Peter Timothy Anderson: Let’s tackle education disparities in DC so all students reach their full potential

In a city teeming with opportunities and potential for progress, it is disheartening to note that a significant percentage of public-school students here in DC remain designated as “at risk” in 2023. The fact is that it’s an outdated and harmful term, and we must change our thinking if we are to help these students overcome the obstacles they face.

These students, representing 45.6% of the student population, are grappling with various challenges — from poverty and food insecurity to homelessness — that contribute to a myriad of academic delays and an increased likelihood of dropping out of school. It is crucial that we as a city delve into the depth of this situation; examine the existing initiatives and mechanisms in place to address this concern; and explore practical, impactful solutions to combat the prevalent disparities.

The designation “at risk” has long been problematic due to its stigmatizing and deficit-focused nature, potentially fostering lower expectations. In a transformative attempt to redefine this designation, Washington Latin Public Charter Schools introduced the acronym STAR, representing “Students Designated for Additional Resources.” The STAR acronym also encapsulates a series of aspirational adjectives — Strong/Steadfast, Talented/Tenacious, Authentic/Assertive, Resilient/Reflective — in order to shift the focus from deficits to inherent strengths and potentials.

Unfortunately, the academic proficiency levels of STARs in DC, as evidenced by more than 10 years of data, are significantly lower in comparison to their peers. Research has shown that STARs often attend low-performing, overcrowded and under-resourced schools, irrespective of their race, ethnicity or income level. Among the highest-performing elementary, middle and high schools on the recent PARCC exams, most served scant STAR populations, as few as 1% in some cases. At Washington Latin, we have undertaken major efforts to increase enrollment of STARs and coupled those efforts with robust academic and social support for enrolled students. 

The introduction of an equitable access preference in the city’s common lottery in 2018 by the DC Council aimed to mitigate these disparities, but its implementation has been slow and largely ineffective. The initiative, offering preference to STARs, has been in effect for the past two admission cycles. However, a review of available school data shows that more than two-thirds of the seats in K-12 schools that could have been filled by the equitable access preference were unfilled, even in schools with superior PARCC proficiency scores or other indicators of school quality. The predominant reasons include a lack of awareness or understanding of the preference and difficulties with the application process, particularly for non-native English speakers.

To combat these challenges and truly serve the STARs of DC, we can and should take multiple steps as a city:

• Initiate text message campaigns: Provide families who receive benefits through Temporary Assistance to Needy Families or the Supplemental Nutrition Assistance Program with quick access to details about the equitable access seats. Eligible families are far more likely to use their phones to check text messages than to access email or answer phone calls.
• Work with “resident services coordinators” who work for low-income housing providers: These people know the residents in their buildings and can disseminate information to them about school options.
• Establish other community partnerships: Collaborate with local shelters, food banks, and community organizations that serve vulnerable populations, including recently arrived immigrants. These organizations can help spread the word and provide application assistance.
• Conduct door-to-door canvassing in target neighborhoods.
• Deploy peer ambassadors: Recruit and train individuals within target communities who can share their experiences and guide others through the application process.
• Set up mobile application units in areas such as shelters or food distribution centers so that eligible families can apply on the spot with assistance.
• Launch targeted social media campaigns using platforms like Snapchat, Instagram and TikTok to reach eligible families and share success stories.
• Host a special Equitable Access Fair in mid-December or early January at a Ward 8 venue like THEARC or the Entertainment & Sports Arena. Make it a festive event, and provide child care and transportation.

These strategies aim to raise awareness, provide application assistance, disseminate information, and minimize barriers to entry, thereby driving impactful changes in the academic environment for STARs.

Addressing the educational disparities and challenges faced by the STAR population in DC is not only imperative but also urgent. The prevalence of substantial percentages of STARs is a stark reminder of the urgent need to recalibrate our approach and strengthen our endeavors to foster a conducive learning environment for every child. By adopting innovative, inclusive and comprehensive solutions and by eliminating the barriers hindering equitable access to quality education, we can enable these students to overcome their challenges and realize their true potential. The transformative power of education can be fully realized only when we, as a society, endeavor to make it accessible, equitable and empowering for all, laying the foundation for a more inclusive and enlightened future.

Peter Timothy Anderson is head of school of Washington Latin Public Charter Schools.

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