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And the Effects on DC Public Schools by Elizabeth O’Gorek
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Extracurriculars Build Skills and Community by Elizabeth O’Gorek
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WINTER 2026 EDUCATION SPECIAL 05
The Role of Title I And the Effects on DC Public Schools
E
by Elizabeth O’Gorek
dward’s mother knew her third grader was struggling in reading and math when they moved to DC in 2023. Between work and caring for her other children, she said, she could not provide the extra support he needed. Learning that he attended a Title I school made her uneasy. “I associated it with poverty,” she said. A year and a half later, Edward is close to reading at grade level and has improved significantly in math. His mother credits teachers who pull Edward and classmates from larger classes to work together in small groups. “They gave him the extra help I just couldn’t,” she said. That extra help comes from a programs funded by Title I. Title I is the federal government’s largest K–12 education program. Schools typically qualify if at least 35 percent of students meet the federal definition of low income, a determination largely tied to eligibility for free or reducedprice meals, according to DC Public Schools (DCPS) Title 1 documentation. DCPS reports that roughly threequarters of its schools receive Title I funding. Public charter schools are also eligible, though they receive funds as individual local education agencies (LEAs), meaning amounts vary by school or network, according to the DC Public Charter School Board (DCPCSB). More than 80 percent of DC public school funding comes from local taxes through the Uniform Per Student Funding Formula (UPSFF). Even with that strong local foundation, school-level needs—from tutoring to family outreach—often exceed what local dollars alone can support.
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A Building Block of Budgets
Title I is often mentioned alongside DC’s “at-risk” funding, but the two programs serve different roles. At-risk funding is local money distributed through the UPSFF. Title I is a federal grants program. Schools build budgets from multiple streams, including base per-pupil dollars, at-risk funding,
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special education weights, grants and Title I. Federal law requires Title I funds to be supplemental, meaning they cannot replace services already paid for with local or state dollars. This “supplement, not supplant” rule is overseen locally by the District’s Office of the State Superintendent of Education (OSSE). Title I dollars cannot be used for building repairs, capital projects or routine maintenance. They must support services tied directly to student learning. DCPS budget documents and OSSE guidance describe how federal Title funding supports several categories, including improving teaching, helping non-Englishspeaking students learn English, academic enrichment and student support services, and before- and after-school and summer programming through DC’s 21st Century Community Learning Centers. Title I dollars are commonly used to support academic interventions for students who are struggling to meet grade-level expectations, such as Edward. That includes hiring additional instructional staff, funding before- and after-school tutoring programs, purchasing instructional materials and educational software and supporting small-group or targeted instruction. The program also requires schools to set aside funds for parent and family engagement. OSSE describes those activities as efforts to strengthen communication between schools and families and to help parents support learning at home. Schools have used those funds for family literacy nights, curriculum workshops and other events tied to classroom instruction. Lisa Raymond, a former member of the DC State Board of Education and former board chair of Creative Minds International Public Charter School, said Title I was a critical funding source when she oversaw a charter school budget. While the program comes with federal requirements, she said its flexibility allows school leaders to direct resources where they believe they will have the greatest impact. Researchers caution that Title I alone cannot be isolated as the cause of improved outcomes. Still, studies consistently find that supports commonly funded through Title I—tutoring, targeted
instruction and expanded learning time—are associated with stronger long-term outcomes, including higher graduation rates.
Added Flexibility
Recent increases in local per-student funding under the UPSFF, including a rise to $14,668 per student last year, are a positive sign. But local dollars cannot always meet the added needs of schools working to overcome generational poverty, trauma, housing instability and other barriers
dollars would have immediate consequences, particularly for neighborhood elementary schools and charter schools serving high-need populations. “Without the timely release of these funds (typically July 1 each year), DC local education agencies and schools will have a very difficult time planning and budgeting for the upcoming school year,” OSSE said in a statement. Charter schools may be especially vulnerable. Many DC charter schools do not have large private fundraising operations and rely heavily on public funding. DCPCSB reports show federal funds such as Title I make up a meaningful share of operating budgets at many charter schools serving low-income communities. While DC’s per-pupil funding levels are among the highest in the nation, those dollars are already stretched across staffing, facilities and mandated services. Without Title I, schools would face difficult trade-offs, potentially reducing tutoring, intervention programs or family supports.
Title I dollars cannot be used for building repairs, capital projects or routine maintenance. They must support services tied directly to student learning.
08 CAPITAL COMMUNITY NEWS, INC.
to learning. Title I helps fill that gap by funding supports beyond core instruction. Title I has taken on added importance as schools adjust to the end of pandemic-era federal relief funding. Elementary and Secondary School Emergency Relief (ESSER) dollars have largely run out, and DCPS and charter leaders have acknowledged that schools have reduced staffing or scaled back programming as those funds disappeared. At the same time, schools also face rising costs for salaries, benefits and services. Budget projections presented to the DC Public Charter School Board show many charter schools planning for flat or modest increases in local funding even as expenses rise. In that context, Title I remains one of the few predictable sources of federal support schools can plan around.
Title I Under Threat
National discussions about reducing federal education spending or restructuring Title I have raised concerns among local education officials. Some proposals would significantly cut the program; others would redirect funds away from schools and toward families. Education leaders warn that losing Title I
Meeting Students Where They Are
For many families, “Title I school” is a label used without much explanation. It can signal need, but not how funding affects daily life in a building. What can get lost, Raymond said, is how much discretion the program gives to educators closest to students. “Giving leaders in the building control over how to use those funds is one of the most important features of the program,” she said. On the ground, Title I shows up in smaller reading groups, extra math support, tutoring and opportunities for families to engage with schools around curriculum and learning. It is a recurring funding stream schools build into annual planning. “Title I is about giving schools the resources to meet students where they are,” Raymond said. “Without it, the inequities we already see would only widen.” u
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WINTER 2026 EDUCATION SPECIAL 09
After the Bell
Extracurriculars Build Skills and Community by Elizabeth O’Gorek
Sidwell Friends competes against Gonzaga in the DCSAA Championships. Courtesy: DCSAA
T
he dance team at Richard Wright Public Charter Schools for Journalism and Media Arts (475 School St. SW) performed an interpretive piece in February to honor Black History Month. “These students performed beautifully, demonstrating their charisma, flexibility and creativity,” wrote fellow student Jamari Tyree in the school’s student newspaper. Later that month, the team won first place at the Reach the Beach National Championship in Ocean City, Maryland — a performance that linked history, creativity and competition. On any given afternoon across the District, students at Washington’s public charter and private schools spill out of classrooms into gyms, music rooms and makeshift robotics labs. For many families, those hours after the last bell matter as much as algebra or English — a time when students
10 CAPITAL COMMUNITY NEWS, INC.
learn leadership, collaboration, resilience and a sense of belonging. Researchers and local advocates say these experiences are not just “extras,” but a core part of what keeps students connected to school and on track for college, careers and adulthood. That makes extracurricular activities — from athletics to arts, debate and robotics — a quiet but critical equity issue in the District’s education landscape.
An Extension of the Mission
DC’s 69 public charter networks often highlight extracurriculars as part of their appeal to families seeking more than traditional academics. At Richard Wright PCS, Outreach Director Helen Compton-Harris estimates that about half of students participate in at least one club or team. All extracurricular activities originate with students, she said, reflecting their interests. This
year, scholars asked to form a tennis team, while a video gaming club emerged as a social space built around shared interests. Richard Wright treats extracurriculars as an extension of its academic mission, which focuses on preparing students in grades 8 through 12 to become skilled media creators. “These kinds of clubs and sports are essential to our culture and to learning new skills,” Compton-Harris said. “All of these clubs are really related to our mission.” Other charter schools across the city take a similar approach. At Center City Public Charter School’s Congress Heights campus, students can choose from foreign language, drama, drum line, choir, robotics and sports. School leaders describe the offerings as a way to help students develop socially, emotionally and physically, particularly for families without access to private lessons or fee-based programs outside school hours. Friendship Collegiate Academy in Northeast combines an award-winning robotics team and drama club with a highly ranked football program. School leaders say these activities reinforce values such as confidence, persistence and teamwork, preparing students to succeed in future academic and professional settings. Charter leaders argue that this breadth reflects the sector’s founding purpose: to offer innovative educational programs designed to meet varied student interests, learning styles and life circumstances, according to the DC Public Charter School Board.
The “Whole Child”
Private schools across the District similarly place extracurriculars at the center of their educational models, often framing them as essential to “whole child” development. Leaders describe these programs as spaces where students learn to collaborate, take risks and explore identity in ways that mirror college and professional environments. Holton-Arms, an independent girls’ school in Northwest, describes its approach as educating “not only the mind, but the soul and spirit,” with strong offerings in arts, athletics, health and global competencies. At Maret School, a K–12 independent school near Woodley Park, students are
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encouraged to balance rigorous coursework with creative and athletic outlets as part of a collegepreparatory environment. National Cathedral School promotes a campus “full of purposeful activity and engagement of the body, mind and soul,” where arts and athletics are woven into daily life. Sidwell Friends similarly emphasizes a wide range of student-led clubs, arts and athletics as central to its mission. Sidwell Friends offers more than 65 clubs and extracurricular activities, from teacher-sponsored middle school options such as Robotics, Math Counts and language clubs (Chinese Culture Club, Heritage Spanish Speakers Club, Robotics, Math Counts, Animal Welfare Club) to student-run upper school groups focused on social justice and affinity spaces (Black Student Union, GLSBT, Asian Students Association) to microfinance, chess, political publications and performing arts. At the high school level, extracurriculars are required. In Horizons, the school paper, Sidwell sophomore Angie Spadafora noted that every high school student must earn ten credit hours through athletics. The school also has a student-run booster club for athletic events, known as “The Fan.” Sidwell’s sports teams regularly win AA DC State Championships. Sidwell Chief Communications Officer Bill Burger said the requirement for athletic participation is especially important today, as device use contributes to increasingly sedentary lifestyles. “In addition to helping students develop active habits, we believe team sports provide opportunities to build self-confidence, appreciate collaboration and develop skills students may use throughout their lives,” Burger said. Students see benefits beyond fitness or competition. “It’s not just exercising — it’s learning to be on a team,” said a Sidwell eighth grader. “Being on a sports team helps me use those skills and apply it to the classroom.”
Research-Backed Benefits
Research broadly supports these claims. Studies consistently show that adolescents who participate in extracurricular activities earn higher grades, attend school more regularly and report 12 CAPITAL COMMUNITY NEWS, INC.
stronger social and emotional development than peers who do not. Longitudinal research also links sustained participation to higher rates of college enrollment and persistence, particularly for low-income students. Research on arts, athletics and afterschool programs further ties participation to improved school engagement, social skills and overall well-being. National evaluations of federally funded afterschool programs find that most students say clubs and activities help them academically and make them like school more.
while roughly 53,000 lack access. A poll of DC parents found that for every child enrolled in an afterschool program, another is waiting for a spot. Those figures span DC Public Schools, public charters and community-based programs, and reflect barriers such as limited capacity, transportation challenges and fees. The Office of the State Superintendent of Education helps fund afterschool programming through 21st Century Community Learning Centers grants, which support academic enrichment and social-emotional development in high-need communities. In DC, those funds flow to school districts, charter networks and nonprofits. Even so, advocates say funding falls short of demand. Many programs maintain waitlists, and some schools offer only a limited range of clubs — or none at all — due to staffing, space or cost constraints.
More Than “Nice to Have”
The stakes could rise further if federal lawmakers reduce support for afterschool programs. The 21st Century Community Learning Centers initiative — the nation’s only dedicated federal afterschool funding stream — currently provides about $1.3 billion annually, The dance team at Richard Wright performs, February 2025. serving roughly 1.4 million students Photo: Richard Wright PCS nationwide, including many in DC. A recent White House budget proposal would eliminate the program and fold it into Meta-analyses summarized by CASEL a smaller funding pot. similarly conclude that programs building skills Educators and advocates warn such a move such as self-management and relationship-building could shrink programs families rely on for enrichare associated with academic gains and improved ment and supervision during the critical hours long-term outcomes. For many DC families — between 3 and 6 p.m. As DC education leadespecially in neighborhoods with fewer enrichment ers debate test scores, enrollment and pandemic options — afterschool programs also provide a safe recovery, advocates say extracurriculars deserve a place for students while parents work, along with a more central place in the conversation. network of adults who know their children well. In the District’s private and public charter schools, the hours after the bell may not draw the Gaps in the System same attention as test scores or school openings. Despite strong evidence of benefits, access to exBut for students who find confidence on a court, a tracurriculars and afterschool programming in DC stage or a robotics mat, those extracurricular minremains uneven. utes may be among the most important learning A January 2025 policy snapshot from DC Actime of all. u tion estimates that about 37,000 public school students participate in afterschool programs citywide,
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Classrooms Without Walls Field Trips Offer Essential Hands-On Learning
H
igh above the forest floor, sixth graders from Brookland Middle School clung to cables and platforms during a recent trip to Adventure Park in Sandy Spring. Some were nervous — a few terrified — as they tested their balance high in the trees. But one by one, they clipped in, stepped out and pushed past their fears. “A young lady said, ‘I never thought I would be able to do that,’” recalled Assistant Principal Tameka McCullough. Teachers climbed alongside them — even as they admitted their own hesitation. “It really gives you a sense of confidence and perseverance,” she said. For McCullough, whose school participates in DC Public Schools’ Sixth Grade Academy transition initiative, as for many other educators, field trips are not an extra — they are essential. Each outing builds not only academic curiosity, but also the courage to try something new. Across the District, educators in public, charter and private schools say these moments are where learning comes alive.
Third grade CHDS students at Bladensburg Waterfront Park. Photo: Emma Coniglio, Courtesy CHDS
14 CAPITAL COMMUNITY NEWS, INC.
by Elizabeth O’Gorek
Expanding Learning
The spark of discovery isn’t limited to treetops. Field trips expand on the curriculum, encouraging different ways of learning. This fall, Maury Elementary third graders studying dinosaurs traveled to the Maryland Dinosaur Park in Laurel, where students act as “citizen scientists.” During a fossil hunt, two eight-year-olds — Max and John Henry — uncovered a tooth from an Acrocanthosaurus, a 38-foot apex predator that lived over 100 million years ago. Maryland National Capital Park and Planning Commission staff verified the discovery and deemed it scientifically significant. “It’s very rare that we find really, really big teeth,” said Dinosaur Park Program Coordinator Sarah Kunis when the specimen was catalogued as DPM 276. For the boys, the find transformed abstract content into lived experience. “Unless you actually get out there and know how it feels to be a part of that, you don’t know what science is,” Max said afterward. That lesson — that knowledge becomes real when you can touch it — is central to field-based learning.
The Importance of Expertise
Capitol Hill Day School (CHDS) has built that philosophy into its structure. The private PK4–8 school schedules more than 300 field education experiences annually. “Everything that we do is in support of what we’re learning in class,” said Field Education Coordinator Liza Esser. She works with teachers to connect site visits directly to classroom units. That foundation, she said, matters in a digital age. “We’re getting a lot of our information from screens, and I don’t think that’s the best way to get information when you can get it directly from people,” Esser said. On the internet, everyone can present themselves as an expert. But field education demonstrates the importance of going to an expert in a topic, showing students the importance of learning from those who have depth of knowledge. Esser builds repeated outings into annual plans. Early childhood classrooms leave campus weekly; upper grades typically twice
Brookland MS students in the trees at Sandy Spring Adventure Park. Courtesy: Brookland MS/DCPS
a month. Students learn how to navigate public space and speak confidently with adults — and those habits accumulate.
Part of Community
Regular field trips are also part of Brookland’s planning. Sixth graders begin the school year with a theme based on the Dr. Seuss book “Oh, the Places You’ll Go.” Each receives a passport stamped with every destination they explore, from Trinity University to Rock Creek Park to the National Air and Space Museum. Because the students are all new to the middle school and are coming from more than a dozen feeder schools, one goal of field trips is to unite the new community while expanding their world. But it’s not just a sense of the school community. Esser says that field experiences cultivates civic belonging, helping students to understand that they are par t of the city rather than seeing themselves as apart from it. Even the logistics can be eye-opening. For students accustomed to car pickups, getting onto a Metrobus together can feel like a milestone. They also learn about their national history
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WINTER 2026 EDUCATION SPECIAL 15
and culture. At E.L. Haynes Public Charter School on Georgia Avenue NW, seventh graders deepened a unit on medieval literature with a trip to a jousting show. They later visited the National Museum of the American Indian, where a scavenger hunt tied directly to cultural studies. Social studies teacher Nicole Clark said one group met an adult visitor who had attended a Navajo boarding school. When students asked about the injustices he experienced there, including the forced cutting of his hair and punishment for speaking Navajo, “they demonstrated they are able to communicate about challenging topics,” Clark said. Experiences like these make learning relevant to the world students live in, not just the pages of a book. A fifth grader touring the U.S. Capitol or a sixth grader stepping onto a college quad sees not only a landmark — but their future self in a wider context.
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Private schools often have financial resources built into tuition, and some even own multiple school buses, making transportation easier to manage. In many public schools, even relatively small logistical barriers such as admissions fees, bus rentals or access to packed lunches can prevent a child from fully engaging while classmates explore the city. For students who rarely visit museums or attend performances outside of school, missing these opportunities carry particular weight. Research from Brigham Young University found that students who participated in multiple culturally enriching field trips in a single year posted higher test scores and grades, fewer behavioral issues, and improved attendance compared with peers who remained in the classroom. Capitol Hill neighborhood schools are fortunate to receive support from the Capitol Hill Community Foundation, which is funded by donations from Hill businesses and residents. In
2025 alone, the Foundation awarded more than $50,000 in grants to eight neighborhood schools to support field trips and other initiatives not covered by school budgets.
Skills Classrooms Can’t Teach Alone
Educators say field education builds abilities that matter not only for school but for life — confidence, independence, resilience, leadership, teamwork and problem-solving. At CHDS, multiple trips every month help students become fluent in how to behave in public cultural spaces. “If you’re taking your students on one field trip a year, it’s going to be a much more challenging experience,” Esser said. “Our students do this so often — it really helps.” For a quiet child who rarely speaks up in class, asking the museum educator a question can be a breakthrough. For a struggling reader, solving a scavenger-hunt clue might be the day they feel smartest. That success follows them back to their desks.
Taking Wonder Back to the Classroom
Whether it’s a fossil from a prehistoric riverbed or the rush of stepping off a platform into open air, students return from field trips carrying more than souvenirs. They bring questions. They bring a story they can’t wait to tell. For the District’s children learning does not live only in textbooks. It is above their heads, under their feet — accessible across the National Mall, inside a cabinet of minerals at Natural History, or hidden in clay on a Maryland hillside a bus ride away, or sometimes just a walk. “Just the different experiences that they’re having, it really builds community,” said McCullough. And as educators across the city argue, the evidence — and the enthusiasm — is clear: the classroom without walls is not a luxury. It is the lesson. ◆
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Curiosity. Independence. Community. Our diverse and interconnected 71 community of PK3s 71 through 4th Graders redefines high-quality education by pairing Montessori with Anti-Bias/Anti-Racist practices. We create a joyful learning environment where children and families flourish and can show up authentically as their true selves.
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leemontessori.org WINTER 2026 EDUCATION SPECIAL 17
How to Choose a Summer Camp
L
by Elizabeth O’Gorek
iz Lyons has been signing her kids up for summer camp for nine years. She did it in part because of her own positive experiences with camps when she grew up in California, she said. But she is also upfront about the pragmatic reasons. “As soon as your children get out of daycare, you have to start looking at summer camps,” she said. “You have a whole summer that you need to fill.” But how do you choose the best camp for your child? There are so many options in the District and surrounding area, from day camps that offer a mix of activities to specialty camps focused on everything from science to Shakespeare. And then there are overnight camps, which raise their own questions about readiness and independence. So how do you decide what your kids should do — and whether they’re ready to go overnight?
Basics
Drawing on more than a decade of experience selecting camps for her own children, Lyons says there are three key factors to consider: know your child, including both interests
Campers take a bow after their performance of Much Ado About Nothing at Shakespeare Theatre Camp. Photo: Courtesy R. Buhr
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Campers can enjoy an equestrian experience at Camp Horizons. Photo courtesy Camp Horizons
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and capabilities; know your own summer camp expectations; and set limits, such as travel distance and cost. To find options, Lyons asked neighborhood parents who had sent older children to camps they recommended. She also attends the DC Summer Camp Fair (dccampfair.com). “I got lots of great ideas there,” she said. Karen Pezos, who organizes the 2025 camp fair, says January is the time to start thinking about summer camps. The DC Summer Camp Fair offers one-stop shopping for possible camp experiences and a chance to meet camp representatives and ask questions. More than 400 parents attend the free event to check out about 30 different camps. This year, while J.O. Wilson is under construction, the Camp Fair will take place Saturday, Jan. 31 from 10 a.m. to 1 p.m. at Stuart Hobson Middle School (401 E St. NE).
Parental Expectations and Limitations
As a parent, you will have your own ideas of the ideal camp experience. Do you want your child outdoors most of the day? Do you want free time built in? Do you hope they will learn to swim, try theater, or build robots? These expectations can help you compare programs. There are also two parental costs associated with camp: time and money. Cost is a major factor. Camps range from Department of Parks and Recreation (DPR) day camps at $5–$150 per week to thousands of dollars per session for overnight specialty camps. The other consideration is time spent traveling. Lyons estimates her children have attended nearly every camp within a 40-minute radius of her home — because that is the limit of how far she is willing to travel for day camp. She is willing to travel farther for week-long sleepaway camps, she said, often carpooling with other parents. 20 CAPITAL COMMUNITY NEWS, INC.
Specialty Camps
A good place to start is determining what your child is interested in. You can ask an older child directly, but for younger children, pay attention to what activities and environments capture their interest. Many day and overnight camps offer themed weeks, allowing kids to dive into something that keeps them engaged while helping them build skills and confidence. A wide variety of specialty day camps are available in the District. Kids can make scientific discoveries — from chemistry and space exploration to robotics — in themed sessions at Mad Science (dc.madscience.org). They can explore dance styles for ages 7 to 15 at Momentum Dance Theatre (momentumdancetheatre.org), where campers work with experienced teachers and culminate in studio performances. At Kids Set Sail (https://dcsail. org/youth-kss), which operates out of the Piers at Diamond Teague Park (99 Potomac Ave. SE), campers learn basic safety and sailing skills, while more experienced students focus on race techniques and navigation. Lyons’ youngest daughter is interested in the dramatic arts. DC offers a range of theater-based specialty camps, including Arena Stage’s Camp Arena Stage (arenastage.org) and programs at The Theatre Lab (thetheatrelab.org). Lyons sent her eight-year-old to Shakespeare Theatre Company’s Camp Shakespeare (shakespearetheatre.org) last summer and it got rave reviews. “They made my kid love Shakespeare, which I find both inspiring and surprising.” she said.
Offering Choice
It is important to look for a balance between structured and unstructured activities. Some children may be happiest with variety rather than a single focus for a full week. Many day camps offer children
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opportunities for choice throughout the day. For instance, every week has a different theme at Adventures on the Hill (summercampdc.com). Founder April Nelson said the theme helps guide field trips and special guests, but campers have latitude. At a morning meeting, campers choose as a group which activities they will do and in what order. Choice is also a priority at Steve and Kate’s Camp (steveandkatescamp.com), which has locations in the DMV. The goal is to create an environment where campers ages 4 to 13 can exercise choice, self-control, and curiosity. DC Director Preshia Washington said campers practice self-directed learning, choosing from activities such as sewing, baking, water play, playground time, or quiet reading.
Overnight or Not?
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As children get older, many yearn for greater independence. Sleepaway summer camp can offer that sense of independence while still providing supervision and structure. But is your child ready for sleepaway camp? The American Camp Association (ACA) says it is advisable — though not necessary — for a camper to have participated in a day camp before committing to overnight camp for a session of a week or longer. Although every child is different, an ACA spokesperson suggests that a camper can be prepared for the separation by starting with sleepovers at a grandparent’s home or with a trusted friend. “Positive overnight experiences away from home prepare a child for the joys of overnight camp,” he said. For some teenagers, distance and independence might be what they are looking for. “Teenagers especially like to feel like they can just go hang out with their friends,” said Camp Hidden Meadows (camphiddenmeadows.com) representative Corinne Bryant. Camp Hidden Meadows is an overnight camp for boys and girls ages 6 to 16 located in the Allegheny
Highlands of West Virginia. The camp offers more than 50 activities, including horseback riding, gardening, and white-water rafting, and campers can choose what they want to participate in. Independence is key to a successful overnight camp experience, said Mark Rainey, Associate Director of Camp Horizons (camphorizonsva. com), a sleepaway camp for kids ages 6 to 16 located in Harrisonburg, VA. Camp Horizons offers different programs, including an equestrian camp for ages 9 to 16. Campers spend up to three hours a day riding, with additional activities tailored to topics such as stable management, grooming, and preparation for horse shows.
A Unique Community
The reason most camps are successful, Rainey said, is because they offer unique experiences and relationships. Summer camp is its own culture, he said — a community where kids build friendships with peers from different places and learn independence in a supportive environment. Camps encourage parents to reach out, ask questions, and raise concerns. “We want to do everything that we possibly can do on our end to make it right for their child,” Rainey said. Learn more about camps and get camp tips at www.acacamps.org. With any camp you choose, verify that it’s accredited by the American Camp Association (ACA). ACA’s accreditation process is an independent safety audit evaluating up to 300 standards for camp management and programming. ◆
Multiple Alexandria Locations: Register online at 105 N. Union St. (Torpedo Factory Art Center) theartleague.org/classes Slaters Annex • 800 Slaters Lane Studios at MUSE • 1201 N. Royal St. 703.683.2323 I school@theartleague.org
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WINTER 2026 EDUCATION SPECIAL 23
N OT EB OO K Events for You and Your Family by Kathleen Donner
Kidchella: Rise and Shine Dance Party at Arena Stage
On Saturday, Feb. 7, 10 a.m. to noon, get ready to kick off the morning in style with Kidchella at Arena Stage, 1101 Sixth St. SW, the ultimate two-hour dance bash for babies, toddlers, and children up to six years old and their grown-ups. Families are encouraged to bring anything that helps them move—whether it’s a favorite costume, a beloved stuffy or just the best dance shoes. Kidchella is the perfect spot for family and friends to share smiles, moves, and enjoy quality time together. $10 for adults; $5 for ages one and up; babies under one, free. arenastage.org.
“Remember the Dream: A Day Honoring Dr. King” at NMAAHC
Join the National Museum of African American History and Culture on Monday, Jan. 18, 11 a.m. to 2 p.m., for “Remember the Dream: A Day Honoring Dr. King.” Families can celebrate at Dr. King’s birthday party on the 4th Floor Overlook with creative crafts, balloon art, and a sing-along to Stevie Wonder’s “Happy Birthday.” Plus, experience live musical performances by Rex Carnegie and the House Band in Heritage Hall at 11 a.m. and 1:30 p.m., honoring Dr. King’s legacy through music. Free tickets are available at nmaahc.si.edu.
Patriots Path: A Revolutionary War Encampment
Experience the American Revolution as you walk through an 18th-century Continental Army encampment at Mount Vernon featuring soldiers’ tents and an officer’s tent. At this hands-on attraction located on the exit path of the estate, you can touch the items inside the tents, wash clothes in the laundry yard, and examine cooking utensils used by women and children who traveled with the army. Interpreters are on hand seven days a week to share information about life in the encampment and answer questions. mountvernon.org. 24 CAPITAL COMMUNITY NEWS, INC.
American Indian Museum Family Day
On Saturday, Jan. 17, 11 a.m. to 4 p.m., at the American Indian Museum, learn about historical and contemporary ledger art and narrative art through artist demonstrations, curator-led tours of the exhibition “Unbound: Narrative Art of the Plains”, along with family-friendly hands-on activities. americanindian.si.edu.
DC Area Performing Arts
On Sunday, Jan. 11, 11 a.m. to 3 p.m., at Arena Stage, 1101 Sixth St. SW, enjoy a free, fun-filled afternoon where families can explore a variety of DC area performing arts summer camps, all gathered in one place. Future campers can meet camp representatives, enjoy arts & crafts stations, face painting, giveaways, performances, sample camp courses, and much more. Camps are primarily for elementary, middle, and high school campers. arenastage.org.
“Remember the Children: Daniel’s Story”
“Remember the Children: Daniel’s Story”, an exhibition for young people and their families, is at the Holocaust Memorial Museum, 100 Raoul Wallenberg Pl. SW. It tells the story of one family’s experiences during the Holocaust from the perspective of a boy growing up in Nazi Germany. The exhibition design is based on historical imagery gathered from family photo albums, documentary sources, and pictorial diaries of the period. At the end of the exhibition, students are invited to express their feelings or write down their thoughts. The exhibition was created with the help of a team of experts and has been reviewed by child psychiatrists, educators, and museum interpreters. It is recommended for ages eight, up. ushmm.org.
Free Skate Fridays Return to Canal Park
Canal Park Ice Rink, 200 M St. SW, again offers Free Skate Fridays this season presented by the Washington Capitals as part of the District of Play initiative. Through Friday, Feb. 27 (and excluding Dec. 26 and Jan. 2), kids under the age of 18 are invited to skate at
Photo: Courtesy of the US Holocaust Memorial Museum.
the rink on Fridays for free from 4 to 8 p.m. If you’re planning to come for Free skate Friday, remember to register in advance. They can’t take registrations at the window. skatecanalpark.com/ public-skating.
Art in the A.M. at SAAM
On Tuesday, Feb. 3, 10:30 a.m., inspire early childhood creativity with the Smithsonian American Art Museum, Eighth and G streets NW, during Art in the A.M. Children ages up to five years and their caregivers are invited
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to the museum before hours to learn, connect, and create in the galleries. During this program, participants will play an art detective game as they enjoy the modern and contemporary art galleries. Space is limited for this program and registration is required. americanart.si.edu.
Winter Skate “Toddler Time” at the National Building Museum Through Feb. 8, the National Building Museum, 401 F St. NW, invites visitors to enjoy a unique indoor skating experience in the Museum’s Great Hall. This season, visitors can enjoy skating opportunities throughout the week with early hours, daytime, and after-hours skate sessions, each offering a different way to experience the rink. On Thursdays and Fridays, 11 to 11:45 a.m. (after Story Time), young children are welcome on the ice. nbm.org/skatespectacular.
“Going the Distance” at Discovery Theater
Race to the finish line with two Black Olympians who changed history. Soaring music and the exhilaration of world-class sports inspire us all to greatness in this vivid portrayal of the lives of Jesse Owens and Wilma Rudolph. Watch them overcome childhood illness and poverty to become the world’s fastest man and fastest woman, winning the greatest honor in athletics—the Olympic Gold medal. The Ripley Center, 1100 Jefferson Dr. SW, on Tuesday to Friday, Feb. 3 to 6, at 10:15 and 11:30 a.m. All seating is general admission. Recommended for ages six to twelve. Adult tickets are $8; kids, $7; and under 2, $3. discoverytheater.org.
“First Words” at Planet Word Family-Friendly Capital City Go-Go at CareFirst Arena
The Capital City Go-Go is the NBA G League affiliate of the Washington Wizards. Go-Go games offer elite basketball at an affordable price in a fun, familyfriendly atmosphere. Here’s the upcoming schedule: vs. Motor City Cruise, Jan. 7, 7 p.m. and Jan. 9, 11 a.m.; vs. Long Island Nets, Jan. 14, 7 p.m.; vs. Raptors 905, Jan. 15 and 17, 7 p.m.; vs. Wisconsin Herd, Jan. 30, 2 p.m. and Jan. 31, 7 p.m.; vs. South Bay Lakers, Feb. 4, 7 p.m. and Feb. 6, 11 a.m.; vs. Birmingham Squadron, Feb. 7, 7 p.m.; vs. Osceola Magic, Feb. 19, 7 p.m.; vs. Birmingham Squadron, Feb. 24, 7 p.m.; vs. College Park Skylarks, Feb. 28, 2 p.m. Games are played at the CareFirst Arena, 1100 Oak Dr. SE. All individuals two years of age or older must have a ticket. Tickets are $9.80. eventsdc.com. 26 CAPITAL COMMUNITY NEWS, INC.
How do we learn to speak our first language? Watch the whole process unfold, from babbling babies to talkative toddlers at Planet Word (third floor), 925 13th St. NW. Hours open are weekdays (closed Tuesdays), 10 a.m. to 5 p.m.; Saturdays and Sundays, 10 a.m. to 6 p.m. Admission is free, with a suggested $15 donation. planetwordmuseum.org.
Change Your Game (Cambia tu juego) at American History
Change Your Game is a family-friendly, interactive exhibition on the intersection of invention, sports, and technology developed by the museum’s Lemelson Center for the Study of Invention and Innovation. The exhibit showcases dynamic stories and objects related to diverse inventors, athletes, and technologies that have changed how sports are played. Visitors are invited to identify themselves as inventive problem solvers who can become “game changers” in their daily lives. The companion book “Inventing for Sports” invites readers to view sports as an activity intertwined with advances in science, technology, and
medicine. Inventing for Sports is available in print and as a free digital download. americanhistory.si.edu.
Story Time at La Cosecha
On Thursdays, Jan. 8, Feb. 5, March 5, April 2 and May 7; 10:30 to 11 a.m., join NE Library’s staff for stories and songs on the Balcón (2nd floor) at Union Market’s La Cosecha, 1280 Fourth St. NE. This event is free and open to the public on a first-come, firstserved basis. La Cosecha is a contemporary Latin American marketplace in Washington DC that celebrates centuries of heritage. Through cultural events and partnerships with Latin American embassies, artists and tastemakers, La Cosecha embodies the spirit of the dynamic and diverse community. dclibrary.org.
The Phillips Collection Drop-In Programs
On Saturday, Jan. 10, 10 a.m. to 1 p.m., immerse yourself in the landscapes of “peter campus in there somewhere.” What do you recognize? What is unfamiliar? Dream of a place—real or imagined—and build a 3D landscape using tissue paper, cardboard, pipe cleaners, and more. In addition to exploring art materials and methods in the studio, families may enjoy the carpeted, creative-play area with blocks, books, toys, and games. There is another drop-in program, Caring for the Collection, on Saturday, Feb. 14. These events are included with cost of general admission. Reservations are encouraged. Children must be accompanied by their adult. Visitors 18 and under receive free admission. The Phillips Collection is at 1600 21st St. NW. phillipscollection.org.
Gabby’s Dollhouse Live! at the National
Gabby’s Dollhouse Live! is a new stage show inspired by the magical world of the global preschool sensation from DreamWorks Animation. In this a-MEOW-zing musical show, Gabby unboxes a special acorn that needs the magical touch of a rainbow to grow. But when CatRat causes a color cat-astrophe and breaks the rainbow, Gabby and the Gabby Cats must find the colors again to set things right. Gabby’s Dollhouse Live! is at the National Theatre, 1321 Pennsylvania Ave. NW, on Wednesday, Jan. 21 and Thursday, Jan. 22 at 6 p.m., both days. Tickets start at $43. thenationaldc.com. u
WINTER 2026 EDUCATION SPECIAL 27
Accessing Mental Health Services at Your Child’s School
T
by Maggie Tatum
he kids are–not alright. Rates of anxiety and depression have skyrocketed in teens and young adults. The World Health Organization estimates that nearly 14 percent of 10-to-19year-olds are currently experiencing some kind of mental health condition, and the percentage of undergraduates struggling with anxiety and depression has jumped from about 10 percent in 2010 to around 20 percent in 2019. The increase in these conditions corresponds with a major shift in parenting approaches, the advent of widespread smartphone and social media use, and, of course, COVID-19. And while there is no one-size-fits-all approach to addressing the mental health crisis in our adolescents and teens, there are some resources and strategies that will make getting your child the mental health support they need easier. One of the main reasons our kids end up without the mental health assistance that they need is due to access. It can be challenging to find a therapist for your child, and costly financially if the practitioner doesn’t take insurance. Even if you do find a therapist, offices are often located inconveniently and can take hours
to get to, making it hard to show up consistently. This is even more the case for parents and kids with less flexibility in their schedules. If this sounds familiar, accessing resources through your child’s DC public school may be your best bet. This includes public charter schools as well. There is an easy protocol to follow, outlined below: 1. Visit the D.C. Public Schools Mental Health website and access the Student Referral Forms. There are five forms here — one for parents to fill out on behalf of their children and one for students to fill out on their own, provided in four languages (English, Spanish, Chinese, and Amharic). This is a one-page document that can be filled out quickly. 2. Bring the Student Referral Form to the School Behavior Health Coordinator or someone else in the front office at school. Wait, usually around 10 days, for a school-based clini3. cian to reach out and develop a service plan. Following these steps will get the ball rolling so that your child can receive the mental health support they need in the very place where they spend most of their time. Plus, establishing a relationship with a professional
“The Kids are– Not Alright”
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inside of school allows them to offer further suggestions for out-of-school support should that be necessary. You’re no longer navigating this alone.
Assessing Counseling Services
For those not attending DC Public Schools, and for those transitioning to private schools in middle or high school, it is a good idea to investigate the counseling department at the schools you are considering. Some questions to ask: 1. How many staff members are on the counseling team? Then do your own math against the student population. The American School Counselor Association provides a 250-to-1 ratio as ideal. This may seem high, but the national average sits around 400-to-1. The lower the ratio, the better the student outcomes. Use these stats as a guideline when assessing how robust the counseling department is at a prospective school. 2. How do kids or parents initiate in-school counseling services? It is helpful to know if any forms need to be filled out, or if children are able to seek support spontaneously as needed. Some schools require medical documentation of need. Being clear on each school’s protocol is a good idea. 3. When are kids able to access services? You’ll want to know what time of day kids are being seen. Will they always miss the same class? Will it always be during PE or recess? Missing parts of the day that are more enjoyable for the child can often increase resistance to seeking support. 4. How often or regular is support? In other words, if your child needs support for something acute, does the school follow up? Is there any precedent for regularly meeting with a counselor? While we may not prioritize information gathering around counseling teams as highly as those around academics and sports, it’s equally as
U D TION EE ION ED ATION T A C A C U C U D U D N N ED NE CATIO N U ATION EDUCATIO N EDUCATIO D E N O UCATIION ATION EDUCATIO N EDUCATIO D E N T important to understand what kind ATION EDUCATIO N EDUCATIO EDUCA N N O I N O of support your child can expect to LOOK FOR OUR FALL T I A O T A C TIO N TI A C U A C U D U D E D E N O E I N receive should they experience mental ATION EDUCATIO N EDUCATIO DUCATTION E N health challenges. Knowing the proO I N O ATIO EDUCATI N EDUCAT ON EDUCA TION tocol ahead of time will also ensure ATION EDUCATIO N EDUCATI ON EDUCA TION that services can be accessed quickly ATI and smoothly. ATIONEDUCATION CATIO N EDUCISSUE U EDUCA N D N E O I N O T I O T I A CATIO N A final note on in-school services. C U AT CA U D U D E D E N O E I N T Mental health starts with getting ATION EDUCATIO N EDUCATIO EDUCA N O I N O the meaningful support you need, no T I O T C CA ATI EDUCA N EDU CATION EDU matter how your brain is wired. If you N O I O T I C T A U CA are one of the many parents who have EDUC ATION EDU CATION ED UC N O I T C U CA gotten a psychological evaluation for ION ED N EDU ON ED your child with 30-40 recommendaCATIO N EDUCATIION EDUCATTION EDUC tions for in-school support, please CATIO N EDUCAT ION EDUCA TION EDU take a moment to really think about CATIO N EDUCAT ION EDUCA TION EDU your child and their school before T IO CA U DUCATTION EDUCA N EDU A ON ED N I going to your admin to ask for acO T I O I T A T A C A U DC DU EU DUC TION EDUC AITOIN commodations. I suggest identifying ED ON ION E T T A A C A C C U C U D U D 2-3 accommodations from that list D EU ED N ED CATION E U ON I O I T T A A C (apart from extended time) that you C DU EDU ATION EDU CATION EDU N O I think will make the most meaningful T DUCA TION EDUC ATION EDU CATION EDU difference to your child. Some of my DUCA TION EDUC ATION EDU CATION EDU absolute favorite accommodations DUCA TION EDUC ATION EDU CATION EDU due to their efficacy are: class notes provided by the teacher, the use of a DUCA TION EDUC ATION EDU CATION EDU calculator, and the ability to submit DUCA TION EDUC ATION EDU CATION EDU assignments via picture and email so DUCA TION EDUC ATION EDU CATION EDU that paper assignments don’t continuDUCA TION EDUC ATION EDU CATION E ally get lost. The fewer accommodaDUCA TION EDUC ATION EDU CATION E tions you ask for, the more likely it is DUCA TION EDUC ATION EDU CATION E you’ll get them. C There’s no doubt that the mental EDUCA ION E N EDU CATION EDU T O I A T C A U health infrastructure in this counEDUC ATION EDU CATION ED UCATION try is lacking. But there are good EDUC ATION EDU CATION ED UCATION services out there that we can access C U ED EDUPUBLICATION TIONDATES ION ED ATION T A C for ourselves and our kids. It can be A C U C U D U D E N E ED overwhelming and discouraging to try TIONRag: ATION ED1UCATIO N CAugust CAHill U U D D E N O E I N to navigate this landscape alone, and TIO EDUCATIO EDUCAT N EDUCA I hope that these steps will make it a ON TION E ATIRiver CATIO A C U C U East of the D U D E D tiny bit easier to know where to start. N E N TIO CATIO N EDDC: UCAAugust ED+UMidCity 8 O TI At Empowerment EDU, we help families EDUCA
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like yours restore peace, deepen connection, and raise truly incredible humans. For more about me, Maggie Tatum–Executive Function Coach and Educator–visit EmpowermentEDU.com. ◆
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WINTER 2026 EDUCATION SPECIAL 29
U D E D E N E N O T I A ION DUCATIO EDUCAT C U D E ION E DUCATION EDUCATION EDUCA N E N O I N O T I A O T Advertiser Resources A C TI A C U C U D U D E D E N E N O TION EDUCATIO EDUCATI N EDUCA N O I N O T I O T I A T A C C U U D D E E N N O I O T I T A C U D E N O ATI DC EDUCATION
and neuroscience at UCLA, helps students of all abilities thrive by aligning teaching with how they learn best.
DCTAG • dconeapp.dc.gov
DCTAG has money for college! Step one, complete the FAFSA application www.fafsa.gov; Step two, complete the DCTAG application www.dconeapp.dc.gov ; Step three, submit supporting documents by uploading them into the DC OneApp system. For more information, visit dconeapp.dc.gov or call 202-727-2824. The DCTAG application opens February 2, 2026 and closes August 21, 2026 at 3:00 p.m. DCTAG provides up to $10,000 tuition assistance for eligible DCTAG applicants; funds are limited. Apply early.
My School DC • MySchoolDC.org
The My School DC lottery application for public and public charter schools in the District is open for the 2026-27 school year. The deadlines are February 2 for Grades 9-12 and March 2 for PK3 – Grade 8. Have questions or need help? Call the hotline at (202) 888-6336. Apply at MySchoolDC.org.
THERAPY & TUTORING Capitol Kids Therapy LLC capitolkidstherapy.com
Founded in 2000 on Capitol Hill, Capitol Kids Therapy provides pediatric speech and language therapy for children up to 12 years of age. Conveniently located at 2nd and D St. NE, they offer office-based, home-based, school-based, and daycare-based therapy services. Their therapists specialize in a variety of areas, including (but not limited to) speech therapy, language therapy, feeding therapy, oral motor therapy, and articulation therapy. Additional services include screenings, parent consultations, parent/teacher workshops, evaluations, and treatment. Capitol Kids Therapy is dedicated to helping your child achieve their full potential.
Downey School Consulting DowneySchoolConsulting.com
Downey School Consulting offers expert tutoring and educational guidance for students of all ages. Services include Orton-Gillingham-certified instruction, test preparation, executive functioning support, and assistance with navigating public, charter, and private school admissions. Specializing in autism, ADHD, and dyslexia. Personalized, experienced support to help every child thrive.
Early Stages • earlystagesdc.org
Early Stages is an evaluation center for children aged 2 years 8 months to 5 years 10 months. This DC Public Schools (DCPS) program identifies delays and disabilities that may impact a child’s education. Early Stages can evaluate any DC child who is not attending a DCPS school, including DC children who are homeschooled. The program can also evaluate children who are not DC residents if they attend a private school or child care center in DC. Early Stages cannot evaluate children enrolled in public charter schools. All services are FREE.
My Total Tutor • mytotaltutor.com
My Total Tutor offers personalized, 1-on-1 support for K–12 students, rooted in learning science and tailored to each student’s unique needs. From SAT prep and executive function coaching to subject-specific tutoring, every session is designed to build confidence and independence. Founder Ali, who studied cognitive science 30 CAPITAL COMMUNITY NEWS, INC.
PRESCHOOL
Capitol Hill Learning Group (CHLG) capitolhilllearninggroup.com
CHLG’s Preschool program, located at 9th & Maryland Ave. NE is a Christ-centered, parent/teacher cooperative for children ages 2.5 to 5 years. Established in 2006, CHLG is licensed by DC and employs professional teachers, with parents serving as classroom assistants on a rotating basis. The program features hands-on learning, small class sizes, and a tight-knit community.
Northeast Stars Montessori Preschools (NES) nestars.net
Northeast Stars Montessori Preschools are fully licensed preschools located in Old Town Alexandria and Capitol Hill, DC. They provide individualized, personal educational opportunities for the whole child. Teachers deliver “Montessori and More!” through mixed-age classrooms (two to five years), carefully planned lessons, and the integration of music and the arts. NES schools also offer before-care, extended day learning from 3:00 to 6:00 p.m., and flexible part-time spaces.
The Britleys School • britleyschool.com
The Britleys School offers an exceptional early childhood education rooted in character, confidence, and curiosity. Now enrolling at The Wharf, Britleys serves children ages 3 months to 5 years with small, nurturing classes, an international Montessori curriculum, Mandarin and Spanish immersion, outdoor education, and daily etiquette instruction. At The Portals, The Britleys provides a boutique enrichment program for ages 1–9, featuring specialized clubs in art, science, language, wellness, and culinary exploration.
University for Kids • universityforkids.com
With four thriving locations across Capitol Hill and 50+ years of combined childcare experience, University for Kids is a trusted choice for your family. We offer a Bilingual Creative Curriculum, Spanish immersion, certified eco-friendly classrooms, healthy balanced meals, and advanced security for peace of mind. Now enrolling children 6 weeks to 4 years old, with care available Monday–Friday, 7:00 a.m.–6:00 p.m. @universityforkids
PRIVATE/PAROCHIAL Burgundy Farm Country Day burgundyfarm.org
An inclusive, creative, and nurturing environment, engaging the whole child. Burgundy boasts an expansive, wooded 26-acre Alexandria campus. Outdoor learning spaces, exterior decking on all academic buildings, two outdoor stages, a barn, natural play spaces, and numerous playgrounds expand our students’ learning space. Discover Burgundy today!
Capitol Hill Learning Group (CHLG) K-8 capitolhilllearninggroup.com
CHLG’s K-8 University-Model® program, located at 9th & Maryland Ave. NE offers a Christ-centered micro-school experience. Established in 2006, CHLG features dedicated teachers, small class sizes, and a close partnership between home and school. The program integrates a
Christian worldview into all learning, fostering responsible, independent, and self-driven learners.
DeMatha Catholic High School • dematha.org
DeMatha Catholic High School provides a rigorous college preparatory curriculum to young men in the Washington area, including 87 Advanced Placement and Honors courses, 22 college dual-enrollment courses, and individualized academic support. Students are committed to service while participating in numerous co-curricular activities, including nationally recognized athletic and music programs.
St. Anselm’s Abbey School • saintanselms.org
The Abbey is an independent Catholic Benedictine school for boys in grades 6 - 12. Students benefit from a challenging academic program, fine and performing arts, and a wide selection of extracurricular activities. Bright and motivated boys are both nurtured and challenged as they grow to become exceptional men. The summer camp is for boys and girls, who are rising 4th through 9th graders. There are academic programs such as math, English, and Latin as well as art, music, theater, and robotics. Basketball, soccer, kickball, and other activities are played in the sports camps. The camps run from June 15 – July 24 and are half- or full-day.
PUBLIC CHARTER SCHOOLS Achievement Prep PCS • achievementprep.org
Achievement Prep prepares students to excel as highachieving scholars and future leaders in high school, college, and beyond. Our fully renovated campus currently serves PK3–8th grade. Scholars benefit from 1:1 technology, daily enrichment for every student, twice the amount of language arts and math instruction compared to other schools, and a rigorous college-preparatory curriculum beginning in pre-kindergarten.
BASIS Washington, D.C.™ enrollBASIS.com/washington-dc
BASIS Washington, DC is proud to be the highestranked open-enrollment high school in the District of Columbia, as recognized by the 2025 US News & World Report rankings. In 2021, the US Department of Education honored BASIS DC as a National Blue Ribbon School. Through the acclaimed BASIS Charter School Curriculum, students in grades 5–12 master complex and challenging material across all disciplines. We offer a wide variety of Advanced Placement (AP) courses and post-AP capstone courses, providing a strong foundation for success in college and beyond.
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 grade. The school’s developmentally appropriate, student- and family-centered approach includes small class sizes, well-trained staff, and individualized student planning. Bridges PCS implements the Universal Design for Learning (UDL) framework and incorporates hands-on learning across all grades. Specials include art, music, physical education, and gardening.
DC Scholars PCS • dcscholars.org
DC Scholars develops life-long scholars with the academic knowledge and skills, individual passions, and community-mindedness necessary to succeed in and contribute to an ever-changing world. Beyond core
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academics, scholars can explore Spanish, soccer, the arts, and athletics during school, after school, and in the summer.
E.L. Haynes Public Charter School • elhaynes.org
The award-winning E.L. Haynes Public Charter School serves over 1,100 Pre-K - 12th grade students in Washington, DC. We’re a learning community where every student—of every race, socioeconomic status, home language, and ability—prepares to thrive in college, career, and life. Together, we create a more just and kind world.
Global Citizens PCS • globalcitizensschool.org
Global Citizens Public Charter School is the first dual language immersion public elementary school in Washington, DC, that offers language immersion in both Mandarin-English and Spanish-English, the top three languages spoken in the world. Global Citizens will offer Pre-K3 - 4th grade during the 2026-2027 school year, and will expand an additional grade-level each year until it reaches Pre-K3 – 5th grade in 2027. We equip children to become empathetic, globally competent, and sociallyminded leaders who are prepared for a future we cannot yet imagine.
Lee Montessori PCS • leemontessori.org
Our East End campus in the Fairlawn neighborhood serves students in PK3 – 5th grade and will grow to serve 6th graders next year. We integrate traditional Montessori education with an explicit focus on anti-racism, combined with a supportive foundation of positive discipline and restorative justice practices. This means each one of our students can flourish and show up authentically as their true selves. When they go out into the world, we know they will embody our core values of grace, bravery, growth, joy, and equity because of what—and how—they learned at Lee Montessori.
Meridian Public Charter School • mpcs-dc.org
Meridian PCS is a nurturing and rigorous school serving PK3-8th 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 PCS students engage in meaningful, challenging work that helps them grow socially, emotionally, and academically both inside and outside the classroom.
Monument Academy PCS monumentacademy.org
Monument Academy PCS is a weekday boarding, public charter middle school serving grades 5-8 in Washington, DC, with a mission to serve students who have experienced significant adversity. Through small classes, personalized learning, strong adult relationships, life and career skills, enrichment and field experience opportunities, and robust social-emotional supports, Monument prepares students for success in college, career, and community.
inclusive community of middle school students, empowering them to become scholar-activists committed to creating a more just and equitable world. Its academic model integrates social justice, social-emotional learning, and character development through expeditionary learning and hands-on design thinking projects. Students benefit from enriching after-school programs. The school is located two blocks from the Fort Totten Metro and is recognized as one of DC’s highest-performing middle schools.
as $25/month), we can outfit your specific needs as well as pair you with one of our excellent faculty members who are all experienced performers and passionate educators. We offer instructors in guitar, piano, bass, voice, violin, viola, cello, drums, woodwinds, brass and more. We also offer introductory Group Classes in guitar, banjo and ukulele. All of our private lessons are available in person or over Zoom.
Richard Wright PCS • richardwrightpcs.org
Theatre education programs that help kids shine. Classes and summer camps for children ages 3–18 invite students to explore and perform imaginative stories of courage, friendship, and perseverance—building confidence while having fun. Families are invited to a culminating performance on the final day of each session
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 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.
Washington Global PCS • Washingtonglobal.org
Washington Global Public Charter School has been named a 2023 National Blue-Ribbon School by the U.S. Department of Education. Our middle school program includes project-based learning, small learning communities, technology instruction, arts, and foreign language classes in Spanish and Korean. Our curriculum is designed to create globally competitive students ready for college and careers.
PUBLIC SCHOOLS Bard High School Early College bhsec.bard.edu/dc/admission
Earn a FREE Associate’s degree alongside your high school diploma! Bard High School Early College DC offers a unique early college program that features accelerated 9th and 10th grade classes and Bard College classes beginning in 11th grade. In addition, Bard High School Early College DC is now partnered with the ATC. Offering a Certified Clinical Medical Assistant (CCMA) and Emergency Medical Technician (EMT) Certifications. For more information visit: http://bhsec.bard.edu/dc/admission/
SUMMER CAMPS, DANCE AND MUSIC: Adventures on The Hill • summercampdc.com
DC summer camp offers a hands-on, engaging learning experience for children ages 3 to 10. With a dynamic curriculum that blends STEM, arts, sports, culture, and wellness, campers explore their interests through exciting daily activities and 1–2 field trips each week. Camp runs June 22 – August 21, 2026, Monday–Friday, 8:00 AM – 6:00 PM. @adventuresonthehill
Camp Arena Stage • arenastage.org/camp
Paul Public Charter School (Paul PCS), located in Northwest Washington, DC, provides a college preparatory program for grades 6-12, focusing on global awareness and engagement. Paul’s mission is to educate and help students grow into responsible citizens, independent thinkers, and leaders.
A place to explore, discover, and create! Camp Arena Stage is a multi-art, full-day summer camp for young people ages 8-15, hosted on the beautiful grounds of Georgetown Visitation Preparatory School. With the encouragement and guidance of professional artists and educators, campers learn by doing—expanding their creativity in theater, dance, music, visual art, filmmaking, and writing.
Sela Public Charter School • SelaPCS.org
DC Camp Fair • dccampfair.com
Paul Public Charter School • paulcharter.org
Sela PCS is DC’s only Hebrew Language Immersion school, proudly rated a Tier 1 school by the DC Public Charter School Board and honored with a Blue Ribbon by the U.S. Department of Education. With a diverse student body and staff that reflect the multicultural vibrancy of the nation’s capital, Sela offers an academically rigorous curriculum. Daily Modern Hebrew instruction is fully integrated into the program, fostering strong language proficiency and enriching the overall educational experience.
Social Justice PCS • thesocialjusticeschool.org
Serving grades 5–8, The Social Justice School fosters an
The DC Camp Fair will feature over 30 of the finest camps in the area, including traditional, academic, arts, music, and special interest camps. Parents and caregivers will have the opportunity to meet camp representatives and explore a wide variety of options for their children this summer. Hosted by the J.O. Wilson Elementary School PTA.
National Children’s Theatre nationalchildrenstheatre.org
Northeast Stars Montessori Preschools (NES) Summer Camp • nestars.net
Weekly enrollment for ages 2–6, from 7:30 a.m. to 6:00 p.m. Unleash your child’s creativity while they build lifelong skills! Enjoy week-long themed activities exploring 14 STEM-based themes, including science experiments, outdoor exploration, and play. These activities complement the STEM-heavy curriculum taught in our classrooms and outdoor spaces.
Polite Piggy’s Day Camp • politepiggys.com
Since 2008, Polite Piggy’s Day Camp has offered safe, engaging programs where kids thrive. With morning, full-day, and six-week options, children enjoy field trips, performances, cultural activities, and unique classes like art, STEM, chess, sports, and a hiking club with Aunt Lizzie. Small camper-to-staff ratios, caring team members, and meals included make every day special.
Rock The Hill • rockthehilldc.com
Led by DC-based professional musicians Laura Tsaggaris and Steve Leroy, Rock The Hill offers music programming for all ages. With an emphasis on custom curriculum and FUN, our music enrichment programs feature private & semi-private lessons, group jam sessions, live show production, recording time, backstage field trips, and guest artist seminars.
St. Mark’s Dance Studio • stmarksdance.org
Since 1963, St. Mark’s Dance Studio has trained dancers of all ages in classical ballet, jazz, Pilates, and Chair exercise. Please visit our website - stmarksdance.org, or email us - at info@stmarksdance.org with questions, more information, and to register. We hope to see you in the studio this Fall!
The Art League • theartleague.org
The Art League nurtures creativity, confidence, and lifelong learning through the visual arts. Across a wide range of media, students learn through hands-on instruction from local experts. Register online at theartleague.org/ classes
The Washington Urban Debate League (WUDL) urbandebatewashingtondc.org
The Washington Urban Debate League (WUDL) helps students across the DMV, from elementary to high school, sharpen their communication, confidence, and critical thinking through debate. Our after-school programs, tournaments, and mentorship initiatives empower students to become thoughtful leaders and engaged citizens, thereby strengthening communities by promoting dialogue, fostering understanding, and enhancing academic success. ◆
Music on the Hill • musiconthehilldc.com
Whether you are 3.5 years old or 103.5, we at Music on the Hill believe that music is for everyone! We take the guesswork out of Music Education by providing everything you need right in our Capitol Hill store. With our quality instrument sales and rentals (some starting as low WINTER 2026 EDUCATION SPECIAL 31
Building a Foundation to Leave a Legacy PK3 – 8TH GRADE NOW ACCEPTING APPLICATIONS 2026–27 School Year
GRADUATE PROFILE AIMS
PRE-K3 – 5TH GRADE SEATS AVAILABLE
APPLY AT:
MySchoolDC.org Scan to learn more and enroll
The knowledge, skills, and mindsets we want our graduating scholars to possess as they meet the challenges of high school, college, and beyond:
Lifelong Learners Passionate Leaders Critical Thinkers Self-Loving Dreamers
OUR ACADEMIC PROGRAM INCLUDES:
SCHOLAR SUPPORT & INCLUSION:
• Twice as much language, arts and math instruction as other schools • Science and social studies beginning in 4th grade Daily discovery, discussion, and feedback • • An affirming, data-driven, and individualized learning environment
INCLUSION IS AT OUR CORE.
Every scholar receives what they need to succeed. 4 Small-group intervention for every scholar 4 On-site IEP, 504, and testing accommodations 4 Full suite of related service providers
4 State-of-the-art sensory room 4 On-site mental health clinician 4 Dedicated planning time with general education peers 4 Leading School in the District of Columbia for Special Education
VISIT US ONLINE OR IN PERSON
AchievementPrep.org/Enroll (202) 738-6021 • info@achievementprep.org 908 Wahler Place SE, Washington, DC 20032