2023 Spring Education Issue – A Resource for District Parents

A Resource for the Education and Enrichment of Students in Washington, DC

Mayoral Control of DC Schools: A Primer by Elizabeth O’Gorek

The Parent Group Resource Gap: Private Fundraising in Public Schools by Elizabeth O’Gorek

The DC School Lottery: How It Works by Emerald Becker

Who Runs DC School Sports: Two Different Organizations Host Championship High School Games by Elizabeth O’Gorek

Choosing a Summer Camp by E.V. Downey

A PRIMER

by Elizabeth O’Gorek

Every election, it’s a key question for candidate and voter alike: do you support mayoral control of the schools?

Many people have strong feelings on this. But just as many families will not know what it means. Students who graduated earlier this year were in preschool in 2007, the year governance of the DC school system transitioned to mayoral control.

What is mayoral control of the schools, and is it better than the alternatives? Here’s a primer on what it means, how it works – and where it doesn’t.

What Is Mayoral Control

Education is usually a state responsibility. In most states, there is a department of education that oversees all education. An elected board of education (SBOE) usually hires the State Superintendent, sets state standards for assessment and curriculum and for licensing schools and teachers.

The state board has authority over local school boards, each of which oversees a local school district, setting policy and administrating schools. Usually, district boards are elected and determine local policies, hire the district leader, adopt curriculum for the district, deal with teacher unions and set hiring policies.

In DC, the Mayor has direct control over all of this. The mayor appoints all of the education officials: the head of DC’s state department of education, the Deputy Mayor for Education (DME), who “‘develops and implements the mayor’s education vision” from preschool through col-

lege; the Superintendent in the Office of the State Superintendent of Education (OSSE), which is responsible for compliance with federal law and administering federal grants and for standardized testing; and the Chancellor of the school’s local by-right districts, DC Public Schools (DCPS).

The mayor also appoints members of the DC Public Charter School Board (DCPCSB), which authorizes new charter schools and provides oversight.

The only elected component are the nine representatives on the DC State Board of Education (SBOE). That Board acts in an advisory position to OSSE on educational matters, like approving graduation and academic standards. But SBOE is not empowered to suggest policy, only to approve or disapprove.

You should also know these two things. First, DCPS is only one Local Education Agency (LEA), or educational institution running a local public school. Conversely, charters have a single LEA running one or more schools. In the 2021-22 school year there were 69 total. And second, although the two are often convoluted into DC school reform, charter schools pre-existed mayoral control by 11 years. Charter school licensing was legalized by the DC School Reform Act of 1996.

Why It Happened

The switch to mayoral control happened under the leadership of Mayor Adrian Fenty. When he took office in January 2007, Fenty’s first act was

to introduce legislation to give him control of the schools. DC Council passed the Public Education Reform Amendment Act (PERAA) in April 2007. (Fenty could not be reached for comment)

At the time, proponents of Mayoral control said it was necessary because the District’s schools had been failing for years, even decades. Books and other equipment were not at schools on opening day; teachers went unpaid; bathrooms were in disrepair. Student achievement was abysmal: in the 2007 National Assessment of Educational Progress, DC was ranked last, with only 8% of eighth graders proficient in math and 12% in reading. A 2006 city study found that 43% of Washington students graduated from high school in five years –versus a national average of 68%.

“We have a crisis on our hands,” said Fenty in a January 2007 press release. “Over the past two decades, study after study has spelled out the same problems and made nearly the same recommendations. My proposal changes one critical piece of the puzzle–increased accountability and action. I am asking today for that responsibility to be placed squarely on my shoulders.”

That change was needed had long been acknowledged. From 1996 to 2000, DC’s schools operated under the authority of the control board, which had been appointed by the president to prevent the city from going into bankruptcy. The elected school board, which had previously set school budgets and provided oversight, was relegated to a strictly advisory role.

A 2000 referendum created a new Board of Education with an elected president, four elected members representing two wards each and four members appointed by the Mayor and confirmed by the City Council. But many thought the arrangement was too political and controlling, impeding progress.

In 2007, only two council members voted against PERAA, both at-Large representatives: Republican Carol Schwartz and Democrat Phil Mendelson. Now Council Chairman, Mendelson said at the time that he was more opposed to change than to vesting control in the Mayor’s office.

“At the time, the research was clear that the organizational structure of schools, such as mayoral control as opposed to an independent school board, did not actually make a difference in terms of the quality of education in the classroom,” Mendelson said in an email. “I don’t believe that research has changed. So I didn’t think the change would make a difference and I thought it would be counter-productive.”

Fifteen years later, there is a lot of disagree-

Mayor Muriel Bowser at the Fourth of July Parade on Capitol Hill. Photo: Andrew Lightman

ment about whether the move to mayoral control was right for the District – or, as Mendelson suggests, whether the change mattered at all.

Assessing Mayoral Control

Since mayoral control was implemented, there have been a number of apparent improvements to the school system and student performance that advocates are eager to highlight. Test scores have jumped noticeably overall in the past two decades. Enrollment, which had dropped in the latter half of the 20th century, reaching a nadir in the 1980s, has increased steadily. And investment in schools, particularly in the form of per-pupil funding, has increased dramatically to the point that by that metric, the DC school system is the best-funded system in the United States.

Deputy Mayor for Education Paul Kihn said the District is proud of the improvement in schools since Mayoral Control was implemented. “Students are learning much more in better neighborhood buildings supported by stronger services,” Kihn said in a statement. “Under our system of mayoral accountability with council oversight, our public schools have been transformed for the better.”

But some critics are quick to point out that within each of these perceived successes are notso-well-hidden indicators that suggest that DC’s schools have not succeeded to the degree that boosters suggest.

Enrollment

For instance, public school enrollment at both

DISTRICT PUBLIC EDUCATION GOVERNANCE

MAYOR EOM DEPUTY MAYOR OF EDUCATION

APPOINTED BY MAYOR. REPORTS TO MAYOR, DEVELOPS EDUCATION VISION FROM DAYCARE TO COLLEGE

STATE SUPERINTENDENT OF EDUCATION

DCPS and charter schools has been increasing annually. According to data from OSSE, between this school year and the one starting in 2007, city-wide enrollment increased by 25,203 students, or 35 percent.

But critics argue that growth is not uniform; charter schools have far outpaced DCPS. According to OSSE, in 2008-9, DCPS enrollment in 134 schools was 46,200; the same year there were 59 Charter LEAs with 25,568 students. In 2021-22, there were 49,388 kids enrolled in 118 DCPS schools versus 45,143 in 128 charter LEAs.

DME projects that DCPS will lose 1,000 students next year, 697 of them from schools in Wards 7 and 8–DC’s Blackest and lowest income communities.

DC COUNCIL

DISTRICT OF COLUMBIA PUBLIC SCHOOLS (DCPS) CHANCELLOR

APPOINTED BY MAYOR OVERSEES OSSE, REPORTS TO DME

OFFICE OF THE STATE SUPERINTENDENT OF EDUCATION (OSSE)

RESPONSIBLE FOR: FEDERAL GRANTS, STANDARDIZED TESTING, COMPLIANCE FEDERAL LAW

DCPS (LOCAL EDUCATION AGENCY)

STATE BOARD OF EDUCATION (SBOE)

ELECTED. ADVISES OSSE, APPROVES POLICY

PCSB EXECUTIVE DIRECTOR

SELECTED BY BOARD, OVERSEES PCSB BUSINESS

PUBLIC CHARTER SCHOOL BOARD (PCSB)

BOARD MEMBERS APPOINTED BY MAYOR, APPROVES AND REVOKES CHARTER SCHOOL LICENSES

PSCSB STAFF

CHARTER SCHOOLS (LOCAL EDUCATION AGENCIES)

Test Scores

Like growth in enrollment, achievement as measured by standardized testing is improving overall–but growth is in specific pockets of the District. OSSE points to a 2021 Mathematica study that associates DC reforms with larger than expected improvements in grade 4 math and reading scores on the National Assessment of Educational Progress (NAEP).

But NAEP data also indicates that the local achievement gap has been widening in the District. Since 2007, the reading average scale differs by 12.6 between Black and white students and by 16.6 between low- and high-income students. While segments of the District’s students have stagnated, others have taken off: white students who are not considered low-income are the second-highest performing group in the country.

Funding

According to the Education Data Initiative, DC spends the most per student of any state–$22,832 per pupil in kindergarten to grade 12, well above the national average of $13,185. In 2007, the perstudent spending in DCPS was $14,405.

That’s a big change from prior years. When the school board managed the budget, funding was a contentious issue, according to veteran education analyst and activist Dr. Mary Levy. The board accused the council of not providing sufficient funds to run the schools; DC Council said that the board simply mismanaged them. “I think if we returned to a board, we’d return to the finger-pointing game,” Levy said.

But there are concerns with transparency in terms of how the money is spent. In 2014, DC added an “at-risk” weight to the Uniform Per Student Funding Formula (UPSFF). By law, at-risk funds are supposed to be used to supplement school funding, rather than to replace basic funding.

Numerous analyses have shown that is not the case for DCPS. For instance, Levy found that 40 percent of at-risk funding in FY23 will cover special education and basic programming, especially true of schools east of Rock Creek Park.

Governance

The major selling point for mayoral control is that it holds the mayor responsible for school performance. This, theoretically, ensures education is prominent in city politics and streamlines governance. But it also confuses parents, most of

whom simply want to know where to go in order to address concerns or get things done.

“We don’t know who these people are, what their roles are,” one parent told a focus group organized by DC SBOE, “and who we should reach out to when we have an issue.”

And that need for accountability and communication is still very much necessary, as some critics say many of the same problems that plagued the system prior to mayoral control still exist.

Former Ward 6 Representative to the SBOE Joe Weedon said while there have been positives, “I would say mayoral control hasn’t lived up to the promise. We continue to have many of the same problems.” He cites delays in background checks in 2022 meant teachers hired in summer were still not in classrooms by December. The teacher’s union was without a contact for three years.

Further, governance structures haven’t evolved with the school system. In 2007, about 25 percent of the city’s students attended a public charter school; in 2022, that proportion is half the city’s public school students.

But charter schools are subject to less oversight under PERAA than they had before 2007, when they were answerable both to the old Board of Education and the DCPCSB. DCPCSB grants and revokes charters; Weedon said there needs to be a strategic plan that includes both systems.

DCPSCB is subject to some mayoral and DC Council oversight. But the exclusive control individual charter LEAs have means they are not under the direct control of the mayor or the DC Council.

Accountability

That leads to less, not more accountability under mayoral control, Wolf, the education researcher, argues. She points out that in other cities with a degree of mayoral control, such as Chicago and New York, there is also a Department of Education responsible for test-based accountability, assessments and state standards–and that’s controlled by a separate body, usually at the state level.

In DC, the mayor appoints the state department head, the deputy mayor– as well as the state superintendent. “So you have the office that’s supposed to provide the data quality checks and accountability, it’s also controlled by the elected official,” Wolf said. “And that causes a lot of problems and conflicts of interest.”

The argument is, if voters are unhappy with education they could vote for someone else.

But, Wolff adds, the mayor is not only concerned with education but also with affordable housing and economic development and leaf collection and myriad other issues that determine voters’ behavior.

“The mayor winning the election again does not mean that people are happy with education –because it’s not about just education, it’s the whole package,” she said. “So, in that sense, I think people have less power.”

Is it the Right Question?

Most critics of the current system say that governance is not the key to the success of a school system. What they’d like to see, they say, is a cohesive plan to address the District’s educational needs and a way to hold the system accountable for the plan.

Ward 7 State Board of Education Representative Eboni Rose Thompson said that asking if someone supports mayoral control or not is too limiting a question. Most people don’t understand the system well enough to answer it, she said. Rather than asking about leadership, questions about school governance should start at the stakeholders –the families and teachers in the schools.

“We have to ask ourselves, what problems do we want to solve now? And what governance structure do we need to create to move forward?” she said.

The SBOE has been asking those questions. Thompson chairs the SBOE Governance Committee, which has been researching the District system, comparing it to other localities and determining public opinion of the structure.

“The debate does not have to be limited to a choice between what DC had, and what it has now,” Thompson said. Given the changes in the District overall, from population changes to the role of charter schools, she said different structures should be considered.

SBOE has commissioned stakeholder surveys and focus groups and heard from experts in the field as they prepare to make recommendations on governance to DC Council by January 2023.

So perhaps mayoral control isn’t the question, or the final stage of school governance evolution, but merely a step. From that perspective, better understanding the system and the needs of schools and systems is that much more important.

Learn more about the SBOE Governance Committee at https://sboe.dc.gov/page/boardgovernance. u

PRIVATE FUNDRAISING IN PUBLIC SCHOOLS

by Elizabeth O’Gorek

The parents at Maury Elementary (1250 Constitution Ave. NE) have taken on a lot of responsibility to support their neighborhood school.

The Capitol Hill school’s Parent Teacher Association (PTA) pays for five teaching assistants in the upper grades as well as supplies ranging from laptops and cleaning materials to paper and even toilet seats. They also organize community-building events and provide added support services, like free childcare at all PTA meetings, to make it easier for parents to participate.

To do this, they organize a number of fundraising activities throughout the year, including a spring auction and gala. The auction, which is responsible for the bulk of the PTA’s fundraising dollars, receives significant contributions from local small businesses and sponsors. In 2019, the PTAs gross receipts were $238,730; about 75 percent of those funds pay for the teaching assistants.

The size of contributions by Maury’s parents and the role its PTA plays in school funding, however, is not the norm in the District. A Capital Community News examination of online Internal Revenue Service (IRS) filings for DCPS

elementary schools filed in 2018 and 2019 found that the Maury PTA is one of only 14 parent school organizations that raised more than $125,000.

The highest earning parent organizations are overwhelmingly centered in the Northwest quadrant of the District and on Capitol Hill, meaning these supplemental amounts are unevenly distributed throughout the District in ways that mirror other neighborhood disparities.

“One of the gaps we don’t talk about in education is the parent group resource gap,” said former Washington Lawyer’s Committee (WLC) Parent Empowerment Program (PEP) Coordinator Jhonna A. Turner. Fundraising is one way that gap is manifested.

It is also one that, unintentionally, results in increased inequity in the system.

Additional Funds

Parent teacher organizations, or PTOs, the general term used here, are groups of parents and, in some cases, school staff and community members who meet regularly to support school goals and the interests of students, teachers, and parents. These organizations put on events, encourage engagement at the school and

“ONE OF THE GAPS WE DON’T TALK ABOUT IN EDUCATION IS THE PARENT GROUP RESOURCE GAP,”

Houston PTO President Burnice Cain presents Shawndranetta Wood, founder of Math Speaks, with a certificate of appreciation Aug. 27, 2021. On behalf of her non-profit, Wood donated 50 backpacks full of supplies to the school at itsback-to-school event.

Courtesy: B. Cain

advocate for school needs. And many of them are private fundraising organizations.

Some of these organizations regularly raise significant amounts of money that is directed towards school operations. For instance, Key Elementary, in Georgetown, reported gross receipts of $908,466 in 2019; in Tenleytown, Janney Elementary reported $842,954; Horace Mann in Cathedral Heights indicated receipts totaling $594,453 in 2018. Representatives from these PTOs either did not respond to emails or declined to comment on this story.

But the PTOs that are fundraising hundreds of thousands of dollars are a small segment of the overall number of schools. While 45 of the 70 DC Public Schools serving elementary students had registered as 501 (c) (3) nonprofits, indicating they were prepared to undertake significant fundraising efforts on behalf of the schools, only 20 filed forms indicating gross receipts greater than $50,000. Of the 29 elementary schools in wards 7 and 8, only 9 were registered with the IRS.

To be clear, if a school does not have an organization registered with the IRS, it doesn’t mean they didn’t have a PTO. It just means they were unlikely to be planning on fundraising $50,000 or more, the threshold at which a nonprofit must file a return. Only one school in those two wards, Amidon Bowen, which was recently redistricted from Ward 6 to 8, indicated receipts more than $50,000; four others filed “postcard” returns, indicating revenues less than $50,000.

These additional, privately-raised funds can make a discernible difference to learning. According to a 2013 DC Education Adequacy Study, the highest-performing DCPS and public charter schools spent about 6.7 percent more per-student than they received through the system’s budget formula. Successful schools’ expenditures, the authors conclude, are likely financed through additional funding beyond the Uniform Per Student Funding Formula UPSFF, including federal program support as well as privately raised dollars, like those raised by PTOs.

Funding Staff

Shavanna Miller is co-President of Maury’s

PTA [disclosure: the author serves as Maury PTA Secretary]. Miller says she joined the PTA because she saw the impact of its work on the school and its students. She was also motivated by last year’s school budget that saw Maury drop to the lowest level of per-pupil funding of all 118 DCPS schools.

Miller, a mother of three and full-time CEO of a community-building technology company, says the PTA is work, but rewarding. She says Maury is fortunate to have nearly a hundred volunteers and to have financial support from parents and the wider community, including local businesses.

cialists in reading, math and special education.

After ten years, support staff are part of the fabric of Maury and make important contributions, Miller noted. “We could stop fundraising to support those positions,” Miller acknowledged, “but it would have a negative impact on student experience and I truly believe we would lose teachers if they weren’t there.”

Miller says it would be preferable if DCPS was providing these types of funds for all the schools in the District, noting that even if DCPS provided $200,000 to every one of the 115 schools in its system —an amount near the median of the highest earning PTOs — that would be $23 million, or only about 2 percent of the total $1.16 billion DCPS budget.

“We know we’re lucky to be able to do this,” Miller adds. “It would be better if the city prioritized additional staff at all schools through regular funding and through the regular unionized staffing systems – it’s obvious more staff are needed in schools and should be available to all kids in DC,” she said.

DCPS did not respond to a request for comment in time for publication.

Not A Priority

In part, the PTA is working to bridge resource needs in the school community, she said. “Maury is a diverse school,” Miller said, noting that about 44 percent of students are non-white and 10 percent are categorized as “At-Risk” by DCPS. For comparison, Key, Janney, and Horace Mann ES have less than two percent of students categorized At-Risk.

Maury received 20 percent less funding per pupil than the average DC school this year and Miller says the additional teacher aides help teachers and students get the support they need.

Maury PTA has been funding the five teaching assistants for the past ten years. They are not the only school to pay staff; Mann supplies support teachers in nearly every classroom. In 2019, Ross Elementary PTA (Dupont Circle) funded a full-time Spanish teacher, and parents at Hearst Elementary (North Cleveland Pak) funded spe-

Fundraising among families simply cannot be a priority for some schools. PTO President for Ward 7 school John Houston Elementary Burnice Cain said that was an ask the organization was reluctant to make.

Instead, Houston’s PTO focuses on building connections with the community that benefit the school. These often lead to in-kind donations, such as soccer balls and backpacks, from local civic organizations and businesses.

It’s a difference of philosophy, Cain said. “You don’t want communities that are already marginalized financially to feel like they’re obligated to participate in a way that might put some strain [on them],” Cain told Capital Community News last year, noting that many school families have suffered economic challenges due to COVID.

The District does not provide funding for individual parent organizations, she noted. “So it’s almost like, if you want something extra or important, you have to have the funds for it,” she said.

Parents mingle at Maury’s spring auction and fundraiser. Photo: E. O’Gorek/CCN

Wards 7 and 8 are home to the greatest portion of the District’s school-aged children: 31.5 percent aged 5 to 17. In 2002, the median household income in Ward 7 was $50,130; it was $44,665 in Ward 8. The median in Ward 3 and 6, home to the bulk of the highfundraising schools, was three times as high coming in at $155,813 and $128,791, respectively.

Many of the parents at Houston are working class, Cain said, with two or three jobs, making deeper school engagement more challenging. “If you have two or three kids, two or three jobs, you’re going to be like, I got my kids from point A to point B; I have success.”

But the lack of funds affects PTA participation as well, she added. In 2019, Cain set out to increase participation. A solution she considered was providing childcare at PTO meetings. However, fundraising to do that appeared prohibitive.

“I’m sure I would get double the participation,” Cain said, “but where do I have funds for that?”

Ketcham

Nonprofit fundraising is a particular skillset, more easily found among advantaged parents. In 2019, Turner, the former PEP Coordinator, worked to help parents at Ward 8’s Ketcham Elementary organize a PTO, get their by-laws in order and understand systemic issues. She said although they were not fundraising huge amounts prior to 2019, parents at the school were already involved.

“The difference was both a wealth and knowledge gap,” Turner said. “They were very much volunteering, supporting and wanting all the best things for their children — they just didn’t have the resources to get there and really just the financial literacy and social capital to move the needle forward.”

Together with parents, Turner came to the conclusion that what Ketcham needed was “more friends.” So, they founded the Friends of Ketcham Elementary as a 501 (c) (3) in 2019 to send the message that people in the community could sign up to support the school.

The organization’s board is made up of a mix of community members, residents, parents, teachers, administration and church representations. All are Black and all have a stake and a perspective on education in the community.

Drawing on the wider community, they raised $100,000 over their first three years, funding a new security system, laptops, furniture, teacher professional development in New York and special education programs. Turner, who left WLC in 2021, remains on the board of the Friends of Ketcham today.

Wanting the Best

At its most basic level, parent engagement is consistently associated with positive educational outcomes. More resourced neighborhoods are better able to facilitate that engagement, perpetuating inequities that already exist throughout the District.

But parent leaders are working to support their schools, the students and the faculty. They see themselves as advocates in the community working to fill gaps between the school and the system.

“It is very clear that all parents, no matter their race, no matter their background, they want the same thing for their child,” said Turner. “It’s just the power to get it.” u

HOW IT WORKS...

by Emerald Becker

Every student in DC has the right to attend their in-boundary (aka “neighborhood”) school for grades K-12, which is assigned based on their home address. You can determine your in-boundary school at enrolldcps. dc.gov/node/41. If a family wants to attend a District of Columbia Public Schools (DCPS) school outside of their in-boundary school, they must apply via the My School DC lottery at myschooldc.org. The My School DC lottery application is an online application that families must use to apply to attend schools in the following categories:

a. new PK3 or PK4 student at any DCPS school, including your DCPS in-boundary school;

b. grades K-12 as a new student at an out-ofboundary DCPS school;

c. a new student at a DCPS citywide school (PK3-12);

d. a new student at a DCPS selective high school/program (9-12);

e. the dual-language strand at one of the following elementary schools (PK3-5): Cleveland ES, Marie Reed ES, and Tyler ES. This applies to all students, including in-boundary students.

f. Participating public charter schools (PK3-12).

If a family is re-enrolling in their current school or enrolling in their feeder school, they do not need to use the lottery. Families are not

guaranteed a seat via the lottery. Students in grades K-12 are only guaranteed a seat at their in-boundary school..

Charter School vs.

Public School

DCPS is the local, traditional public school system of Washington, DC. All DCPS schools are free to DC residents and every K-12 student who lives in Washington, DC has at least one right-to-attend DCPS school — a school where the student can enroll at any time. If a family wants to attend a DCPS school outside of their in-boundary school, they must apply via the My School DC lottery.

DC public charter schools are public, tuitionfree, open to all students, and they do not have selective entrance requirements. Public charter schools are independent from the traditional public school system. Students must complete a My School DC lottery application to request space at a participating public charter school.

If You Have Just Moved To DC

When a family is contemplating a move to the District, they should take the following steps:

Step 1: Determine your in-boundary school (enrolldcps.dc.gov/node/41). Once determined, families are encouraged to connect with the school and meet the principal and teachers or attend an Open House (enrolldcps.dc.gov/ node/16).

Step 2: If you want to explore your DCPS options beyond your in-boundary school, you can

check out school profiles online (profiles.dcps. dc.gov) and download other resources at enrolldcps.dc.gov/node/46.

Step 3: When a family is ready to enroll, they need to complete the DCPS enrollment packet, provide proof of DC residency, and then submit the enrollment packet to the school (enrolldcps. dc.gov/node/76).

Key Events for the 2023-2024 Enrollment Season

In December, the 2022 DC EdFEST took place online and representatives from DCPS and public charter schools showcased their programs for families looking to know more about the city’s public school options for grades PK3-12. Immediately following EdFEST, the My School DC lottery for school year 2023-2024 opened.

The application deadline for Grades 9-12 is February 1, 2023 and the deadline for Grades PK3-8 is March 1, 2023. The lottery results will be announced on Friday, March 31, and enrollment opens for school year 2023-2024 that same day. For the deadline for lottery-match enrollment and other School Year 2023-2024 key dates, see the website at enrolldcps.dc.gov.

If families have any questions, they can contact the DCPS Enrollment Team at enroll@ k12.dc.gov, call us at 202-478-5738, or submit a question via enrolldcps.dc.gov/contactus and we will respond within two business days. (Above information supplied by DCPS.) u

EXPEDITIONARY LEARNING

LIBERATORY DESIGN THINKING

SOCIAL JUSTICE

by Elizabeth O’Gorek

They crowded onto the field at Howard University’s Greene Stadium (Girard and 6th Streets NW), pumping their fists in the air and cheering wildly, students in uniform, their coaches and supporters. The Beach Boyz—the nickname for the Knights, Friendship Collegiate Academy’s (FCA) varsity football team—had reason to celebrate. They had just won their fifth state high school football championship Dec. 3 by defeating Theodore Roosevelt High School 19-14.

The game was organized by the DC State Athletic Association (DCSAA). As DCSAA’s Executive Director Kenneth Owens crossed the field that evening, supporters of both teams thanked him for giving students the opportunity to play under the lights of a college stadium, an opportunity that many students who do not attend college would not otherwise have.

TWO DIFFERENT ORGANIZATIONS HOST CHAMPIONSHIP HIGH SCHOOL GAMES

But Roosevelt’s team had also celebrated winning a championship —on a different field, ten days prior. On Nov. 24, the same team that lost to FCA won the 2022 Turkey Bowl.

The Turkey Bowl has been a DC tradition for 53 years. It’s the high school championship game for the District of Columbia, now organized by the DC Interscholastic Athletic Association (DCIAA).

BOTH THE DCIAA AND DCSAA ARE GOVERNMENT-RUN ORGANIZATIONS THAT ORGANIZE SCHOOL SPORTS IN THE DISTRICT.

“The Turkey Bowl means so much,” Roosevelt’s Head Coach Chris Harden told the Post after the game. “As someone that’s still a DC resident and grew up in DC, it’s one of the last reminders of Chocolate City. It’s something that’s ours, that we put together that’s been here for years and stood the test of time.”

FCA head coach Micheal Hunter said the championship game was critical for the student-athletes who won. “Our kids work very hard all year and to have that opportunity to showcase themselves and showcase the school in front of the whole city, that’s important for those guys.”

All the players in these games have reason to feel great pride in their accomplishments. But why are there two different sports organizations serving DC schools? And why are they putting together what looks like two different championship games in one sport?

Basics

Both the DCIAA and DCSAA are government-run organizations that organize school sports in the District. But they are different, and they have different responsibilities.

Founded in 1958, DCIAA is the athletic department of DC Public Schools (DCPS). All DCPS schools with at least one athletic team are members. The DCIAA coordinates athletic events on the elementary, middle and high school levels, starting at grade 4 and through grade12. It provides athletic equipment to schools, and pays a stipend to athletic directors and some coaches. 115 schools were members of DCIAA in 2020.

The agency supervises regular league play between DCPS schools in “sanctioned” sports, including traditional sports such as basketball, cross-country, football and track. Sports are offered based on interest indicated in a student survey conducted once every two years.

They also supervise club sports, which are athletic endeavors offered by schools to develop interest and skills but without competitions between different DC public schools.

“Athletics is a vital component to student success. Our goal is to grow students through sports,” said DCIAA ED Michael Bryant. “We want to make sure that students in all walks of life develop academically, socially and emotionally. Athletics give students [that] opportunity.”

Roosevelt players run onto field after winning the 2022 Turkey Bowl at Eastern HS. Photo: Courtesy DCIAA Athletics.

In contrast to DCIAA’s decades-long role in District student athletics, DCSAA is a relative newcomer with a more narrow role. In 2010, DCIAA faced concerns over player eligibility, coach certification, scheduling and discipline. The following year, then-Mayor Vincent Gray floated the idea of forming a public charter school league and possibly having the champion play the DCIAA champion for a city title. He wanted, he said, to add staff to the athletic office to help better police league rules rather than relying on individual schools to do so.

The next year, in 2012, Gray established DCSAA under the auspices of the Office of the State Superintendent of Education (OSSE). The immediate impetus for DCSAA was to provide a medium for which the best schools, regardless of public, charter, or private governance, can compete under unified rules for a true District championship —starting with football. DCSAA became its own agency under legislation passed by Council in 2016. The bill created a DC State Athletics Commission consisting of parents, public, public charter and private school administrators as well as city officials. It clarified the relationship between DCIAA and DCSAA: as of 2016, all members of DCIAA are obligated, by law, to be members of DCSAA and so must follow DCSAA rules for eligibility and rules, as well as certification of coaches, volunteers and officials.

Meanwhile, public charter and private schools can voluntarily opt in. In 2022, 53 schools were were listed as members in the school directory of DCSAA’s website., dcsaa.org.

“Every [high] school in the District of Columbia is a part of our association,” Owens said. As the number of schools in the District grows and offer more athletic opportunity, so has the DCSAA. “It’s a big thing. People take pride in being part of the championships.”

Created to Crown City-Wide Champions

DCIAA also sets up elementary, middle and high-school champions in their respective sports. These do not necessarily select the participants in the DCSAA championships, which usually take place after the conclusion of the DCPS athletic schedules.

While the DCIAA continues to offer public schools the opportunity to play for the DCPS championship, DCSAA ensures the winner of its championship games or tournaments is a true city-wide champion. To ensure the winner of championship games or tournaments is a true state champion, competitions include students from DCPS, public charter, parochial and private schools.

“[Football] was a good place to start,” Owens said, pointing to FCA, a charter that in 2011 was sending football players on to college, but had nothing to compete for at the end of the season.

In their first year, DCSAA succeeded in organizing a football championship—which FCA also won—as well as a soccer championship and a cross-country meet featuring around 28 participants.

Ten years later, DCSAA awards State Championship Titles in football and another 20 boys’ and girls’ interscholastic sports in two divisions, Division A and AA. There were more than 700 entries at this year’s cross-country meet, most competing at a high school level, but also nearly

200 middle school students.

“Ten years in, I think we’re doing a pretty good job,” Owens said, adding that good communication with athletic directors is the key.

Because DCPS accounts for just under half of DC’s student body, it is the league serving the largest segment of the District’s student teams. But since charter schools entered the District system in 1996, their share of the student population—and so, student-athletes—has grown to nearly the same levels. Private and public charter schools compete in many other athletic leagues, including the DC Public Charter Schools Athletic Association (PCSAA), Washington Catholic Athletic Conference (WCAC), MidAtlantic Athletic Conference and the Potomac Valley Athletic Conference, among others. Like DCIAA, each of these declares a champion, but often include schools outside the District in Maryland and Virginia.

Now, any school in the District that wants to take part in a state championship has to be part of the DCSAA and conform to its rules and regulations.

“Prior to DCSAA you had different entities kind of operating with what was best for them — not so much what was best for the city,” Hunter, the Friendship coach, said. “I think that DCSAA got us on the same page and to where we can crown a true champion in every sport and not just depend on leagues.”

Today

While it is true that, as with DC’s school system, the many leagues can lead to possible confusion, each also carries its own history and tradition that give every participating athlete a reason to be proud.

“We have an outstanding relationship with DCSAA and we look forward to working with them on different issues throughout the year,” said DCIAA’s Bryant. “We understand that we have the same mission—we want to ensure that athletics are accessible for all students.”

“I think it means a lot, I mean anyone who was at the game saw how everyone was so excited at the end,” said Hunter, the FCA Football Coach. “You can just feel the energy and how much it meant.”

Learn more about the Athletic Department at DCPS and read their handbook by visiting thedciaa.com. Learn more about DSCAA at dscaa.org u

TE Tylil Frazier (11) and RB Jajuan Cash (24) lead the celebrations as the FCA Knights celebrate winning the DCSAA State Football Championship on Dec 3. Photo: Courtesy DCSAA.

by E.V. Downey

Every year Washington-area kids attend a variety of day and sleepaway camps. While the kids get to enjoy indoor and outdoor activities and meet new friends, their parents will have spent months researching and registering for the right environment for them. With the huge variety of summer camp offerings, picking the right one can seem like quite a challenge.

Day Camp or Sleepaway Camp?

The first question is deciding between a sleepaway camp or day camp. Depending on age, maturity, and other factors, your child may or may not be ready to sleep away from home for days or weeks at a time. Most sleepaway camps offer a variety of timeframes, so you might consider starting with a shorter time away at first and expand to a fuller schedule as your child gets older. For older campers, summer camp can act as practice being away from home in preparation for going to college. Many colleges and universities actually have pre-college programs so that high school students can attend classes and get an idea of what college will be like.

It’s Not All Fun and Games

Is there a skill your child has been wanting to work on? A new hobby he wants to explore? There are camps dedicated to sports, music, art, theater, survival skills, language immersion, cook-

ing, dance, math, science, robotics, chess, and more. Other camps simply keep your child safe and entertained while you work. Younger campers usually do not need a lot of variety at camp: one camp that is geared toward their age group might be the right fit for the whole summer. Older campers might benefit from getting to try out several different interests and skills. All camps should be full of activities, including plenty of outdoor time and space, and caring, attentive counselors.

Camps for Special Needs

There are also camps that teach specific skills such as organizational skills and others that specifically support campers with special needs. Some campers will not be able to handle the demands of a summer camp that is geared toward typically developing kids, and parents should definitely keep that in mind. If you have a kid with a disability, summer can be a great opportunity to shore up some missing skills. There are occupational therapy camps, equine therapy programs, intensive social skills groups, interventions for specific learning disabilities such as dyslexia, and more. For camps geared toward typically developing kids, always be sure to disclose issues such as speech delays, anxiety, autism, and ADHD to the

Young dancers perform at Camp Arena Stage in 2019. Courtesy: Camp Arena Stage

DC Sail Kids Set Sail Summer Camps are hosted at the Diamond Teague Park Piers. Courtesy of DC Sail

camp directors. They can work with the counselors to determine whether the camp can support your child’s needs. The most important thing is for each camper to be fully supported and have fun.

Location, Location, Location

For a sleepaway camp, can you get your camper to and from camp relatively easily? Do not forget to factor in transportation as you are putting together your camp budget. For day camps, are they convenient to your home and/or work? Can you conveniently use public transit and/or car dropoff? Can you drop off and get to work on time and be able to pick up by the camp’s ending time? Are the dropoff and pickup procedures smooth so that you can get in and out quickly?

Money, Money, Money

Registering early can help you get discounts. At the very least, you can stretch the payments over time between the deposits, any partial payments, and final payments. If you do not have an unlimited camp budget, consider mixing less expensive camps or grandparent coverage with more pricey options. Registering early also gives you the opportunity to take advantage of some of those lower cost camps, such as those run by public entities, that are likely to fill up as the registration season goes on. Most parents start to register for camp around January, so be aware of that in your planning. Be sure to ask for any discounts that are available such as early bird specials and discounts for siblings and/or multiple weeks. If you have a somewhat flexible work schedule, you might be able to save money by doing partial day and/ or partial week camps rather than covering every day, all day.

The Details

Busy Bees Camps codirector Tarsha Burns

notes that parents most frequently ask questions about daily outings, group sizes and the age range for each group, and the ratio of adults to students. Making sure that such parameters are in line with what you and your child need is important. While it is fine to have teenage helpers, generally a camp should have at least one adult with each small group. A camp director onsite to handle any crisis that might arise, deal with parent questions, and monitor the counselors is also helpful.

Be sure to check how the camp handles allergies and special needs if that is pertinent to your child’s situation. Lastly, inquire as to camp emergency procedures. Are their systems in place, including in the case of a positive Covid test? No camp can prepare for every eventuality, but you should have the sense that the leaders have thought through several possibilities.

Making the Final Decision

At camps such as Polite Piggy’s, camp directors spend months planning summer programming with kids, as director VanNessa Duckett puts it, “at the center of it all.” With so many wonderful options available, it is no wonder that parents can find the task of choosing a camp or camps daunting. Putting together a worksheet of pros and cons can help in making a final decision. Use the camps’ FAQs on their websites to answer most questions and then reach out to the camp if you have additional questions. Do be aware that many summer camp administrators have other employment during the school year, so be understanding if it takes a couple of days for them to respond to your questions or registration. Do not stress out if you are not sure that you have found the perfect camp. There are plenty of summers to fill and some camps will be a better fit than others.

E.V. Downey is an educational consultant based on Capitol Hill. In addition to helping families navigate the school system, she is codirector of Busy Bees Camps. She also teaches flute at Music on the Hill and tutors elementary and middle school students. u

Children create projects at the Smithsonian Adventure Camp. Courtesy: Smithsonian Institute

Students pose at a Department of Parks and Recreation (DPR) camp at Friendship Heights Recreation Center. DPR camps focus on building soft skills and exposing children to life-long leisure activities. Image courtesy: DPR

SMYAL supports and empowers lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth ages 6-24. Through youth leadership, SMYAL creates opportunities for LGBTQ youth to build self-confidence, develop critical life skills, and engage their peers and community through service and advocacy. Committed to social change, SMYAL builds, sustains, and advocates for programs, policies, and services that LGBTQ youth need as they grow into adulthood.

Enroll Today for Day-off Camps & Summer Camps

Boys and Girls Ages 3-7 Years Join Tippi Toes® for a magical Princess and Super Hero Dance Camp! Let your child dance into a fairytale... JOIN CLASSES ANY TIME!

For more information and to register: TippiToesDC.com

Discovery Theater’s “How Old Is A Hero?”

Everyone can make a difference! This Discovery Theater original play infused with archival music of the Civil Rights era celebrates three young people who helped change the nation by their heroic actions. Meet Ernest Green of the Little Rock Nine, the first black student to graduate from an integrated high school; Clau-

STEM & Basketball Day with Capital City Go Go

On Wednesday, Feb. 15, 10:30 a.m. (tipoff at 11:30 a.m.), Capital City Go-Go presents a special event at the Entertainment & Sports Arena, 1100 Oak Dr. SE, designed for K-8 students, called STEM & Basketball. This special day game helps kids understand the science behind the sport and helps connect their classroom lessons to their favorite sport and athletes. There will be concourse displays and activities, STEM workbooks and a halftime show. $15 for lower-level tickets; $10 for upper-level. Call 202-864-4350 or email ticketsales@capitalcitygogo.com for more information

by Kathleen Donner

In-Person Lunar New Year Family Celebration at SAAM

On Saturday, Jan. 28, 11:30 a.m. to 3 p.m., join the Smithsonian American Art Museum’s annual celebration featuring Chinese and Korean traditions, including performances, crafts, food, and more. Learn about the importance of the Lunar New Year across cultures and explore SAAM’s collections with an art scavenger hunt. Check out the Family Zone for more crafts and activities to celebrate the Year of the Rabbit. This program is presented in partnership with the Embassy of the People’s Republic of China. Free but registration encouraged. The American Art Museum is at Eighth and G streets. SW. americanart.si.edu.

dette Colvin, who months before Rosa Parks, also refused to give up her seat on a bus; and Ruby Bridges, who was only six in 1960 when she stepped into first grade--and into history--as the first student to desegregate an all-white school in New Orleans. Their inspiring stories demonstrate that hope begins with the courage of young people. “How Old is a Hero?” is at Discovery Theater, Tuesday to Friday, Feb. 7 to 10 at 10:15 and 11:30 a.m., each day. $8 for adults; $7 for kids; $3 for kids under two. Tickets on sale now. It is recommended

for ages six to twelve (grades one to six). Discovery Theater’s Ripley Center is at 1100 Jefferson Dr. SW (on the National Mall). discoverytheater.org/hero.

“No

Excuses, No Limits” at the KC

Be inspired by ILL-ABILITIES—the international all-star breakdance crew of seven of the world’s best differentlyabled dancers. On Friday, Jan. 13, 7 p.m.; Saturday, Jan. 14, 1:30 and 4 p.m., and Sunday, Jan. 15, 1:30 p.m.; “No Excuses, No Limits” takes audiences on a journey of each dancer’s story through dance, music, audience interaction, and a gained understanding of the limitless possibilities that any person can hold.

ILL-ABILITIES does not mean “sick” or “unwell” but rather incredible, amazing, intricate talent—a reference to the use of “ill” in Hip Hop culture to mean something positive. The dancers strive to inspire audience members and spread positive thinking through their optimistic

PLAY WORK BUILD at the National Building Museum

After viewing a selection of construction toys from the Museum’s collection, from the familiar Tinker Toys and Lincoln Logs to the lesser-known Bumpalow House and Ringa-Majigs, visitors can reconfigure their environment and design their own course of play with individually sized blocks. In the subsequent gallery, visitors can reimagine their small-scale structures created into oversized structures using supersized foam blocks or to work in groups to design and build something entirely new. Timed passes are included in admission price and are available at the admission desk when you pick up your wristbands. Only twenty people allowed in exhibition at a time. $10 for adults. $7 for kids. The National Building Museum, open Thursday through Monday, 10 a.m. to 4 p.m., is at 401 F St. NW. nbm.org.

Saturday Morning Live! at the

National Fun takes center stage at the National Theatre for Saturday Morning Live. Kids are invited to the Helen Hayes Gallery space on select Saturday mornings at 9:30 and 11 a.m. for wow-inspiring children’s entertainment of all sorts, from interactive performances, puppets, dance, and music. On Saturday, Jan. 14, see The Uncle Devin Show by Devin Walker, an interactive musical experience for children by the renowned drummer. The show cultivates the minds of children through percussion instruments and is an infectious blend of Jazz, Funk, and DC’s official music, Go-Go. On Saturday, Feb. 11, see The Miraculous Magical Balloon by Synetic Theater. Expressed through movement, masks, pantomime illusions, and dazzling choreography, The Miraculous Magical Balloon tells the story of a traveling actor and his magical trunk full of toys, tricks, and surprises. Saturday Morning at the National shows are best enjoyed by ages three to six, but anyone is welcome to join in on the fun. Tickets are free, but register in advance. Walk-up tickets are subject to availability. Masks are optional, but highly recommended. The National Theatre is at 1321 Pennsylvania Ave. NW. nationaltheatre. org/saturday-morning-live.

NSO Music for Young Audiences: Beauty and the Beat

On Saturday, Feb. 4, 11 a.m. and 1:30 p.m. and Sunday, Feb. 5, 1:30 and 4 p.m., see National Symphony Orchestra principal second violinist Marissa Regni and NSO assistant principal timpanist/percussionist Scott Christian in an exciting program exploring the magic created when the violin and percussion join forces. This melodic and rhythmic ride proves that no matter how different the instruments are, they can come together to make some beautiful music. Most enjoyed by ages five and older. $20. kennedy-center.org.

attitudes, personal stories, and unique dance moves. For ages seven and older. $20. kennedy-center.org.

Big News for Little Ones at the Hirshhorn

Want to make art inspired by your favorite Hirshhorn artworks? Maker Morning is the Hirshhorn’s free monthly series that invites kids to experience contemporary art through interactive hands-on making activities. Drop in and explore the Museum through engaging interactives, kids’ tours, and more. Activities take place throughout the Museum and Sculpture Garden. Each month will introduce a new topic and completely new way to think about art. Upcoming Maker Mornings are Saturdays, 10 to 1 p.m.; Jan. 14, Shape Of You; Feb. 11, Art From Your Heart; March 11, Bloom Your Way; April, 22, Big, Beautiful Earth; April 29, Build Day. Stroller parking is available in the Lobby and on the Lower Level of the Museum. No reservations or tickets re-

Irene Hamilton and Josh Cole Lucas. On Saturday, Feb. 11, see The Miraculous Magical Balloon by Synetic Theater. Photo: Courtesy of Synetic Theater

Students from the Two Rivers Public Charter School play with classic toy Lincoln Logs in the National Building Museum’s exhibition PLAY WORK BUILD. Photo: Kevin Allen

Disney’s Aladdin at the National

Tickets for Disney’s Aladdin are now on sale. The hit Broadway musical comedy will begin performances in Washington, DC at The National Theatre, 1321 Pennsylvania Ave. NW., on Wednesday, April 19, for a limited engagement of two weeks through Sunday, April 30. Aladdin, adapted from the animated Disney film and centuries-old folktales including “One Thousand and One Nights,” is brought to fresh theatrical life in this bold new musical. Aladdin’s journey sweeps audiences into an exotic world of daring adventure, classic comedy and timeless romance. This new production features a full score, including the five cherished songs from the Academy Awardwinning soundtrack and more written especially for the stage. $35 to $175. Aladdin is recommended for ages six, up. BroadwayAtTheNational.com.

quired. Independence Avenue and Seventh St. SW. hirshhorn.si.edu.

DPR’s Go-Go Crank Music Program

Nationals Summer Camps Enrollment Opens

Nationals Baseball & Softball Summer Camps is an opportunity for young ballplayers to connect with their favorite team while learning and practicing their favorite sport. Their revamped baseball curriculum helps players of all abilities, experienced or beginner, develop both on and off the field while teaching lessons such as resiliency, optimism, determination, and goal setting. Your child can immerse themselves in their love for the game with a week of baseball competition and the ultimate Washington Nationals fan experience. Ballplayers in their Presidential Experience enjoy a full week of instruction and two complimentary tickets to a regular season Nationals game. In their World Series Experience, they will get the opportunity to take a VIP tour of Nationals Park that includes a Meet & Greet with a Nationals player. washingtonnatscamps.leagueapps.com/camps.

The DPR Go-Go Crank Music Program gives DC high schoolers hands-on experience learning music production, performance, and management through DC’s native music genre, Go-Go. The first cohort created a full EP album and rocked the crowd with two live performances. DPR Go-Go Crank Music Program is led by experienced singer, songwriter, producer, entrepreneur, broadcaster, and mentor Shorty Corleone. Interested? Read more and sign up at dprcrankmusicprogram.splashthat.com.

Young Portrait Explorers at the NPG

On Mondays, Jan. 9 and Feb. 13; 11 to 11:30 a.m., join National Portrait Gallery staff at the museum (G Street lobby) for an engaging program about art, history and storytelling. For children up to age six and their adult companions. Free but registration is required. The National Portrait Gallery is at Eighth and G streets NW. npg.si.edu.

National Children’s Museum Unveils “The STEAM in Me”

National Children’s Museum, a learn-through-play institution, has partnered with the Association of Science and Technology Centers (ASTC) and the IF/THEN Collection to open a new exhibit that highlights diverse women in STEM fields. The STEAM in Me exhibit has two corresponding experiences. The first experience is a series of six dream job spotlight posters, each of which features an authentic photo of a woman in her STEM profession; a zippy, age-appropriate description of her work; and a summary of how her unique identity and skillset helps change the world. The second experience is a life-size photo moment where visitors select words and images that describe who they are and how they change the world, ultimately creating their own STEM spotlight posters. Recommended for ages two to ten. Open every day except Tuesday, 9:30 a.m. to 4:30 p.m. Admission is $15.95 for adults and free for kids under one. National Children’s Museum, 1300 Pennsylvania Ave. NW. nationalchildrensmuseum.org.

Photo: Courtesy of the Washington Nationals Baseball Club

Photo: Matthew Murphy

The Hula Hoopin’ Queen at Imagination Stage

Kameeka is confident that today she will finally beat her rival, Jamara, and become the Hula-Hoopin’ Queen of 139th Street in Harlem. But she has to prepare for Miz Adeline’s birthday party, and almost ruins the day. Until Miz Adeline confesses that she’s also got the itch--the hula-hoopin’ itch. Soon everyone’s hips are swinging as the party spills out onto the street. The Hula Hoopin’ Queen is at Imagination Stage, 4908 Auburn Ave., Bethesda, MD, from Feb. 15 to April 8. It is best suited for ages five to eleven. imaginationstage.org.

DPR Introduces First Ever Youth Water Polo Program

DPR has recently rolled out the Introduction to Water Polo program at Deanwood Aquatic Center bringing a new interest around the sport with local youth. The Introduction to Water Polo program introduces youth ages six to seventeen to the rules and

Flights of Fancy: Drop-in Storytime at Air and Space (on the Mall)

fundamentals of water polo, as well as provide water confidence that will serve them beyond the game. Winter registration is currently open, and a new program will be available Spring 2023 with the hopes of expanding to more DPR locations.  For more information and to register, visit DPRprograms.com. u

On Thursdays in January at 11 a.m., join Air and Space staff for a reading of Yellow Copter by Kersten Hamilton and learn about why helicopters are often painted bright colors and used as rescue vehicles. Then use brightly colored paper to make your own spinning copter and test it in their wind tunnel. On Thursdays in February at 11 a.m., join Air and Space staff for a reading of Pluto’s Secret, An Icy World’s Tale of Discovery by Margaret Weitekamp, David DeVorkin and illustrated by Diane Kidd. Learn about the icy worlds that exist at the edge of our solar system and then stay to create a model of a planet or the whole solar system. On Thursdays in March at 11 a.m., join Air and Space staff for a reading Dinosoaring by Deb Lund, a funny story about huge dinosaurs who fly airplanes to an air show and hear stories of early aviators who use airplanes to write messages in the sky. These are free, drop-in events. You will need free timed-entry passes to enter the Museum. airandspace.si.edu.

Photo: Courtesy of the Smithsonian’s National Air and Space Museum

THERAPY & SUPPORT

Capitol Kids Therapy LLC capitolkidstherapy.com

Founded in 2000 on Capitol Hill, Capitol Kids Therapy provides pediatric speech and language therapy to children up to 12 years old. Located at 2nd and D St. NE, Capitol Kids Therapy offers virtual and in-person office visits. Their therapists address a variety of speech and language areas, including (but not limited to): speech therapy, language therapy, feeding therapy, oral motor, and articulation therapy. Capitol Kids Therapy offers screenings, parent consultation, parent/teacher workshops, evaluations, and treatment. They look forward to helping your child achieve their potential!

Early Stages earlystagesdc.org

Early Stages is an evaluation center for children aged 2 years 8 months to 5 years 10 months. We identify developmental delays and disabilities in children. We provide evaluations for DC children who are not in school or who are homeschooled. We evaluate children living outside of DC if they attend a private school or childcare center in DC. Early Stages is a program of DC Public Schools (DCPS). All our services are free.

TUTORING

Total Tutor mytotaltutor.com

Total Tutor employs techniques backed by cognitive science and neuroscience research to help students become critical thinkers, self-reliant, and successful. They tutor students of all ages, learning styles, and abilities through one-on-one tutoring and small-group courses. Total Tutor

offers K-12 Subject Help, Test Prep, and College Admissions Guidance.

PRIVATE/PAROCHIAL

Bishop John T. Walker School for Boys

bishopwalkerschool.org

The Bishop John T. Walker School for Boys (BWS) is a tuition-free independent school K–5th grade for boys and their families living east of the Anacostia River in Southeast Washington, DC, and Prince George’s County. As a school of the Episcopal Diocese of Washington, BWS provides students with an indelible foundation in Christian values and high academic standards that will serve them throughout their lives.

Capitol Hill Day School chds.org/explore

Capitol Hill Day School is a progressive school for children from PreK through Grade 8 that sparks joy in learning, connects the classroom to the larger world with 300+ field experiences annually, and builds a strong foundation for a life of purpose and value. We celebrate the childhood years, and let kids be kids. Our program puts children at the center of their learning, and values social, emotional, and academic growth equally. In 2019, the Capitol Hill Day School middle school program expanded into nearby Farren’s Stable at 218 D St. SE. The space was designed with middle school learners in mind, and includes flexible spaces for students to collaborate and socialize in large and small groups. Need-based financial aid is available.

Capitol Hill Learning Group (CHLG)

capitolhilllearninggroup.com

CHLG is a Christian University-Model® Micro-School (Pre-K - 8th grade) located at 9th & Maryland Avenue, NE. Established in 2006, CHLG boasts small class sizes (10-12 students) and a reduced in-school schedule. Bringing the Christian worldview to bear in all learning is the hallmark of what we do, and our students grow to be responsible, independent, and self-driven learners.

DeMatha Catholic High School Dematha.org

DeMatha Catholic High School provides a rigorous curriculum to the young men of the Washington area by offering over 70 Advanced Placement and Honors courses, 15 dual-enrollment college credit courses, and individualized academic support. Students are committed to servant leadership while participating in numerous co-curricular activities, including nationally recognized athletic and music programs.

Elizabeth Seton High School setonhs.org

Rooted in Catholic values and the charism of the Daughters of Charity, Elizabeth Seton High School’s mission is to cultivate confidence in young women to excel in college, careers, and life through an innovative and rigorous academic experience.

Friends Community School friendscommunityschool.org

In its fourth decade, Friends Community School is a K-8 Quaker progressive school that thoughtfully guides young children through adolescence. Located just 15

minutes from Capitol Hill on 17 acres in College Park, MD, FCS offers small class sizes, a diverse and inclusive community, a commitment to educating the whole child, and a curriculum that emphasizes inquiry-based and hands-on learning. FCS students are lifelong learners, courageous risk-takers, and joyous peacemakers who matriculate to rigorous independent, parochial, and public magnet schools. See our website for updates and details regarding our open houses and application process.

St. Peter School stpeterschooldc.org

St. Peter School, a 2019 National Blue Ribbon School, is a family of learners serving the Capitol Hill parishes and community. The children are provided with an education that is founded on love of God and service to others, characterized by Catholic values and academic excellence, and dedicated to addressing each child’s unique talents and abilities.

Washington School for Girls

washingtonschoolforgirls.org

The Washington School for Girls (WSG) ignites the joyful pursuit of learning and inspires lives of faith-filled purpose, leadership, and service. WSG is an all-scholarship, independent, Catholic day school educating girls in grades 3-8. Located in Ward 8 and serving the surrounding communities, the school provides an excellent academic program in a supportive environment that engages families and the community in the social, emotional, and spiritual growth of its students and graduates. WSG offers full scholarships to all admitted students.

PUBLIC CHARTER SCHOOLS

Achievement Prep PCS achievementprep.org

Our mission is to prepare students to excel as high-achieving scholars and leaders in high school, college, and beyond. Our fully renovated campus serves PK3 – 5th and will grow one grade per year through 8th grade. In addition, our scholars receive 1:1 technology, daily enrichment programming for every scholar, three times the amount of language arts and math instruction compared to other schools, and a college prep curriculum starting in pre-kindergarten.

Bridges PCS bridgespcs.org

Bridges Public Charter School opened in 2005 and serves a culturally and linguistically diverse student population in Pre-K3 through 5th. The school’s developmentally appropriate, student- and family-centered approach includes small classroom sizes, well-trained staff, and individual student planning. Bridges PCS incorporates hands-on learning into classroom instruction across grades. The school has both general education classrooms and high-level special education classrooms. The school’s specials are Spanish, art, music, physical education, and gardening.

Capital Village PCS capitalvillageschools.org

Each middle school student is different.

All students can benefit from a learning environment that is customized for them. With less than 175 students, Capital Village PCS is an intentionally small middle school where the learning experience is co-designed with the student and family. Starting from an Individual Learning Plan, each student works with their mentor to set short and long-term goals, check on

their progress weekly, and grow academically, socially, and emotionally.

DC Prep PCS dcprep.org

DC Prep is a network of public charter schools serving over 2,100 preschoolers through 8th-grade students across six campuses in Wards 5, 7, and 8. The school prepares every child for an academically and socially prosperous future by ensuring more class time, targeted interventions, standards-based instruction, and frequent assessments.

District of Columbia International PCS dcinternationalschool.org

DC International Public Charter School inspires inquiring, engaged, knowledgeable, and caring secondary students who are multilingual, culturally competent, and committed to proactively creating a socially just and sustainable world. Applications are open for grades 6-9. DCI is an authorized IB World School offering Spanish, Chinese, and French.

Eagle Academy PCS eagleacademypcs.org

Eagle Academy Public Charter School, Washington, DC’s first early childhood charter school, employs a variety of educational, technological, physical, and sociological tools to transform its students into active learners. Offering pre-K to third-grade instruction, the school has myriad programs, including STEM, arts, music, foreign language, and adventure activities that encourage student curiosity, which is the key to successful learning.

Elsie Whitlow Stokes PCS ewstokes.org

The Elsie Whitlow Stokes Community Freedom Public Charter School prepares culturally diverse preschool and elementary school students in DC to be leaders, scholars, and responsible global citizens committed to social justice. Stokes teaches children to think, speak, read, write and learn in two languages: English and French or English and Spanish.

Girls Global Academy girlsglobalacademy.org

Girls Global Academy is the premier training ground for high school girls in global citizenship, business, and engineering in Washington, DC. Their program ignites female empowerment and develops their confidence to lead and succeed locally or globally.

Global Citizens PCS globalcitizensschool.org

Global Citizens is the first dual language immersion elementary school (serving Pre-K3- 5th grade) in Washington, DC, offering language immersion in both Mandarin-English and Spanish-English— the top three languages spoken in the world. We equip children to become empathetic, globally competent, and socially-minded leaders prepared for the future.

Idea Public Charter School ideapcs.org

IDEA Public Charter School prepares students to be college and career ready! Students will receive a personalized career plan in one of the following academies: construction management, childhood development services, IT & computer science, and business management and entrepreneurship. Also, dual enrollment

opportunities with local universities. Apply today at myschooldc.gov.

Meridian Public Charter School mpcs-dc.org

Meridian is a nurturing and rigorous school serving PK-8th grade students at all academic and developmental levels. Our collaborative, child-centric school community celebrates student diversity and teaches foundational skills needed to succeed in an increasingly global world. As an EL Education partner school, Meridian students engage in meaningful, challenging work that helps them grow socially, emotionally, and academically both inside and outside the classroom.

Perry Street Preparatory Public Charter School pspdc.org

PSP is a Tier 1 public charter school in NE DC, serving PreK-8th grade students. A community of diverse learners with a focus on building relationships with families to promote student success.

PSP focuses on academic growth for all students while offering arts, foreign language, PE and free Before and Aftercare. Come be a part of our PSP PRIDE!

Richard Wright PCS richardwrightpcs.org

Richard Wright Public Charter School for Journalism and Media Arts provides a strong, academically enriching, and rigorous program while providing hands-on learning of fundamental concepts and skills essential in the fields of Journalism, Broadcast Journalism, Film, Graphic Design, Visual Art, and Music Production. In addition, the school’s innovative curriculum elevates the literacy levels of all its students. Hybrid and on-site learning are available.

Social Justice PCS thesocialjusticeschool.org

Serving grades 5-8, the Social Justice School’s mission is to catalyze an integrated and diverse community of learners to be scholar-activists who are designers of a more just world. Their academic model is rooted in social justice, social-emotional learning, and character development. In addition, they strive to make learning meaningful and active through expeditionary learning and empower students to apply their knowledge through design thinking projects.

Two Rivers

PCS

tworiverspcs.org

Founded in 2004 by a group of Capitol Hill parents, Two Rivers serves preschool –8th-grade students across two campuses in Northeast DC. A high-performing network, its mission is to nurture a diverse group of students to become lifelong, active participants in their education, develop a sense of self and community, and become responsible and compassionate members of society.

Washington Yu Ying PCS washingtonyuying.org

Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Baccalaureate Organization. It serves students from PreK 3 through grade 5 and accepts applications through grade 2. Washington Yu Ying also offers a structured aftercare program. To learn more, please attend an open house and visit washingtonyuying.org/enroll. Families can apply to Washington Yu Ying through the DC Common Lottery at myschooldc.org.

PRESCHOOL

Carmen’s Pride & Joy carmensprideandjoy.com

Carmen’s Pride & Joy (CPJ) is a high-quality, licensed Family Child Care facility in Capitol Hill offering daycare for children ages six weeks to three-years-old. Contact them for an appointment to visit the facility for an informational session.

Capitol Hill Learning Group (CHLG)

capitolhilllearninggroup.com

CHLG is a Christian University-Model® Micro-School with a cooperative Pre-K program boasting small class sizes (8-10 students) and a tight-knit learning community. Bringing the Christian worldview to bear in all learning is the hallmark of what we do. Our focus in the Pre-K years is on social-emotional development and exposure to pre-literacy and numeracy activities through hands-on learning.

Northeast Stars Montessori Preschools (NES) nestars.net

Northeast Stars Montessori Preschools are fully licensed preschools in Old Town Alexandria and Capitol Hill, DC. They provide individualized, personal educational opportunities for the whole child. Their teachers deliver “Montessori and More!” through mixed-age (two to five years) classrooms, carefully planned lessons, and the incorporation of music and arts. NES schools offer before-care and extended day learning from 3:00 to 6:00 p.m., space share, and part-time spaces.

ToTH Montessori toddlersonthehill.org

ToTH Montessori is an independent Montessori school for children ages

18 months through 6 years. ToTH is committed to offering our community high-quality early childhood programs that best meet children’s unique developmental needs. Our trained teachers offer kind and caring guidance that nurtures children’s cognitive, physical, social, and emotional growth.

DANCE

The Washington Ballet washingtonballet.org

The Washington School of Ballet’s Southeast campus at the THEARC (Town Hall Education Arts Recreation Campus) offers full-year dance programs for students ages 3+. Classes include classical ballet technique, pointe work, classical repertoire, modern, jazz, and character, with discounts and scholarships available.

Tippi Toes Dance®

TippiToesDC.com

Tippi Toes® provides kid-friendly, highenergy, positive dance classes, camps, and birthday party entertainment for children ages 18 months to 11 years in childcare centers, schools, playgroups, and community centers. This recreational dance program aims to foster a love of dance while building self-esteem and instilling healthy living habits at an early age.

SUMMER CAMPS

Camp Shakespeare

ShakespeareTheatre.org/CampShakespeare

At Camp Shakespeare, actors dive into the world of the greatest playwright in history. Working with theatre professionals, participants unravel plays with text analysis; transform into characters

through voice and movement; wage battles with stage combat; and develop acting skills. Sessions culminate in a performance at the Shakespeare Theatre Company.

Polite Piggy’s Day Camp politepiggys.com

Whether you are looking for the morning, full-day, or eight weeks, we have you covered with top-notch programming. Your child will find joy, friendships, and caring team members daily. We prepare an engagement calendar full of trips, performances, cultural experiences, and high-quality play. In addition, we offer unique classes like art, music, sciences, Stemovate, chess, fitness, sports, cooking, Legos, and a hiking club with Aunt Lizzie. Small ratios for all campers. Breakfast, snack (maybe lunch), classes, and trips included. The camp will be located at Maury ES. Pending DCPS approval.

Northeast Stars Montessori Preschools (NES) Summer Camp nestars.net

Weekly enrollment, ages 2–6, 7:30 a.m. - 6 p.m. Unleash your child’s creativity while they build lifelong skills! Week-Long themed activities. Explore 14-week-long STEM-based themes, including science experiments, outdoor exploration, and play, which complement their STEM-heavy curriculum in our classrooms and outside. u