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DC League of Women Voters Education Fund

Voters Guide to School Board Candidates

November 3, 1998, General Election of the District of Columbia

At-Large Candidates

Robert I. Artisst, Sr.
Ernest H. Brooks
Gerald “Gerry” Counihan
Mary E. Cox
Gail Dixon
Harold C. Hunter, Jr.
George Pope
Darryl Ross (no reply received)

Ward 2

Ray Avrutis
David S. Brewer
Westy Byrd
George E. Holmes
Deering “Tip” Kendrick, II
Malcolm Lovell

Ward 4

Sandra Butler-Truesdale
Tommy Duren
John Howard
Dwight E. Singleton (no reply received)

Ward 7

Sam Bost (no reply received)
Herbert A. Boyd, Jr. (no reply received)
Dorothy Y. Douglas
Tom Kelly
Bernadyne E. Williams

Ward 8

Jeff Canady
William Lockridge

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Education is the number one issue for the 1998 D.C. election. That's what District of Columbia voters revealed at candidate forums and in their comments to the press during the primary election. The elected officials who will have the greatest impact on the quality of education in our city are the members of the District of Columbia Board of Education. Voters, therefore, need to pay very close attention to the school board races.

The Board of Education's authority was significantly reduced in 1996 when the Control Board (D.C. Financial Responsibility and Management Assistance Authority) replaced the superintendent of schools with a chief executive officer and appointed an "Emergency Transitional Education Board of Trustees." However the full power of the elected Board of Education is scheduled to be restored in 2000. School Board candidates who are elected this fall will be serving on the Board when its full powers are restored. The quality of public education in this city will depend to a great extent on the effectiveness of the Board of Education.

If we want our city to have good public schools in the future, we have to do our homework this fall.

Our assignment:
1) Understand the responsibilities and challenges facing the Board of Education -- Board members are charged with the critical governance tasks of setting a vision for the schools, ensuring that administrators and teachers have the necessary tools and facilities to fulfill that vision, overseeing the performance of administrators and teachers in carrying out that vision and acting as advocates for public education in the District of Columbia. One School Board member is elected from each of the city's eight wards. Three are elected at-large. Members serve staggered four-year terms.

2) Using this guide, select and vote for the candidates best qualified to meet the Board's responsibilities and challenges.

What is in this guide?
This GUIDE contains the unedited responses to the questionnaires sent to all candidates certified by the Board of Elections and Ethics. Candidates were asked to limit their answers to a total of 300 words for all four questions.

When answers exceeded the word limit, the text was cut, and three dots were added at the end to indicate deleted material.

Who may vote? Any voter who registered before October 3 of this year.

What is the League of Women Voters? The League of Women Voters, a national nonpartisan organization, encourages the informed and active participation of citizens in government and influences public policy through education and advocacy. Its dual mission today is 1) to expand citizen participation in the election process and in federal, state and local government decision-making; and 2) to promote public policies that support League positions based on member participation and consensus. Founded as a women's organization in 1920, it is today open to membership by all citizens of voting age.

This VOTERS GUIDE may be quoted or reproduced with credit to the League of Women Voters of the District of Columbia.

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The following questions were asked of all school board candidates. There was a 300 word limit. Candidates are listed in alphabetical order.

I. What policies and/or procedures would you advocate to make the Board of Education a more responsive and accountable body?

z. What policies and programs would you advocate to ensure that the District has a high quality school system? How would these changes guarantee a wide enough range of programs and options to make it possible for all students to graduate prepared for gainful employment, post secondary education and training or both?

3. What measures do you favor the Board using to hold the Superintendent and his or her staff accountable?

4. What modifications would you recommend in the Master School Facilities plan?

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Occupation: Education Consultant (part-time teacher); small business-graphic designer.
Education: BA-HU, 1959 and MA, 1969; MA- FCC, 1977; Ph.D-GWU, 1994
Activities: Brookland Civic Association, 17 years (president); ANC 5A, former chair (18 years); HU alumni; UDC/NEA Member; Former Advisory Board for Superintendent of School; D.C. Democrat Committee, Clinton Delegate (both Conventions); first male member in U. S. League of Women Voters.

1. Initiate an annual report of policies that must be implemented to enhance teachers and administrators performance for improving student test scores and training for delivery by teachers who administer exams. The board would be accountable to PTAs.

2. Regular staff development methodology for delivery of SAT scores, improvements and teacher prioritizing class room services and size, citywide competition to measure a yardstick of accomplishment, satisfactory student incentives, not race but school/teacher accomplishment broader readings, math workshops with rewards to satisfaction incentives to teachers that prove goals achievements. Clinics to tie into the work/employment markets and avenues in D.C. proper.

3. Regular reports of progress and follow-thru on task to make programs/persons performance related to functions and student achievements realities, so that teachers will see missions reached, continuous training via longer school year.

4. Prioritizing ALL school facilities maintenance for first estralane maintenance on Buildings, Vehicles, Grounds and Furniture, based on utilization.


Occupation: Business Man
Education: D.C. Public School System
Activities: Chairman of a financial institution and a LLP for a technology firm; Co-Chairs Ernie Brooks D.C. Coalition for change; National Security Director of the Fighting 54th; Board member of the Children Rights Counsel; Board member of the Shepherding Mentorship Program; Member of Fraternal Order of Police; Member of the American Legion and a Member of UGSOA local #80.

1. The Board of Education would be a more responsive and accountable body, if their elected powers were restored.

2. Ernie Brooks "Plan for Reform and Revitalization for D.C. Public Schools" has ten steps; 1) Reduce classroom size for all grade levels; 2) Raise public school teacher's salaries equal to private industry; 3) Support Superintendent Ackerman in reform procedures; 4) Implement re-certification, and computer literacy testing for D.C. public school teacher's; 5) Restore accountability of students and teachers, by using a fast track computer software program; 6) Introduce an educational task force utilizing ANCs across the city to monitor school systems problems, and make recommendation to the board, this will be a paid position for ANCs; 7) Introduce new laws for drug traffic within a school zone; 8) Utilize all grant funding for technology; 9) Development of a partnership and adoption program; 10) Provide enrichment programs, including tutor/mentor programs and before and after school programs.

3. I would develop a team called the Children First Team, utilizing members from across the city such as Rev. George E. Holmes, Dwight E. Singleton, Author Jackson Jr., and others that have a vision of education at its best. With this team we could hold the Superintendent and her staff accountable for their actions.

4. I would investigate and make recommendation in the Master School Facilities plan after the CFT team has compiled ail related information.


Occupation: Tour Guide - US Capitol Guide Service
Education: BA in Theology; Franciscan University, Steubenville, OH; Certificate in Legislative Affairs, George Washington University
Activities: ANC Commissioner, 1994 to Present; Education, Libraries and Youth Services for the ANC Chaired, '97, Co-Chaired J.B. Johnson Nursing Center Community Advisory Counci1, '98.

1. The School Board must return to its original purpose to create policy and procedures needed to run the schools. The first step is to develop an action plan with goals and a timetable for implementation. Each member of the board strive to reach common ground.

2. DC public schools have failed to service the needs of all students. Taken together, the following proposals allow the flexibility and accountability to help students prepare for life after public school: 1. Establish a widespread mentoring program to help students with reading and basic skills; 2. Continue to support ending of social promotion; 3. Expand enrichment programs for all students, including summer school; 4. Conduct Special Education in-house and service students in a timely manner; and 5. Continue to support and establish new accountability guidelines for charter schools.

3. The School Board must hold the Superintendent accountable in the same way a Board of Directors does its CEO — by the bottom line. Performance yard sticks must include decreases in the dropout rate and increases in graduations; Improvements in standardized test scores, individual school performance, maintenance and repair of the physical plant, and teacher training in the new educational technology.

4. Schools need to be wired for the 21st Century IT Communications. We need to build new schools instead of renovating old ones.


Occupation: Attorney-At-Law, Washington, DC & Virginia
Education: B.A. Social Science; M.A. Student Personnel Guidance & Counseling; Juris Doctor.
Activities: Columnist; Volunteer-Speaker, Close-Up Foundation, Howard University

1. The implementation of a well-structured parental volunteer program including a comprehensive psychoservice program within the school system.

2. l would endeavor to bring complete order and discipline to the public schools. Our education process should be more relevant and challenging. We need to make the school environment more appropriate for teaching and learning, providing the additional support and training for teachers, staff members — including security and maintenance.

3. The Board and Superintendent should be required to visit all schools and meet with principals, teachers and staff. Written reports, including goals and objectives — evaluations, should be submitted.

4. I recommend that the Board take another look, from the beginning to end, at the present plan. The present plan did not consider a strong academic program and they didn't have enough information at the time the plan was implemented. They didn't have a strong academic person in place. We need to hire a director who is strong in academics and can implement the best academic program for the district's children. For example, special education needs to be a major consideration. Overall, the new director and plan should concentrate on improving the academic program of the Master School Facilities plan.


Occupation: House manager, University of the District of Columbia Auditorium; Free-lance special-events coordinator.
Education: Now completing B.A. at American University (after beginning at Howard University in the 1960s)
Activities: Vice-chair, D.C. Statehood Party; chair, D.C Arts Education Foundation; musician; city-wide neighborhood civic, education and arts organizations.

1. The Board must focus on its core responsibility: formulating policies, setting priorities, and ensuring that the Administration meet the standards necessary for success. To do this, the Board must have staff and adequate budget of its own. The Board must guarantee that the problems of students and parents are solved promptly and effectively in the schools themselves. The best indication of Board success will be a full flow of information: from schools to the Administration, from the Administration to the Board, and then on to us all — parents, caregivers, taxpayers — and to the Mayor, the City Council and the ANCs.

2. Encourage innovation and special programs in all schools. Our best schools have a personality, a specialness, that defines them. Good schools, like good students, are remarkably self sufficient. "Downtown" should provide provide these successful schools with adequate budgets, the centralized services they require, all the autonomy possible. This frees the Administration to focus on the needs of the less successful schools, especially providing well- trained, dedicated teachers and staff.

3. The Board and Superintendent must negotiate a contract stating clearly what performance is expected over the next school year and over the longer term. This contract must explicitly state the resources (budget, staffing, direction) to be provided and the benchmarks which will indicate progress and success. The contract must be a public document, reviewed on a published schedule with full public participation.

4. What Master School Facilities??? The pile of paper now called the Plan is unusable and unused. The Board and the system must produce a crisp, usable plan for public comment, and then review it annually. Some of the questions too important to leave undiscussed are: what is proper class size? are mega-schools too big to succeed? are "open-space" schools usable? how can communities use school facilities?


Occupation: School Teacher (substitute)
Education: B.A. Political Science
Activities: Chess, Bowling, Legislative Procedure

1. The Board of Ed's a respectable body of higher learners. As a candidate for School Board At-Large, I would designate various factions to implement policy & procedures. If a historical trade school such as Armstrong (closed as of today); I would contact the Education committee of the D.C. city council and seek possible funds through the historical arts foundation to restore the credibility of such a profound institution. The Board of Ed highlights the structure of that parent-student body. The DCPS is valued in quality as opposed to quantity. Superintendent successfully enforced the mandate of reciprocating registered students within D.C. grounds otherwise he/she would have to pay full tuition. I support this mandate of requiring nonresidents to pay tuition attending school in D.C. This provision is of great significance. DCPS receives a large proportion of financial & political support from the Federal govt. The children in D.C. deserve 1st priority! towards the physical presence of D.C.; nations capitol. Credence is always attributed in regards to public education. V. President A. Gore stated at a rally Sept. 24, 1998 in W.D.C. that "social security should be the number one priority and commitment for Americans." Securing social security will employ and train others to utilize public service. The Superintendent and his/her staff is accountable for utilizing and regulating spending in the DCPS budget. The function of the superintendent is to supervise and oversee other schools in the Wash area. As School Board At-Large representative, I intend to gather data from various schools that promote prolonged incission among schools. In summary if I were the builder of Armstrong trade school, I can envision the resurrection of a new modernized historic school because of the young talented minds that graduated from this particular school. As a matter of fact, I can envision Armstrong trade school being rebuilt by its own alumni. Education is derived from the latin root word "Educare" which means to learn from within. I can envision the policy of the League of Women Voters to be the forefront and beacon of light! As a school board candidate, on Nov. 03, 1998, it is my intention that I shall learn as much as I can by listening to be concerns of voters in Washington, D.C.


Education: B.S. degree, Business Administration
Activities: Skiing, Tennis, Travel, and organizing communities around educational and justice issues.

1. I will advocate training and development for members of the Board of Education. They must learn what powers they have and how to use their office to elicit responsiveness and accountability to the citizenry. I will advocate visiting the top five school districts in this country to study how their school systems are run.

2. I advocate the Board of Education hold public hearings in each ward twice a school year. I advocate an educational audit of every grade. This audit would allow the Board to determine what schools need more qualified teachers. This would also give us the data needed to develop educational standards for each grade. I advocate testing all children that need Special Education testing, we have a backlog of over 10,000 students. This would reduce the legal fees the school system presently pays. I advocate improving our special needs facilities, which would enable us to reduce the large sums we pay to out of town schools. I advocate improving GED program courses, and require that every person receiving any public assistance be provided child care during the time parents are in a GED class. I advocate implementing an Applied Vocational Educational program, that focus on training students in skills that will enable them to become productive citizens. I advocate creating a career development department, and allowing the community to use school buildings for social and educational programs.

3. I advocate the Superintendent meet with Board members to discuss the issues and program status monthly. Clearly define what steps they are implementing to improve these reports. I will advocate the Board get a copy of all complaints and report how they were solved and the status of those not resolved. The Board's evaluation of the Superintendent should be based on clearly defined goals and objectives.

4. I advocate modifications to the Master School Facilities plan only to have my recommendations of a complete educational audit and the community programs implemented in the schools.


No reply received.

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Occupation: Self-employed author
Education: B.A., sociology, American U.; M.A., sociology, NYU; M.P.A., UDC; M.S., labor studies, UDC.
Activities: Elected Junior Class Senator, Senior Class President at American U.

1. Today's school children deserve textbooks as good as, if not better than, the ones we used. But D.C. public schools don't have modern social studies and science textbooks. Finding the cure for cancer, or other dread diseases, may be in the academic potential of a D.C. public school student. But without modern textbooks, this child probably won't be able to fulfill her or his promise. I will lobby strongly to put modern textbooks in all D.C. public schools.

2.. l favor competency exams for all D.C. public school teachers.

3. Have every labor union in the city hire apprentices at age 16, kids who don't want to go to college and perhaps even some who do. The best social program is a job. To provide the role models for fatherless children, employ former Army, Navy, Air Force and Marines to mentor children. When I was growing up we all respected soldiers. Encourage students to attend class by giving a pair of free tickets to see either the Wizards or D.C. United to every student who has missed three or fewer days in every semester. Two- thirds of all D.C. public school students receive either free or reduced-price lunches. I will ask the D.C. welfare administration to create a computer program, whereby students' parents may answer a series of questions by darkening ovals and/or by filling in the blanks, then be told instantly of all the Federal and City benefit programs they may qualify for. (The Congressional Research Service's December, 1997 Report for Congress, Cash and Noncash Benefits for Persons with Limited Income: Eligibility Rules, Recipient and Expenditure Data, FY 1994-96, lists 80 programs from which people may receive benefits.)


Occupation: Senior Contract Analyst
Education: Graduate Woodrow Wilson Senior High School, Bachelor of Science Degree, Criminal Justice, Saint Augustine's College, Graduate Studies — University of the District of Columbia.
Community Activities: Vice-president Southwest Community House, Inc.; Former president Southwest Neighborhood Assembly, Inc.; Former president Wiley Branton Community Development Corporation; Mediator, D.C. Superior Courts; Mentor, Clean & Pure Kids, Inc.; Member, Kappa Alpha Psi Fraternity.

1. I will support funding for public education at all levels, including special education and before/after school programs. I will direct more dollars into the classroom by increasing the percentage of funds presently being spent. Increased resources for teachers, books, computer equipment. I will advocate reduction in administration cost by Jo%. support Parent Workshops. Demand school based management and Tutorial & Remedial programs, School Safety and Nutritional Programs.

2. 1 will advocate a reduction in class size by 20% to ensure that every child is given the maximum and best teaching experience possible the nations capital can offer. I will incorporate Dropout Prevention programs and In-House Suspension programs with full parental involvement workshops to ensure a fair standard. I will cultivate a relationship with the University of the District of Columbia and DCPS to create a learning environment for the entire family member, is job and/or continue education ready in the 21st century.

3. I will support having an annual evaluation of the superintendent and administrative support team. An evaluation tool or report card on effectiveness based on school improvements and student performance academically. Require school based management.

4. I would advocate that an annual assessment and review of all DCPS properties and present leases held. Have an annual report on the viable resources in the demographics of the student population. I support a reduction in outstanding leases.


Occupation: ANC Commissioner 1990-1998, serving as chairman and vice-chairman. Parent of 2 children.
Education: B.A. New 5chool for Social Research, New York,
NY, 1980.
Activities: Trustee, Foundation for the Preservation of Historic Georgetown, 1987-1994; NW Little League Coach, 1989-1993; Coordinator, Volta Park Summer Camp, 1987-1994.

1. I will be at one of our Ward 2 schools every day: listening to parents and teachers; working with the Superintendent and the Board of Education to solve problems. It is important that every member of the Board of Education be available on a regular basis to listen to parents and teachers in order to be able to solve their problems.

2.A. The District of Columbia must put the money back in the classroom instead of spending it on a bloated bureaucracy. (According to the Control Board, DC has one administrator for every 16 teachers, whereas the average urban school district has one administrator for every 4: teachers.) Raise teacher's salaries to a competitive level in order to attract and keep the best teachers; reduce class size; provide professional training for teachers; provide teachers with clear standards for what each child is expected to know by the end of the year; test students to ensure grade level mastery.
B. We must make sure that all our children are given a basic education in reading, writing and arithmetic in order to be prepared for job training, employment or college. If each child, from the time he enters the public school system, has 1) a qualified teacher who has a reasonable number of children in the classroom with the necessary books and supplies and 2) a school that makes sure he has learned all the material required to move on to the next grade, the child will be prepared for employment, job training or college.

3. The Board of Education must give the Superintendent a list of expectations. The Board of Education must hold public oversight hearings (with all relevant information available to the public) to make sure these goals are being met.

4. The Master School Facilities Plan is not a plan. It is just a list of what needs to be fixed in our DC Public Schools. We must develop a facilities plan that fits our educational plan. For example, if the school system is considering closing a school, why would they proceed with putting a new roof on that school?


Occupation: Teacher, D.C. Public Schools and Youth; Minister, McKendree United Methodist Church
Education: Doctoral Candidate, Howard University; Master of Divinity, Howard University, 1992; Master of Arts, Southern University, 1988; Bachelor of Arts, Southern University, 1986.
Activities: Selected by Major National Magazine as one of the Country's top 30 Young Leaders of America; Chairperson of Advisory Neighborhood Commission 2D.

1. I would implement internal and external control reporting mechanisms through the use of program and fiscal audits, which would be initiated and formulated through an independent peer review board. I would mail minutes to the Superintendent's office, the teachers union, PTA, to local organizations and all those who hold an interest in the promotion of the School Board's agenda. Along with the minutes there would be a comment/suggestion section that would be compiled and disseminated to the School Board, at which time the Board would peruse and incorporate a segment of time in the next month's agenda to discuss the concerns and issues set forth.

2. l would establish tutorial programs, hands-on computer training, vocational and technical programs as early as the 7th grade in all schools. The tutorial programs would facilitate the increased passage rate of standardized tests which would ensure timely completion of high school. I would increase the number of hands-on training hours for all students, which would increase their marketability in the 21st century. I would further expand the development of more vocational educational programs that would provide more training in economically stable professions such as registered nursing, plumbing, carpentry, etc.

3. I believe that measures of accountability should be established through collaborative initiatives sanctioned by the Mayor's office, the School Board, Teachers Union, Parents and Neighborhood Constituents.

4. After election to the School Board I would peruse the current plan and explore potential modifications and develop recommendations to be submitted and implement them accordingly.


Occupation: Energy Analyst, U.S. Department of Energy
Education: Attended Howard University
Activities: President, Mount Vernon Square Neighborhood Association; Member, Landmarks Committee; Chair, Mary Church Terrell House Task Force D.C. Preservation League; member, Walker-Jones Elementary School PTA.

Board members should individually hold town meetings at which they hear the concerns of those in attendance. Additionally, Board members should be evaluated by the Parent Teacher Student Associations of the schools within their respective wards. The full Board should be required to go before the DC City Council biannually to report on the state of the DC Public School (DCPS) system.

The one-size-fits-all approach used in the DCPS should be eliminated. Students' area of career interest should determine their school choice. Smaller class sizes could be achieved by utilizing volunteers from professional associations and undergraduate/graduate students as classroom aides. The District's junior and senior high schools should serve as career development/education centers that prepare graduating seniors to enter college or compete for an entry level position. Each junior and senior high school should have an informal working group composed of persons representing the Parent Teacher Student Association, professional associations, university department heads and community residents. The working groups should create the curriculum and programs for the school based on what the community has decided the schools' focus should be. Under the direction of the school superintendent, the informal working group of the specialized school would outline the courses that students take.

3. The Superintendent should provide monthly updates to the Board at public meetings at which issues and concerns as well as potential problems, are identified before they surface.

4. The changes that I would like to see in the plan would put a focus on building new and larger junior and senior high schools that accommodate approximately 3,000 students. A "DCPS campus" that dusters several schools in the same area should also be examined. The construction of new schools-would take into consideration the current system over capacity that accommodates the peak enrollment in the school systems that dates back to 1970; at which time there were 147,000 students in the DCPS. Today there are approximately 80,000 students served by the DCPS.


Occupation: President and CEO National Policy Association
Education: MBA, Harvard Graduate School of Business Administration; attended Brown University and the Lawrenceville School
Activities: GW School of Government and Business Administration (Distinguished Visiting Professor); Under Secretary, US Department of Labor; Michigan Employment Security Commission; Birmingham Michigan School Board

1. After November 3rd the elected Board will have to demonstrate to the Control Board, the Mayor and the Council that it has the wisdom and judgment to regain the authority it has lost. To do that it needs to work together with the Trustees and the Superintendent on strategies to improve test scores, reduce drop outs and improve operating efficiency. It must do this by demonstrating its commitment to educational excellence for all, its understanding of the formidable obstacles facing serious long term reform and its capacity to forge a cooperative relationship among key members of the educational community.

2. Policies and programs need to recognize the differing needs of our various schools as they pursue the common goal of "making each student all he/she can be." Gainful employment, post graduate education and job training are objectives from which students must choose; schools must offer opportunities to prepare for one or more of these options. Clearly smaller class size, better equipped and competitively paid teachers and strategies aimed at meeting wide ranging student needs must be part of every school's arsenal. Individual schools should be challenged to develop goals within the broad parameters of policies established by the Superintendent and the School Board and expect to be held accountable for achieving them.

3. A relationship must be established between the Board and the Superintendent in which their respective roles are clearly understood and accepted. Major policy decisions must be approved by the Board while the administration of the policies remains the province of the Superintendent and her staff. I believe that if the Control Board gains confidence in the School Board that arrangements can be made to restore the Board's full authority prior to the current two year deadline.

4. Sorry, I have used up my 300 words!

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Occupation: Retired, Bell Atlantic
Education: B.A. Religious Education; Honoris Causa, Doctorate of Divinity.
Activities: Vice president, Board of Education; Interim President B.O.E.; Chair, Commission of the Integration of Vocational & Academic Education; State Legislator of the Year; American Vocational Association.

1. Professional training and orientation for new and sitting board members; more involvement with school administrators, teachers, parents and students; more involvement with related agencies and community organizations; more communication with successful public school systems; unite with Universities, Government, Business and Media providing better relationships in the development of the future of students.

2. Strengthening of Reading, Math, Science, Foreign Language and Technology Curriculum; Strengthening of the Integration of Academic and Vocation Education policy thereby enhancing the School to Work program; full funding of mandated programs; full funding for adequate teacher salaries; funding for new school buildings; stronger policy defining adequate class size; develop strong relationships with institutions of higher education to ensure teacher and administrator training programs are relevant to the changing needs of D.C. Public School students; create broader areas of teacher certification, thereby giving school officials more latitude in developing the instructional programs and in assigning staff. Strengthen and expand efforts to address and prevent the use of tobacco products, alcohol, mind or behavior altering substances and other drugs. Support the intellectual, physical, emotional and social development of students, by coordinating comprehensive school health programs that include health and physical education services and health promoting policies that support a healthy school environment, providing students with a better opportunity to learn.

3. Complete oversight without micro-management.

4. New roofs and windows for all facilities in need of them. The complete and total wiring of every school. The planning and development of a new school complex in each ward, inclusive of an elementary, middle or junior high and high school.


Occupation: Chief Operating Officer, Exclusive, Inc., Consultant, Duren and Associates
Education: Woodrow Wilson Sr. High School, 1985; BA Political Science, University of the District of Columbia
Activities: Commissioner, Board for the Visual Arts School 1998; President, Phoenix Organization, 1994-1996; organized boycott of Eddie Bauer Corp; Puppetmaster, 1978-1988.

1. I would recommend that School Board members receive training which would aid them in working with their constituents. I would like to see a system of accountability in the governance of our schools that would be more inclusive of parents and teachers. Furthermore, I would like the elected members of the School Board to receive training which would aid them in the efficient management of the multi-million dollar budget that the School Board is responsible for. I firmly believe that without this essential training, the School Board will continue to be a wedge in the education of our children.

2. One of the issues in the Duren Plan is a comprehensive technology program. It is essential that we vigorously pursue efforts which exist to bring technology to our public schools. We must prepare our children for the very competitive technological world that exists today. We must aim to make our school second to none in the high tech field as well as in other fields.

3. I strongly support routine reports during oversight committee meetings and meetings of the whole from the superintendent and the central administration staff to the School Board. To make this a more open process, I also support having these meetings after PTA or community meetings.

4. I feel that we need to replicate methods of operation used in many of our newer government buildings. Each building's blueprints should be loaded into a central network where the chief engineer can pinpoint a problem at a given location and effectively correct it.


Occupation: Attorney
Education: Theodore Roosevelt High School 1961; B.A. Tufts University; M.A. Catholic University School of Education; M.S. Catholic University, 1970; Columbus School of Law, Catholic University, J.D., 1979.
Activities: National Teacher Corps, Eugene Clark Elementary; School Voluntary Service Award, Prevent Child Abuse of Metropolitan Washington.

1. The environment of the school board fosters political struggles and micro-management of the schools rather than oversight of the superintendent. I agree with the Washington Post editorial of September ~5, 1998: "The control board should arrange for current and future school board members to receive instruction in how to work with a superintendent to reform and operate a multimillion dollar school system"

2. a. The special education division must be overhauled in the following areas; i. Build public facilities for special students within the District and attract private institutions to the city to serve the delinquents who roam the halls until they get into serious trouble and are sent to Oak Hill to hone criminal skills. ii. Change laws that drain money from the system. The turn around time to classify and place special students is so short that astute parents retain attorneys, who are paid with our taxes, to obtain out of state, private educations for their children while the most needy children, both special and healthy are short changed. iii. With economical, in-city resources for special students, funds will be available to enable the vast majority of students to compete in the global economy, and those with disabilities will have a better opportunity to move into mainstream classes and into the global economy as well.
b. Why has Congress mandated twenty new charter schools a year? Our laws guarantee two systems fighting for the same resources. We need complete sovereignty to determine how our taxes are to be used. The District schools can be a model rather than an experiment of Congress.

3. The board must survey parents, teachers and students. It must empower community focus groups to address the most urgent issues. Specific goals must be set and compared with those of the superintendent. Her goals that work should be praised and those that do not should be challenged.

4. I was not able to find a copy of the Master Schools Facilities plan.


No reply received.

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No reply received.


No reply received.


Occupation: Retired Disable
Education: College Graduate of the University of the District of Columbia

1. I would make sure that everything is in place and that the children get what they are supposed to have. Make sure that the parents get answers that they are looking for, better communication from the Board of Education and receive a more welcome feeling and friendly approach reclaimed.

2. The policies that I would advocate to ensure that the District has a high quality school system would be to have children who aren't applying themselves or, who are unable to apply themselves, to attend Summer School, After Care Learning programs, foster a mentoring program for youth. Seek vocational activities for youth and tutorial programs. Make sure every senior has a SAT Prep Class and conduct for test. Employment training opportunities through hands on experiences as a tool of preparation for labor market participation. It would help students to gain more knowledge. This would help those who aren't able to apply themselves. The SAT Prep would help seniors to prepare themselves to get into College and help them to prepare for tests and their place in society.

3. I would measure the performance of his/her duties and responsibilities by observing the quality of performance in the areas of management, service delivery and professions responsibility, using progress report performance rating and feedback from parents suggestions.

4. Re-emphasizing the importance of getting a quality education for our children and have quality teachers in place to teach our children.


Occupation: Principal (retired)
Education: DC Public School Graduate; BS-DC Teachers College; MA-G. Washington University; Doctoral Studies-Catholic University.
Activities: Board of Directors, Marshall Heights Community Development Organization and Education Working Group; Past president, Nalle ES PTA; vice president of the Board of Directors, Canterbury School; Kappa Alpha Psi Mentoring Program.

1. The voters have the responsibility to make the DC Board of Education a more responsive and accountable body. Voters should monitor the quality of services delivered by their respective representatives to the board. I can serve as an example to those Board Members who are truly interested in quality education for our children. I will make sure I am responsive and accountable to the citizens of Ward 7. It is hoped through my intervention and leadership, others will be motivated to work as a team to bring quality education to all students in our city.

2. I suggest we re-construct the curriculum to ensure paychecks rather than welfare checks. For those Ward 7 students who wish to attend college or higher vocation training, I am planning a scholarship fund that will be available to all ward 7 students.

3. I do not think the Board should hold the Superintendent's staff accountable for their performance. It is the responsibility of the Superintendent to evaluate the performance of his/her staff. It is the responsibility of the Board of Education to review and approve the performance objectives, approve established criteria for measuring the degree to which objectives were met and make final evaluation of the Superintendent's performance. This data is the basis for continued or termination of employment of the superintendent.

4. I recommend educational programs based upon needs of the communities be considered prior to development of the Master School Facilities Plan. Facilities should accommodate educational programs. We should not force educational programs to conform with what is available.


Occupation:: Program Analyst, U.S. Department of Transportation
Education: Western Sr. High School (now Duke Ellington School for the Arts); D.C. Teacher's College; Extensive Government Course training (management, mentoring skills, career development)
Activities: President, PAC for Academy of Finance and Business; PAC Newsletter; GW PAA Council; INROADS PSG; Business Advisory Council; NAACP; Parents United; Capito1 View Civics Assoc.; LIBRA; WPAS; GAMA.

1. First have the authority powers/responsibilities restored to the Board of Education so it can conduct the business of the DC Public Schools. Hold and conduct the monthly board meetings in the various schools throughout the city and continue to have community town hall meetings. Require each school board representative to visit each school in their ward at least twice during the school year. Require each representative to meet with principals, PTA/HSA presidents and student school representatives regularly to hear concerns and needs that should be addressed and setup action plan schedules. Have an open hot-line for emergencies to be reported.

2. Seek and nurture more business and government partnerships to ensure donated computers, computer and Internet knowledge, career fairs, and field trips for all children; and provide presentations; create an "upward bound" type program which allows greater collegiate experience for high school students and seeks out more internships; develop life skills training for 6-8th graders; utilize more innovative educational l strategies, including team teaching; require parents to volunteer a minimum number of hours al schools; and rebuild vocational education programs for those students not attending college.

3. Use the following measures: student test scores and student achievement/improved performance, graduation rates/drop out rates; specifically defined expenditures on a school-by-school basis and on an overall school system basis.

4. Establishment of short and long term goals; conduct periodic monthly reviews/examinations of all facilities for safety, security and repair needs; and have bi-monthly or quarterly assessments conducted by the fire inspector and the civil engineer group.

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Occupation: Educator, Writer
Education: BS East Carolina University, 1986; School of Public Administration, University of the District of Columbia, 1988-1992; Early Childhood & Elementary Education, Trinity College, 1992-1998.
Activities: Covenant Baptist Church; Far Southwest Civic Association; Congress Heights Civic Association; Washington Tennis Foundation.

1. (a) Staff all schools to provide a wide range of disciplines from music, art, languages, high technology, physical education to traditional studies including reading, mathematics, science and social studies; and provide counselors and librarians to support these studies. (b) Develop small schools and small classes that offer caring learning environments where all students are supported, safe and valued. (c) Provide classroom space for all parents who wish to enroll their four year old children.

2. l would advocate early childhood enrichment and educational programs that meet individual students needs and account for different learning styles. These programs must offer a higher standard of teaching and learning and be geared to prepare graduates for whatever vocation or career they choose. Enrichment programs should allow parents to choose their children's own educational and vocational programs. Each child should have an individual educational plan that follows them from prekindergarten to twelfth grade. The purpose of this educational profile would allow teachers to have insight on a student's interests, strengths and progress.

3. (1) Effective oversight and policies ensure accountability. (2) Create a mid-term and an end of the year report for the Superintendent of Schools.

4. The overall objective should be to create facilities that meets educational needs of all children. I recommend funding a ten-year initiative, developed through public engagement and collaboration to comprehensively modernize public school facilities to comply with local and federal mandates of health and safety, accessibility, and good repair that support teaching, learning and community use. Secondly, the planning process should be guided by the principle, substantiated by research, that small schools, small learning clusters, and small class sizes are the most appropriate learning environments.


Occupation: Teacher Coordinator/Community Outreach
Education: Graduate, Englewood High School, Chicago; Bachelor's degree, Tennessee State University
Activities: Former chairperson of Advisory Neighborhood Commission 8C; President of Simon Elementary School PTA; Chairperson of the Neighborhood Planning Council; President of the Alabama Renaissance Task Force; Co-founder of the Ward Eight Democrats.

1.. Develop a policy to implement a training institute that would train board members in school operations and policy making. Hire an educator as executive secretary with high level school experience. Mandate the attendance of board members at professional organizations, conferences, and workshops.

2. I would advocate for the City Council to provide 21% of the city budget for education. I would advocate for policies that would reduce class size. Support programs that would provide in-service training for administrators and teachers. I would encourage parental involvement and develop after school enrichment programs by forging new partnerships between the Board of Education and the Department of Recreation. Developing policies and programs as outlined above would effectively educate our children by preparing students who are college bound as well as preparing those students who would begin careers in vocational and technical trades.

3. l will advocate a measure that would allow the board to hire a professional company or a group of educators to conduct yearly evaluations of the school system and make recommendations to the Board. I would hold public hearings to get parents input on recommendations made by the evaluation team. I would use the Board's oversight responsibility to monitor the implementation of policies and programs mandated by the Board. I would ensure that monies for instructions and school repairs are not spent in other areas.

4. l would recommend the creation of an office whose responsibility is to develop a master plan for monitoring the improvement of school buildings and recommending the building of new schools that would consolidate smaller schools under one structure.

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