Arturo Griffiths, Statehood-Green Candidate for
City Councilmember At-Large
September 12, 2000 Primary
Parents United for the D.C. Public Schools Questionnaire
August 2000

First, I would like to state for the record that I opposed the recent referendum that replaced the current elected-School Board with a hybrid board of elected and appointed members. I believe that the Mayor's job is to run the city and an elected School Board should run the D.C. public schools. However, now that the Mayor has the power to appoint four School Board members, I would recommend that the following qualities be required for those who will be appointed: (1) the Board members should represent the diversity of this city, including representatives from the immigrant community; (2) the Board members should be residents of D.C. and preferably have children in the public school system; (3) the Board members should have some knowledge or experience (professional or grassroots) in the city's educational system; and (4) the Board members should also be representative of the city's geography and should not all be residents from the same wards.

2) What is the difference between oversight and micro-management of the school system?

Micro-management is when an authority (other than the School Board together with the Superintendent) makes decisions regarding policy and long-range planning, procurement, hiring and firing decisions, contract and other daily decisions (what text books, what schedules, what line item budget expenditures are authorized, etc). Oversight should be confined to special hearings to investigate misuse of funds or other irregularities.

Role of the Council and its relationship with the School Board members: This is a complicated issue because our Council members are elected and may rightfully have particular policy and program concerns, as well as its own Committee that reviews and debates the city's Educational Policy. Therefore, the Council does play an important role in defining the city's budget, including annual budget allocations for our public school system. In addition, the Council members hold hearings and make recommendations on ways to improve our school system. The problems that affect educational opportunities for D.C. students must involve the Council and the School Superintendent. The School Board members must appoint the Superintendent, but the Council must work with the Superintendent to define the public school budget.

How will you assure c that use Superintendent is accountable to the School Board rather than pulled between the Mayor, Council and School Board?

I state once again that I do not think that the hybrid system will work. However, once the Mayor appoints these four individuals to the School Board, the Mayor should not exercise control or influence over School Board decisions. If the Mayor continues to try to micromanage the Public Schools System, D.C. will continue to have Superintendents resign, and we will not see any improvements in our public school system. This problem has occurred in several other major cities where the public school system is faced with deficiencies, and the Mayor injects politics into public school decisions.

3) What steps would you take to see that, the school system's operating budget and capital budget are adequately, funded to meet students' needs for a high quality educational program?

I believe in a zero-based budgeting approach which is a method used to ensure that programs meet the priorities of the school system. It requires that a program be justified each fiscal year. This is the most effective way to determine what are the actual annual expenditures. In order to finance new school construction and rehabilitation, I would use a mix of financing tools (bonds, federal resources, and taxes) to ensure that the schools are brought up to standard and/or rebuilt. This issue should be top priority because continued deterioration and deferred maintenance will eventually force us to close down schools. As for funding for high quality occupational training, I would develop a long-range program in this area. I am well aware of programs in other countries where apprenticeship programs are tied to occupational courses so that high school students graduate with a skill (plumbing, carpentry, air conditioning repair, etc) and can readily be employed in the private sector at a decent wage. While I support efforts to encourage young people to attend liberal arts colleges, I also recognize that many of our young people need high quality occupational training. To fund this type of program, D.C. needs to develop partnerships with the private sector and unions that might place these individuals in apprentice programs.

4) Our older students have such low achievement levels that they will not graduate with competitive skills unless they receive additional support. What are you willing to do to help the school system raise achievement at the high school level?

One of the issues that we face in D.C. is the high number of students for whom English is a second language. These students should not be penalized because they do not pass standardized English and Math tests. Therefore, I do not think that students with limited English proficiency should receive a different diploma than others who are native English speakers.

The question asked about "older students with low achievement levels" requires individualized types of school programs for these students. One example is the Bell Multicultural High School which works with special students who are at risk of dropping out because of various language, cultural and life-style barriers. For example, a single mother with a child can get day care at this school and thus, she can finish her high school education. "Raising achievement" at the high school level requires an understanding of the reasons why these kids are behind. The school must then develop programs that deal up-front with these barriers.

To solve this problem requires a combination of resources that would include the following: recruiting young teachers, hiring role models that reflect the diverse school population, revamping neglected school infrastructure, more creative after-school programs, less bureaucracy within the school system, and mentoring programs from elementary through high school years. We cannot expect the school system to solve society's ills (drugs, crime, jail, etc), but we can play a role in providing a safe environment for our young people and future leaders - and adapting our curriculum and teaching to our changing society. The computer and technology revolution will continue to change how we educate our children. We need to be proactive, and all of us have to work together to meet these new challenges.

5) If you have children, do (did) your children attend D.C. Public Schools?

No