tion and play. Children become confi dent students and collaborative citizens. Explore. Learn. Grow. (p.12)

Capital City Public Charter Schoolwww.ccpcs.orgCapital City is a small, award-winning public school

for children in Pre-K through 12th grade. Our mission is to enable a diverse group of children to meet high expectations; develop creativity, critical thinking, and problem-solving skills; achieve deep understanding of complex subjects; and acquire a love of learning and a strong sense of community and character. (p.9)

College Boundwww.collegebound.orgCollege Bound’s mission is to prepare D.C public and charter school students to enter college, earn a de-gree, and achieve their personal and professional goals. College Bound practices a one-to-one mentor-ing model. Students and partners are committed to meeting once a week at a community-based site to make college a reality. (p.9)

Community Academy Public Charter School (CAPCS) www.K12.com/dcCommunity Academy Public Charter School (CAPCS) Online of Washington, D.C. and K12 give DC kids in grades K-8 the chance to learn in the ways that are right for them, tuition free. Every subject is delivered online, with hands-on activities, plus books and sup-port from expert teachers. (p.27)

Community College of DC(See UDC Community College)

DC Association of CharteredPublic Schoolswww.dcacps.orgThe mission of the DCPCSA is to increase opportunities and outcomes for students by supporting the devel-opment, growth, and sustainability of quality charter schools in Washington, DC. The Association was cre-ated by and for DC public charter schools to serve as their collective voice. (p. 3)

DC Preparatory Academy PCSwww.dcprep.orgDC Prep is changing public education in Washington. With a program of rigorous academics and character education we prepare PreSchool through 8th grade students for success in college prep high schools, col-lege, and life. (p.17)

DC Youth Orchestra Programwww.dcyop.orgLet’s Play! DC Youth Orchestra Program offers compre-hensive music education serving young people in the DC metro area. Instruction is available for all orches-tra and wind ensemble (band) instruments; beginning, intermediate, and advanced students, ranging in age from 4 1/2 to 19. We provide affordable, accessible, high-quality music instruction & performance oppor-tunities. (p.23)

District of Columbia Public Schools (DCPS) www.dcps.dc.gov DCPS is implementing new rigorous academic pro-grams, expanding early childhood education, and preparing students for college. We are initiating new catalyst programs focused on Arts, World Cultures, and Science, Technology, Engineering, and Math this school year, 2010-2011. (p. 21)

Eagle Academy Charter School (PCS)www.eagleacademypcs.orgEagle Academy PCS educates children ages 3 years old

- 2nd grade and will expand to the 3rd grade in 2011. The school approaches each child through a holistic framework. We educate the child’s socio-emotional de-velopment with equal vigor as the academic portion. Eagle Academy PCS is fully accredited. (p.27)

Edmund Burke Schoolwww.eburke.orgBurke is a small, urban, diverse, challenging, coed day school for 300 students in grades 6 through 12. Lo-cated two blocks south of the Van Ness metro station, Burke offers a challenging and engaging academic program, exceptional arts programs, and integrates service learning into classrooms at all grade levels. (p.17)

Friendship Collegiate Academywww.friendshipschools.orgCollegiate Academy is a college preparatory high school serving students in grades 9-12. FCA’s compre-hensive curriculum prepares students for college and the world of work. Students benefi t from broad offer-ings of Advanced Placement/Honors courses, career courses providing pathways in technology, science, engineering, law, allied health, communications and the arts. (p. 28)

Friends Community Schoolwww.friendscommunityschool.orgFriends Community School is a K-8 Quaker School that nurtures young people to be life-long learners, courageous risk-takers, and joyous peacemakers. We welcome students of all backgrounds, and offer de-velopmentally appropriate, experiential, and vigorous curricula. Our students love to learn, know how to learn, and succeed in leading high schools. (p. 21)

Hill Preschoolwww.hillpreschool.org Now in its thirty-eighth year on Capitol Hill, The Hill Preschool’s philosophy is that children learn through play and socialization. Focusing on the whole child, characteristics of the Creative Curriculum and theme-based instruction are used as resources for instruction that allow the children many opportunities for growth and development. (p. 19)

Imagine Hope PCSwww.hopecommunitycs.orgWe provide students with an integrated education that emphasizes arts, music, and literature, as well as the traditional core subjects. Our mission is to shape our students by providing them with a rigorous, content rich curriculum, an environment in which character is modeled and promoted, and a community in which to build trusting relationships with others. (p. 21)

Imagine Southeast PCSwww.imaginesoutheastpcs.orgImagine Southeast PCS is a premier charter school lo-cated in the heart of Southeast Washington, DC. We take pride in the fact that we are a single-gender dual academy charter school. Our efforts have proven that girls and boys in grades 1st-5th will excel academi-cally, socially, and emotional given an environment that is conducive to their gender needs. (p.7)

Joy of Motion Dance Center Atlas www.joyofmotion.orgJoy of Motion Dance Center (JOMDC) is a nonprofi t dance education organization offering classes to adults and children 7 days a week throughout the DC region. Recognized in 2009 with the Mayor’s Arts Award for Outstanding Contribution to Arts Education, JOMDC

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Kipp DCwww.kippdc.orgKIPP DC is a network of high-performing, tuition-free public charter schools, whose students are among the hardest working young people in the city. With a rigor-ous academic curriculum, extensive enrichment oppor-tunities, and a “whatever it takes” attitude, KIPP DC raises expectations and prepares students for excel-lence in college and beyond. (p. 2)

Ludlow-Taylor Arts Integration Schoolhttp://ludlowtaylores.comProud to be a DCPS Arts Integration Catalyst school. We embrace the arts to enliven teaching and learn-ing. Come experience Reggio Emilia in our early child-hood program and “greening” through our courtyard outdoor classroom. Through the power of the arts, students are actively engaged in their educational journey. (p.19)

Monkeys’ Unclewww.monkeysuncleonthehill.com Monkeys’ Uncle is your gently used clothing and equip-ment headquarters. We carry newborn to teenager, as well as Maternity clothing. You’ll fi nd bargains on school uniform separates, play clothes and Sunday best! We also carry earth friendly baby products and rent Baby Equipment. (p. 21)

Montgomery Collegewww.montgomerycollege.eduMontgomery College is a public, open admissions community college with campuses in Germantown, Rockville, and Takoma Park/Silver Spring, plus work-force development/continuing education centers and off-site programs throughout Montgomery County, Maryland. The College serves nearly 60,000 students annually, through credit and noncredit programs, in more than 130 areas of study. (p. 2)

National Collegiate Preparatory PCHSwww.nationalprepdc.orgBe a part of a wonderful academic community! Na-tional Prep is a college prep high school located in Washington, DC. We offer small class sizes, an interna-tional study focus with a rigorous curriculum to pre-pare students for college. Space is available for 9th grade. Contact us about our exciting program. (p.16)

Northeast Stars Montessoriwww.nestars.netNortheast Stars provides an optimum Montessori edu-cation enhanced by Spanish, music, science, sign lan-guage, and yoga for children 30 months to 5 years old. International summer camp is offered to students through age 8 to explore culture, wildlife, and geog-raphy of the world around us through cooking, arts, music, and science. (p.19)

Paul Public Charter Schoolwww.paulcharter.orgPaul offers an extensive liberal arts and character de-velopment curriculum designed to meet the needs of every student through the Triple “A” Program, combin-ing Academics, Arts and Athletics. Our students have a fi rm foundation to enter college preparatory high schools. We are accepting applications for grades 6 and 7. (p.13)

Potomac Lighthouse Public Charter Schoolwww.lighthouse-academies.orgPotomac Lighthouse Public Charter School will serve

students in grades Pre-K through 5 for the 2010-11 school year. The focus on college preparation starts in Kindergarten. The arts-infused program and small school environment along with looping, longer school year and days, after school care, and free transporta-tion make PLPCS unique. (p.9)

Saint Anthony Catholic Schoolwww.stanthonyschooldc.org.Conveniently located two blocks from the Brookland/ Catholic University/ metro station. Serves students in Pre-Kindergarten through the eighth grade. The school’s mission is to prepare servant leaders whose lives are modeled on Jesus Christ. We offer an afford-able and academically rigorous program where you child can succeed. (p.15)

Saint Anselm’s Abbey Schoolwww.saintanselms.orgLocated on a 40-acre campus in Northeast Washing-ton, St. Anselm’s Abbey School offers a rigorous clas-sical Benedictine education to gifted young men in grades six through twelve. The 5:1 student-to-faculty ratio means that each student gets the guidance and personal attention he needs to succeed. Now accept-ing applications; tuition assistance available. (p.13)

SEED Public Charter Schoolof Washington, D.C. www.seedschooldc.orgA public college-preparatory boarding school whose primary mission is to provide an outstanding, inten-sive educational program that prepares children, both academically and socially, for success in college. 97% of all SEED graduates have been accepted to four-year colleges and universities. (p.19)

Septima Clark Public Charter Schoolwww.scpcs.orgWashington, DC’s fi rst public charter school for boys. The school serves preschool to 4th grade boys living in Wards 7 and 8 as well as across the city. We have a engaging, college preparatory mission in a school designed with boys’ learning needs in mind. (p.15)

Sousa Middle Schoolwww.sousamiddleschool.webs.comSousa Middle School, an Arts Catalyst School, is ex-ceeding all odds, with 30 point gains in math, and 20 points in reading within the past two academic years. As a Full Service School located in Southeast DC, Sousa is dedicated to providing the highest level of educa-tion and social-emotional supports to all students by setting the standard of excellence. (p.17)

Thea Bowman Preparatory Academy PCSwww.theabowmanprep.org Our mission is to educate middle school age students with a rigorous, standards-based curriculum that fos-ters a culture of self-discipline, service, and intellec-tual development. We prepare our students to enter and complete challenging high school programs. The trademark of our school is that we are intentionally small. You can be assured that all of our faculty and staff will know your child by name. (p.13)

Thurgood Marshall Academy Public Charter High Schoolwww.thurgoodmarshallacademy.orgThurgood Marshall Academy is a law-themed school that helps students develop their own voice by teaching them the skills lawyers have: the ability to solve com-plex problems, think critically, and advocate persua-

sively for themselves and their communities. (p. 21)

Two Rivers Public Charter Schoolwww.tworiverspcs.org A small parent-supported school with an interactive learning approach. Project-based, hands-on learning, arts-based instruction, integrated Spanish instruction. Preschool - 8th grade. Free and open DC residents. The school focuses on the whole child, recognizing the im-portance of character education and the social-emo-tional needs of children while helping them achieve academic excellence. (p. 21)

UDC Community Collegewww.ccdc.usdc.edu/continuing_educationThe Community College of the District of Columbia’s Continuing Education program offers more than 1,000 online classes for personal and professional develop-ment, with plans for instructor-led classes this fall. The program also offers EdCafe, a virtual “third place” where visitors can link to local cultural and educa-tional activities. (p. 5)

UDC College of Agriculture, Urban Sustain-ability and Environmental Scienceswww.udc.edu/causes/CAUSES, the nation’s only urban land-grant institu-tion, provides innovative programs that prepare stu-dents to address 21st Century issues involving agricul-ture, nutrition and food safety, urban sustainability, urban architecture, environmental matters and water resource quality and management. (p. 5)

UDC School of Lawwww.law.udc.eduThe UDC David A. Clarke School of Law offers a qual-ity legal education, affordable tuition and scholarship opportunities. The students and faculty are diverse and committed. Students are required to complete 750 hours of hands-on legal work on behalf of low-income clients. The Law School offers the best of both worlds --- theoretical law and practical legal training. (p. 5)

The Washington Ballet (TWB) www.washingtonballet.orgA pre-eminent ballet organization in the US. TWB em-braces a three-part mission. Ensuring excellence in its professional performance company and growing the next generation of dancers through The Washington School of Ballet. We are serving the community through pro-grams including Dance DC and TWB@THEARC. (p.23)

Washington Math Science and Technology Public Charter High Schoolwww.wmstpchs.orgWMST is an open enrollment charter high school that provides a rigorous standards- based academic pro-gram that integrates mathematics, science and tech-nology throughout the curriculum. WMST specializes in preparing students for higher education, leading to rewarding careers. The program prepares students to meet high academic standards by giving them excep-tional learning experiences. (p.9)

Washington Yu Ying PCSwww.washingtonyuying.org.Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Baccalaureate Organiza-tion. We serve Pre-K to 3rd grade. We will continue to serve up to 8th grade by 2015. There is a structured before and after care program available. (p.12)

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Documents

THE EDUCATION EDITION 2010