How Families Chose Their Charter School
For These Parents, the Best School Is the One That Fits
by Elizabeth O’Gorek
Before their children could conjugate a single Spanish verb, Megan Newman and Corey Holman were already picturing them speaking fluently in another country. The Hill couple always knew they wanted to live in Mexico City. When they did it, they wanted their kids to be ready.
So in 2020, they enrolled their son at Mundo Verde (30 P St. NW, www.mundoverdepcs.org), a public charter school that offered Spanish immersion from the start. Their daughter joined a year later in pre-K3. Now, five years in, with a family move to Mexico City set for next year, they’re preparing to see how that vision holds up in reality.
District parents choose public charter schools for a variety of reasons, often seeking opportunities that align with their family’s values and aspirations. Some are looking for specialized programs such as language immersion or innovative curricula that emphasize sustainability and experiential learning. Others require the flexibility to accommodate family schedules and goals. All of these factors play a role in the decision to opt for a particular public charter school.
Mundo Verde was a good fit for the Newman’s son who was entering a language course as a kindergartener, post-pandemic with minimal knowledge of the language.
“Now their Spanish is actually quite good,” Newman says now, looking back on the five years her children have been at the school. As of August 2025, he’s a rising fourth grader; she’s entering first grade.
Holman grew up in California’s Central Valley among Spanish speakers, she said, but he always felt he hadn’t grasped the language to his fullest potential. “He felt like he would have done better if he picked it up earlier,” Newman relates. It is a gift they have given their children.
Mundo Verde’s sustainability curriculum resonated as well. “I’m chair of the sustainability committee for the parents,” Newman said. “My kids really connect with this learning–it’s science and it just makes sense to them–like saving the planet and being fair.”
The community provided strength, especially during the pandemic and now continuing throughout recent community fears around immigration raids, when caregivers worked outside the entrance of each of the school buildings, ready to take action should ICE visit the school. “The parent and student community is just a very loving and generous sort of people,” Newman said.
CHOICE
When Lea Crusey and her spouse moved to DC in 2013, they hadn’t yet had children–but saw the school choice system as an asset. An education policy expert and a DC Public Charter School Board member since 2018, Crusey appreciated the flexibility and equity of the lottery system. (She spoke as a parent for this story.)
Her background gave her a unique perspective: “I see it as an opportunity,” she said, acknowledging she “may be very unique in that way.”
“We knew that there was a universal lottery, so we did not choose our home based on where our business was,” she said. This allowed them to prioritize family needs over school boundaries.
Last school year, her two children at-
tended different schools. Her eldest went to Brent Elementary (301 N. Carolina Ave. SE, www.brentelementary.org) starting in first grade. She is full of praise: “You’ve got a very stable administration here at Brent. Everything works... it’s a really multi-generation, multi-kid PTA.”
Then, her younger child was accepted at Two Rivers PCS (1227 Fourth St. NE, www.tworiverspcs.org) in 2021. Though initially hesitant about the dual commutes, her husband persuaded her, reminding her that thousands of District families, including a large number living in Wards 7 and 8, travel for their children’s education: “You happen to know that this is a good school,” he reminded her. “Why don’t we try this?”
It turned out to be a good decision. Two Rivers families are socioeconomically, racially and geographically diverse.
Students from the Social Justice School PCS on an expeditionary learning trip to Selma, AL. Courtesy: SJS PCS
Joy Parker graduated from KIPP College Preparatory High School on June 6, 2025 and plans to study to become a veterinarian. Courtesy: Joy Parker
Their decision also fostered a sense of belonging rooted in choosing to be part of the school community rather than choosing to send their child to a neighborhood school.
When considering middle schools, her eldest visited both public and private institutions, taking an active role and shadowing students in classes. Ultimately, she chose BASIS DC (410 Eighth St. NW, enrollbasis.com), because it is “academically rigorous.”
For Crusey the guiding principle has been what works best for the student. The success of her children at different schools reaffirmed the benefits of choice.
SOCIAL JUSTICE IN ACTION
At The Social Justice School (333 Kennedy St. NW, www.thesocialjusticeschoolpcs.org), love, learning and liberation are foundational values. Located in Lamond-Riggs and serving middle school students from grades 5 to 8, the school emphasizes empowerment through real-world engagement.
It begins with love. “You’ll hear teachers and leaders say that a lot to kids,” said SJS Executive Director and Founder Myron Long. “Which to middle schools can be awkward at first.” But once students realize it’s genuine, he said, it fosters engagement rooted in problem-solving.
Kids attend from across the city, primarily Wards 5, where the school will continue to be located when it moves into a brand-new building next year, but many also come from wards 7 and 8.
For parent April Thomas, the school’s approach resonated, particularly for her children, Tavon and Tamara. She believes her son especially applied what he learned about social justice in resolving conflicts.
“Our school is a charter school, but it’s untraditional,” Long said. “The students that thrive here are willing to dream about what the world could and should look like.”
A key feature of SJS is student-
led advocacy. One example: a guaranteed income pilot that originated with student proposals. When asked how to reduce poverty, students said simply: families need more cash. “In commitment to sharing and yielding power, we acted on their advocacy,” Long said.
The school partnered with Mother’s Outreach Network (mothersoutreachnetwork.org) to launch the first intergenerational guaranteed income pilot last summer. Families received monthly stipends; 100% said they met their basic needs during the program. With a $400,000 grant from The Greater Washington Community Health Equity Fund (www.thecommunityfoundation.org), the school expanded the program to support 40 families. Parents received $300/month; students, $25/week.
SJS curriculum is project-based, following a structure of “texts, tools and tasks.” Last year, students read Agent Zero, researched gun violence as an epidemic, and organized a school rally in June. “We teach students how to think, not what to think,” Long said. Two or three times a year, students go on an expeditionary learning trip focused on their current topic.
Thomas said more schools should incorporate the “social justice DNA” into learning. “The way things are now, that education is important,” she said, especially “a school environment that teaches you how to process social change.”
OPPORTUNITY AND GROWTH AT KIPP
For Joy Parker and her mother, Joy Hicks, KIPP College Preparatory High School (1405 Brentwood Pkwy NE, kippdc.org) offered opportunity, growth, and community. Joy joined activities from volleyball to poetry club. “Every after school, I was there or doing something. It really helped to stack my resume,” she said.
A summer program that included travel, backpacking, and kayaking was especially impactful. Fully funded by
the school, it broadened her perspective and gave her independence.
KIPP also helped Joy overcome public speaking anxiety. Through Girls Inc. and stage performances, she gained confidence. “I struggled with my speech, but they put me in front of people,” Parker remembered. “Being in Girls Inc. and on stage really helped me become who I am now.”
The school supported college preparation with classes and advisors who guided students through applications and financial aid. “There was an entire class on just your next steps in your senior year. FAFSA, applications–they were there the entire time.” Every 2025 graduate was accepted at a college, Parker said. She plans to study veterinary science at High Point University.
KIPP has become a family tradition. Parker attended from pre-K3 through graduation, following her siblings, the eldest of whom is now 28 years old. Its neighborhood presence made it a natural choice.
Her mother emphasized the high level of parent involvement, which at one point included Saturday enrichment lessons. Hicks, a KIPP parent for more than 20 years, said, “You have to be committed to your child’s education if they go to KIPP.”
MEETING STUDENTS WHERE THEY ARE
Three years ago, Stephanie Ross moved to DC, seeking the right school for her three children. Capital City Charter School (100 Peabody St. NW, ccpcs.org) stood out–especially for her son Adonis, who has ADHD and autism.
“I had an advocate and special education attorney to help navigate the next steps,” she said. “Capital City did the best with trying to accommodate his needs. The intent was there.”
In Prince George’s County, Adonis was moved between schools. At Capital City, he was placed in a setting with a special ed teacher and assistant. “It was too restrictive for him,” Ross said. But the general
classroom had too much stimulation. “He got in trouble more because he struggled with social cues,” Ross said.
The school tried to bridge the gap. “They didn’t have a middle ground for kids like Adonis–who aren’t severe but aren’t ready for general education either,” she said.
Ross praised staffer Melody Maitland. “She was really good with Adonis. Sometimes he’d sit in the office with her to do work. They even had a personal protection plan for him... They went over and beyond to make him feel safe and cared for.”
A neuropsych evaluation confirmed Adonis needed a different environment. “The IEP team’s goal was to help him be successful,” Ross said. “They knew they couldn’t provide the right middle ground, so they supported the referral process.”
Despite needing a new placement, Ross came away with a strong impression. The commitment to student success mattered, even when the path was complex. “They did their best to work with Adonis. They made so many adjustments and accommodations.”
Her youngest daughter, Peyton, will start at Learn DC (100 Duncan Ave. SW, www.learncharter.org), a charter school that opened to all District students on Joint Base AnacostiaBolling (JBAB). After struggling in private school, Ross is certain Peyton will flourish in a setting that emphasizes individualized instruction and small-group learning.
Peyton, a “free spirit,” is especially looking forward to the art program, which her previous school did not have, and a more flexible structure.
“They believe everyone should get a specialized education because everyone learns differently,” Ross said.
That is the principal behind DC’s school choice system, which allows families to make choices that meet all their needs, the needs of the student, the family and even the world. u
• We prioritize a comprehensive education approach and redefine student achievement through our membership in the EL Education partnership.
• Our curriculum accommodates multilingual learners programs through a diverse range of interests and courses such as Visual Arts, Music, Spanish, Performing Arts, and Technology.
• Our Before Care, After School, Meridian Clubs and Athletics programs provide students with opportunities to explore their interests and discover their path in life.
Public Schools Move to Ban Smart Phones
by Elizabeth O’Gorek
In a letter to DC Council this June, Advisory Neighborhood Commissioner (ANC) Tiffany Nichole Johnson (4B06) said that she was relieved her child had a cell phone during classroom hours. After there was a shooting outside of the school, it was the only way Johnson could be sure her daughter was safe. “It took DCPS hours to even acknowledge that the shooting had occurred,” Johnson wrote. “As a parent, we have no choice but to rely on the real-time information provided by our children, regarding their safety.”
On July 1, DC Council passed the Distraction-Free Learning Amendment Act of 2025. The law–which prohibits cell phones, tablets, personal gaming devices and similar gadgets during the bell-to-bell school day across all traditional public and charter schools–is set to take full effect in the 2026–27 academic year. The law was delayed to allow other local education agencies (LEAs) time to create and disseminate policies.
But DC Public Schools (DCPS) will implement a no device policy in all its schools beginning August 25, 2025. The law reflects mounting concerns over the negative impact of screen time on student academic performance, mental health and social interaction. But some families have concerns about technology provided to children in class, about their child’s ability to communicate in the day and like Johnson, about safety communication, if it is left solely to the school.
LEARNING
DC Council hopes the law will remove distractions and improve student performance. Only about 34 percent of District students read at grade level; under 23 percent are at grade-level math proficiency. Ward 2 Councilmember Brooke Pinto (D), who introduced the legislation, argued that banning personal devices can help restore focus, curb cyberbullying and foster in-person engagement.
“This type of non-academic use has been linked
to decreases in student learning,” Pinto wrote. “In addition, the use of social media on cell phones and other wireless devices has been linked to detrimental impacts on mental health and the escalation of conflicts in our schools, which also negatively affects academic performance.”
DCPS Chancellor Lewis Ferebee said a pilot program in DCPS last year resulted in increased engagement, reduced anxiety and better peer-to-peer and student-teacher connections. This year, DCPS will allow the use of school-issued devices for educational purposes, while leaving schools flexibility to determine how the policy will work for them–ranging from locked pouches to centralized lockers.
EXCEPTIONS
There are some exceptions in the law and in DCPS policy. Students may use devices for educational activities, during field trips and for disability, medical
or learning-plan accommodations.
The law is deliberately non-specific about smartwatches. During hearings, DCPS told council that decisions about whether to restrict smart watches should be left to individual schools. “Banning smart watches requires additional time and effort for schools to collect them, store them and monitor their use,” said DCPS Deputy Chief of Schools Jennifer Rosenbaum. “We believe that schools are best situated to determine if that time and effort are worthwhile based on their own community and staffing situations.”
Currently, smartwatches are permitted in some traditional and charter schools. While Basis DC Public Charter School (PCS), has different policies around smart phones depending on grade level, all students are allowed to keep their smartwatches. The small screens are not conducive with social media scrolling, said Head of School Calvery Cooper. Hardy MS collects phones, said Principal Maurine Westover. “[But] we don’t collect smart watches at Hardy because we find they strike the right balance,” she said. “Families are provided security while removing unnecessary distractions for the students and aligning with our goal of enhancing focus and interpersonal skills.”
PRIVATE AND PAROCHIAL SCHOOLS
Many independent and religious schools in the District have long implemented phone bans similar–or stricter–than the proposed public school rules.
For instance, Saint Peter School (SPS) on Capitol Hill has banned personal internet-connected devices since January 2012. Devices must be left in a basket by the principal’s office on arrival, including smart watches and tablets and retrieved at dismissal. The no-technology policy also applies to schoolsponsored activities, including the middle school dance and ski club. Exceptions are assessed on a case-by-case basis.
“Saint Peter School’s long-standing phonefree policy enables students to be fully present to
A child texts outside a DC school. DCPS is implementing a bell-to-bell ban on most devices in fall 2025; a law requires public and public charter schools to have a plan to get smart phones, tablets and gaming devices out of classrooms by SY 2026. Photo: E.O’Gorek/CCN
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focus on learning and creates space for meaningful connection with their teachers and peers,” said SPS Principal Karen Clay. “I applaud the DC Public School system for its decision to implement a similar policy in support of students’ academic, social and emotional wellbeing.”
Students at Catholic Washington School for Girls (WSG) have put devices in lockers daily for years. Dean Essence Moore said that students are more attentive, ask more in-depth questions, and build stronger interpersonal skills. “If we had our phones, we would honestly just keep our heads in our phones the whole time,” WSG eighth grader Aziza told WTOP. And Georgetown Day School (GDS) banned cellphone use in their lower school years ago, expanding it to the high school last school year. In an editorial for the Atlantic, GDS Head of School Russell Shaw said that it was crazy to think high school students in the 1960s had access to cigarettes. “I believe that future generations will look back with the same incredulity at our acceptance of phones in schools,” Shaw wrote.
PUBLIC SCHOOLS ALREADY ON BOARD
It isn’t just the independent schools. Many of the public and public charter schools are already on board. DCPS’s Rosenbaum said that as of the 202425 school year, all DCPS middle schools restricted cell phone use during the day. High school restrictions varied from no use on school property to a ban on cell phone use in the classroom. Some schools leave it up to individual teachers, parents said. Benjamin Banneker Academic High School Principal Anita Berger said she first saw cell phones as a distraction in 2004, when she was an Assistant Principal – not just in class, but also during times when students should have been focused on building peer relationships. When Banneker moved into a new building in 2021, the design included space for 800 devices in lockers located near the school’s entrace. With combination locks, administrators no longer need to collect or return phones.
“This is critical as high schoolers continue to develop their all-important interpersonal skills. When guests tour our school, they often comment on students actually interacting with each other at lunch – having conversations, playing games like Uno, and more,” Berger told DC Council.
CONCERNS: TIME AND MONEY
That was a costly system built into a brand-new building. Many public charter schools worry about the staff and financial resources needed to enforce a device policy, especially smaller schools. Tracy L.
White, CEO of Paul PCS - International School, said it’s a full operational shift that affects arrival, dismissal, behavior standards, and communication. Enforcement at Paul requires a team of 12 to 16 staff across two buildings. The school has spent over $200,000 on storage and staffing. “Passing legislation to mandate this across all schools without funding,… or a model for consequences is deeply concerning,” he told DC Council.
Parents also raised concerns. Deirdre Brown, a parent leader with Parents Amplifying Voices in Education (PAVE), said she was especially worried about how the policy might affect students with disabilities – even though they are exempt. Her youngest child relies on assistive technology to access their education. Brown feared students using devices could be singled out, identifying them as having special needs. She also worried that administrators would be put in a difficult position, having to distinguish between necessary accommodations and policy violations.
STUDENT OPPOSITION
Unsurprisingly, most students who testified at the council oversight hearing opposed a smartphone ban. Jackson-Reed senior Elijah Gold-Moritz said it’s “absolutely necessary” for DCPS students to have phones at school. “Students have transportation needs, family responsibilities like caring for siblings, medical appointments, and work – all things that require phones during the day,” he told the council.
Benjamin Banneker sophomore David Armando agreed. “Phones are required for communication with family, work responsibilities, and even homework,” he said. Both students supported a ban during instruction only, suggesting phones be stowed in bags or collected by teachers.
But experts told DC Council that this approach doesn’t work. Carolyn Heinrich, University Distinguished Professor at Vanderbilt, observed classrooms for a decade. “Even with signs prohibiting phones, most students used them during class,” she said. Phones distracted from learning, and some students used them to look up test answers.
Some students said phones are essential because school-issued tech falls short. Chioma Ukaobasi of School Without Walls said school laptops degrade quickly. “In an hour, mine drops from 100% to 30%,” she said, adding that many useful sites are blocked.
LESS COMMUNICATION, MORE CONNECTION
Other students supported this, including Hardy Middle School eighth grader Ella Kihn, who emphasized the community and relationship-building
benefits. More friendships are born, Kihn said, when kids interact in real life. “People can be more themselves without phones because they don’t have to show up for social media,” she added, noting that phone bans reduce the sharing of potentially harmful videos and photos.
Most parents backed the law, viewing it as a public health initiative, citing improved mental health amid social media dangers. Carolyn Bowen, a Ward 7 parent at Payne ES and Eliot Hine MS, highlighted the need to diminish distractions, curb cyberbullying, and encourage personal interactions.
John D. Hassell, parent of a former McKinley high school student, mentioned that after a brief period post-COVID when students had phone access, “unacceptable distractions” led school officials to quickly reinstate the ban. He said he had never had trouble communicating with his child during school hours.
COMMUNICATION
As the council debated the bill, Alison McGill expressed her concerns. Her husband was at Navy Yard during the 2013 shooting of 12 people at Naval Sea Command, and she and her son have fled gunfire twice coming home from school. While she believes her son doesn’t need a smartphone at Eliot Hine MS this fall, she wants him to have access to his smartwatch. “This could be the last time my child speaks that I hear. I want my son to have that access,” McGill said.
However, council and school officials argue that school messaging is more effective in emergencies. “In many cases, it is not the time to communicate with others,” said DCPS Chancellor Ferebee regarding situations like a school shooting. “We don’t believe it’s the time to be using their cell phones.”
“I one hundred percent support this,” one parent told Capital Community News. “Even in emergencies, I want my child fully focused on staying safe and following directions, not on contacting me or others.”
Caroline Pryor, a lead organizer with EmowerEd, stated that many families are extremely worried about safety, which now includes concerns about immigration raids in addition to gun violence. “If we proceed with a device-free learning environment, we must ensure that emergency communication is effective and meets crisis conditions, with family and student buy-in,” she wrote.
Communication must be improved before schools can remove devices from the classroom.
DCPS must act quickly as schools must communicate policies to families by Aug. 10, 15 days before the school year starts. u
How Volunteering Can Shape a College Application
by Elizabeth O’Gorek
In DC, most high school students must complete 100 community service hours to graduate. Not only is this beneficial to the places they volunteer, but volunteering also fosters real-world skills and confidence–traits that are valuable well beyond graduation.
Many students use these experiences as a focus of their college applications. But in the competitive college admissions arena, not all service is equal. While thousands of applications include volunteer hours, experts say how students frame these hours often makes all the difference.
It’s not just DC schools, but many other schools have hours requirements per year,” he notes. In other words, it’s a baseline expectation.
Yet volunteer experience can tip the scales, particularly when aligned with a student’s passions. A National Association for College Admission Counseling (NACAC) survey of 264 admissions officers at US colleges shows that 58 percent of admissions officers said community service positively affects acceptance chances; 53 percent said that service can be a tie-breaker between equally qualified applicants.
“Volunteer experience can tip the scales particularly when aligned with a student’s passions. Service can be a tiebreaker between equally qualified applicants.
Experts note that admissions criteria have shifted considerably over the last five to ten years. Grades and scores are no longer enough; students must also build a compelling narrative that reflects their passions and character. Volunteering can be a tool, but not the only one.
“College admissions these days is really tough if you want to go to a really popular or elite school,” said Erik Huber, Senior Admissions Consultant at Bentham Admissions (www.benthamadmissions. com). “Students have to ask themselves if they are willing to do the hard things you have to do to get into the school.”
DISTINGUISHING YOURSELF
Jayson Weingarten is a former Penn admissions officer who is now a consultant at Ivy Coach (www.ivycoach.com). He is quick to dispel the myth that service work alone will dazzle elite admissions offices.
“For most students, volunteering is just a high school graduation requirement.
That matters because top schools could fill their incoming classes many times over with students that have the best grades and test scores.
“All of the other extracurriculars, the stories, all these extra “tip” factors, they’re really what differentiates students in the process,” Weingarten said.
One way to use volunteer roles is to show commitment, Huber suggests. Volunteer long term with one organization, working up to a leadership position. Students should challenge themselves to tackle uncomfortable tasks. Service hours can help tell the story of your passion, commitment and your personal progress. The commitment not only strengthens an application–it supplies compelling essay material.
“Ideally, your application should focus on a specific passion or talent of the student and so should your volunteering,” he says.
Huber cites the example of a student passion-
ate about data science. Instead of just collecting water samples for an environmental project, the student built a public-facing website to report water quality, block by block and season by season. “Putting that together required data science skills,” Huber says, “and told a story about the student’s interests.” And his commitment.
VOLUNTEERING AS PERSONAL NARRATIVE
Rather than viewing volunteer hours as isolated points, experts urge students to weave them into their larger story. “We do want most of those [activities] pointing in the direction of, ‘I’m a mathematician,’ ‘I love the life sciences,’” says Weingarten. His advice? Become “well-angled,” not merely well-rounded–a student whose pursuits all support a clear identity on the application.
A student passionate about literature might launch a writing tutoring group; another interested in neuroscience might volunteer with dementia patients. “You could write in an essay about what you learned about writing from teaching it,” Huber suggests–the narrative deepens when students reflect on what they’ve learned and who they’ve become.
WHEN SERVICE LEADS
Some students turn volunteering into a defining feature of their application. For students who are naturally drawn to social justice or civic engagement, volunteering can itself help reinforce their identity, Weingarten says. “If you are the social justice kid, volunteering probably matters.”
Huber describes one student who fed families at car windows during the pandemic, speaking Spanish to them as she did so. She went on to found both a high-school service club and a nonprofit providing backpacks to foster children, expanding its reach across three counties.
“She based her college essay on service,” Huber says. “And when she answered the ‘Why this college’ essay, she made sure to research and mention the service organizations on campus she wanted to work with.” She was admitted to Northwestern and the University of Michigan.
In another case, a student in Flint, Michigan, was disturbed by the closure of a local food pantry. “She contacted the school superintendent and asked if she could start a food pantry and collect food at all the schools in the district,” Huber recalls. Her work earned her a seat on the school board and letters of recommendation that helped her get into both Harvard and Yale.
Weingarten puts it succinctly: “Passion is a raw material,” not something students are expected to master by high school. It’s a spark colleges want to see, potential they can help ignite and shape.
STRATEGIC CHOICES
Despite their strong support for meaningful service, both experts are clear: not every applicant needs to anchor their profile in volunteering. “Plenty of students who don’t put any volunteer service on their application get in,” Weingarten reminds us. “These are not checkbox requirements for admission.”
Volunteering, he advises, should be strategic and students should be “selfish” about choices–in the sense of aligning with what the student truly cares about. “Maybe you find a cause,” Weingarten advises, “or you find some sort of issue that aligns roughly with what you’re saying you’re interested in.”
MIND, BODY, SPIRIT–AND STRATEGY
Volunteering connects to the broader American educational ideal of developing mind, body, and spirit, Weingarten explained. “It’s been decided as a society that we want our schools to inculcate values into our children and one of those values is service and selflessness.”
But he’s also pragmatic. Most applications have about ten spaces for extracurricular activities. Many applicants will have to prioritize which they feature, he said. “If you have it as a requirement and you do it, but you have other good things that
you’ve done, not putting it on the application is fine,” Weingarten allows. Students must evaluate whether volunteer work amplifies their profile and enhances their strengths. Perhaps it would best serve as fuel for an essay response. Maybe it merely adds noise.
Huber adds that today’s applicants face high standards. “If not volunteering, you have to do something equally hard and exceptional in extracurriculars or academics (and exceptional means more than a 4.0),” he says.
While families do reach out in a student’s senior year, many begin working with consultants as soon as they select a high school. College advisors can help individual students with course selection and extracurricular choices. They shape student resumes and later, college applications, around student interests and their desired major. “We want to help set up a pathway and a plan for success,” Weingarten said.
BEYOND COLLEGE APPLICATIONS
Volunteering leaves an impact far heavier than just bolstering a resumé. Colleges value passion, curiosity, and evidence of personal growth–elements difficult to capture in test scores and transcripts.
Ultimately, volunteering is not about checking a box. It’s about showing your passion for your interests. It can show admissions officers the kind of person you are–and the kind of student you will become.
Volunteering isn’t magic. But when done with intention, it can tell a story no test score ever can.
Eric Huber is a consultant with Betham Admissions. Learn more and get advice by visiting www. benthamadmissions.com or calling 929-200-3306.
Jayson Weingarten is a former admissions officer who is now a consultant with Ivy Coach. Get more information about admissions counseling and tutoring at www.ivycoach.com or by email at ashley@ivycoach. com u
Jayson Weingarten, a former Penn admissions officer who is now a consultant at Ivy Coach www.ivycoach.com.
Making the Most of Parent-Teacher Conferences
by EV Downey
Parent-teacher conferences can be an essential part of helping your child succeed in school, but let’s face it–they can also be a little nervous-making for the parents. In order to make the most out of your conferences, here are some tips:
PREPARE, PRIORITIZE, AND BRING QUESTIONS
Most parent-teacher conferences come directly after report cards have been issued. Make sure you make the time to thoroughly review your child’s report card so that if there is anything you want to ask, you are ready. Don’t be afraid to ask for clarification. There are a lot of details about behavior in addition to academic performance, so it can be overwhelming for someone who doesn’t work in education.
By all means, have your questions prepared and ask them! Once you’re in the meeting and the clock is ticking, it’s easy to forget what you wanted to ask. Have notes prepared in advance so you don’t lose track of your thoughts under time pressure.
With limited time, focus on the areas you are most concerned about. That doesn’t mean you have to leave out all your questions–just consider which ones could be addressed later by email so that the conference can focus on the most important issues.
LET THE TEACHER LEAD, THEN JOIN THE TEAM
The teacher does this all the time. He or she has the information prepared and knows what is necessary to make the meeting work best. Let them lead the way and listen to the presentation of any concerns and praise first. After that, be ready to participate. Consider the teacher to be on a team with you and your child. Bring a proactive approach and be open to suggestions about what you can do at home to support what you discuss.
LISTEN WELL, TAKE NOTES, AND FOLLOW UP
A lot of information is going to be covered in a short period of time about the most important person in your life. Don’t assume you will remember everything that is said. Jot down
important points, especially action items you might be given.
If you leave the conference with tasks for yourself or the teacher, send a follow-up email outlining the plan. The teacher is meeting with 20+ other parents in a short window–help her out by documenting the agreement. If you’re implementing suggestions at home, don’t be afraid to update her so she can track progress and effectiveness.
BE RESPECTFUL, EVEN WHEN THERE ARE PROBLEMS
Remember that these meetings may be difficult for the teacher too. Try to be complimentary, mention how much you appreciate her taking the time to meet, and try to keep your tone as positive as possible–even if you have a problem with something she’s done or is doing.
You may well have concerns or complaints, but try to frame them positively. One of my favorite teacher quotes is, “I won’t believe half of what your child says about you if you agree not to believe half of what he says about me.” Children have vivid imaginations, aren’t always the most reliable reporters, and are certainly not privy to everything going on in the classroom. If you have concerns, by all means bring them up, but try not to assume that everything your child told you is true. Believe me, it may not be. Again, work as a team to figure out how to make the classroom work for everyone. Sometimes that means working on your own child’s behavior and/or reactions to what’s happening.
BE READY FOR TOUGH CONVERSATIONS AND ADVOCATE WHEN NEEDED
Nobody wants to hear–or say–anything negative about their child, but the conference is the time to make a plan to work on any weaknesses, whether they are academic, behavioral, social, or emotional. If you have concerns, ask the teacher what she sees going on and what the team can do to make things better.
You also have the right to request testing if you believe the concerns go beyond typical developmental or academic challenges. Schools are obligated to evaluate students for academic delays, developmental disabilities, or attention issues when requested. A conference is a good time to start that conversa-
tion, but always follow up in writing to create a record–school systems have timelines they must follow once a request is made in writing.
The vast majority of educators want nothing more than for their students to succeed and be happy at school.
If the evaluations nd that no further testing is needed and you still have concerns, you can contest the nding or choose to use your insurance or pay out of pocket for an independent evaluation. If you do, the school is required to review that outside testing and determine whether support, such as a 504 Plan or an Individualized Education Plan (IEP), is appropriate.
KEEP THE MEETING FOCUSED
It can be tempting to share stories or funny anecdotes about your child–after all, this is someone who spends a lot of time with them. But most conferences are 15–20 minutes long, so try to stick to the important points. Leave the casual conversation for another time.
RESPECT THE PRIVACY OF OTHER STUDENTS
Teachers and administrators cannot tell you about issues with other students. You should absolutely share your concerns about social interactions in the classroom, and the teacher may or may not be aware of the issues. Your input may be helpful. However, the teacher cannot tell you whether the other student has special needs or what might be going on at home. ey cannot share details of interventions or disciplinary actions because doing so would violate that student’s privacy.
is can be very frustrating, especially if you don’t feel that your child’s side of things is being acknowledged. But rest assured that letting the teacher know about the problem is the best way to help a remedy be developed.
REMEMBER–YOU KNOW YOUR CHILD BEST
While the teacher is certainly the expert educator, you are the expert on your child. You have a unique insight into what makes your child tick. Feel free to share suggestions about things that can reasonably be done in the classroom to help your child succeed, provided they don’t add a lot of work for the teacher or take away from the rest of the class.
YOU REALLY ARE ON A TEAM
is point has already been stated, but it bears repeating: your teacher is your ally. e vast majority of educators want nothing more than for their students to succeed and be happy at school. ey will do everything they can to make sure that happens.
It’s not just a cliché–teaching is an overworked and underpaid profession that requires extensive and ongoing training. Teachers are not just there to collect a paycheck. ey care. Allow your parent-teacher conferences to be a collaborative e ort that helps your child receive the best possible education.
E.V. Downey is a private tutor and educational consultant based on Capitol Hill. She is Orton-Gillingham certi ed and works with students with a variety of strengths and weaknesses. She also helps families navigate the public, private, and special needs school systems. ◆
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The Best Way to Restore Peace to Your Home Parenting the Kid You Have
by Maggie Tatum
I’m writing this from bed. It’s late. My three-year-old is on the floor next to me, fighting the sleep I’m so desperately lacking. I’ve only just gotten upstairs after cleaning dry erase marker off of most of the surfaces of my home and mopping up puddles of melted ice, compliments of my teething 18-month-old. I share this to let you know that the advice that follows not only comes from an educator with fifteen years of experience and a Master’s degree is Special Education, but also a mom who is in the absolute thick of it, raising two spectacular kids determined to be entirely themselves.
The best advice I can give? Parent the kids you
have. If you intentionally parent your kids as they really are, I guarantee your day-to-day life will be easier, you’ll feel less burned out, and you’ll be able to enjoy your children about a million times more.
Our kids are born with their own personalities, preferences, sensitivities, and brains. They come into this world wired differently, and I’m here to assert that this is wonderful. And yet many of us unintentionally try to mold them into something else. We push them into clothes they hate wearing, into responsibilities they’re not ready for, and into neurotypical molds that squash their unique gifts and overemphasize their challenges. We vastly overestimate our ability to sculpt our
children into exactly who we want them to be, and when they resist, we double down.
But here’s the good news: It doesn’t have to be that way. You can shift your entire parenting approach by simply choosing to parent the child that’s in front of you–not the child you expected, not their sibling, not the neighbor’s kid, and certainly not a copy of yourself.
To do this, I use four essential questions in both my coaching practice and my home. They serve as a guide to help parents assess what really matters so that you can allow your kids to be who they are while also raising them to be good humans.
Kids (and families) thrive when they are taught in a way that harnesses their strengths and acknowledges and navigates their challenges. Education. by Olly. (Adobe Stock)
IS MY CHILD CAPABLE OF DOING WHAT I’M ASKING THEM TO DO?
Is this developmentally appropriate? I often use Montessori-informed guidelines to gauge developmental readiness. Remember: guidelines, not rules. What a child is capable of doing in one environment–say, at school when they’re well-fed, rested, and feeling safe–may not be realistic when they’re tired, overstimulated, or hungry at home. And for neurodivergent kids, these expectations often need to be adjusted even more. For example, children with ADHD may lag in executive function by up to three years compared to peers.
Our greatest frustrations come from unmet expectations. Revising our expectations is the x.
WHY IS IT IMPORTANT THAT MY CHILD DO THIS?
If your reasoning starts and ends with, “Because I said so,” you may want to dig deeper. Yes, as parents we provide structure and safety and we have non-negotiables. I’m suggesting you identify what those non-negotiables are, because having a core set of family principles allows you to make directives for your family that are intentional.
In our family, we focus on ideas like: “ is is not your fault, but it is your responsibility,” and, “We respect other people’s space and needs.” ese principles help us to explain the “why” behind requests and to impart our values. So if water gets spilled, there’s no shame–but they do need to clean it up. And when I’m overstimulated and ask for quiet, it models that we all have the right to advocate for our needs.
When you root your directives in values, you communicate more than rules–you communicate purpose. And you might also discover that some things just aren’t worth enforcing.
DOES MY CHILD REALLY NEED TO DO THIS?
ere are non-negotiables. But there are also countless things that frankly just don’t matter. Mismatched socks. e perpetually cluttered bedroom. Unless it’s infringing on safety or someone else’s well-being, ask yourself: Do I really need to die on this hill? If your child can nd their belongings, and their mess stays contained, maybe the room doesn’t need to look like Martha Stewart grew up in there.
Letting go of unnecessary battles lightens everyone’s load. And the more exibility you show in the small stu , the more your kids will say yes to the things that really matter.
DOES MY CHILD NEED TO DO THIS THE WAY I’M ASKING?
Our kids crave agency. If you ask them to clean up, and they want to pick up blocks one at a time with a toy crane–let them. If they put their pants on backwards but insist they’re comfy–let it be. If your student needs to pace the room while brainstorming their essay–why not? As long as the task gets done and safely, great.
Returning to these four questions has revolutionized my life. ey remind me that my job isn’t to control, but to guide and support my students and kids to shine as the once-in-a-universe cosmic events that they are.
At Empowerment EDU, we help families 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. ◆
DOWNEY SCHOOL CONSULTING
CONSULTING:
• Public and charter school lottery at all grades
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ONLINE TUTORING:
• Orton Gillingham certified
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• High school placement test prep
• Other admissions test prep
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EMPOWER You r Child's Learning
with E.V. Downey
• Certified Tutor & Educational Consultant: Specializing in autism, ADHD, and dyslexia.
• Experienced Guidance: Helping families navigate the D.C. educational landscape.
Kids and Family
NOTEBOOK
by Kathleen Donner
WEEKLY STORYTIME STUDIO AT THE HIRSHHORN
On Wednesdays, 10 a.m. to noon, bring your youngest artist to Storytime Studio for a creative experience that makes art come to life. Storytime Studio is a captivating blend of play, movement, readalouds, and art exploration designed especially for young artists and their adult caregivers. Join Hirshhorn educators to experiment with play and artmaking, immerse yourself in interactive read-alouds, and experience kid-friendly tours of art on view. Free; no registration required. Recommended for ages six and under, plus adult caregivers. Storytime Studio has limited capacity. Participation for each adult and child is limited to one hour. Meet in the Hirshhorn Art School on the Lower Level. hirshhorn.si.edu.
ARENA STAGE COMMUNITY DAY
On Saturday, Aug. 23, 11 a.m. to 7 p.m., experience theater like never before. Arena Stage, 1101 Sixth St. SW, is opening its doors and bringing energy into Southwest DC as they take over Sixth St. SW with food, music, performances, and more. Free and open to the public. No registration needed. arenastage.org/communityday25.
CRADLEBOARDS AND CRAWLERS AT AMERICAN INDIAN
Designed for early learners (ages birth to two), their caregivers, and families, this drop-in program on Tuesdays and Wednesdays in August, 11:15 to 11:45 a.m., at the American Indian Museum, o ers young visitors the opportunity to enjoy a book by a Native author or illustrator read by a Museum Educator, engage in free play and sensory enrichment, and participate in other hands-on learning. americanindian.si.edu.
CHILDREN’S BOOKS AUTHORS AT THE NATIONAL BOOK FESTIVAL
e National Book Festival is on Saturday, Sept. 6 from 9 a.m. to 8 p.m. at the Walter E. Washington Convention Center. Doors open at 8:30 a.m. e festival is free and open to everyone. In addition to the vast array of author conversations, the festival o ers a wide range of familyfriendly activities, workshops and interactive programs
Photo: Rick Coulby
for attendees of all ages. Here are some of the participating children’s books authors: Kwame Alexander and Jerry Craft, “J vs. K”; Katherine Applegate, “Pocket Bear”; Mac Barnett, “ e First Cat in Space and the Wrath of the Paperclip”; Jorge Cham, “Oliver’s Great Big Universe: Volcanoes Are Hot!”; Gale Galligan, “Fresh Start”; Ti any D. Jackson, “Blood in the Water”; R.L. Stine, “Stinetinglers 4: 3 Chilling Tales by the Master of Scary Stories” and “ e Last Sleepover”; J.E. omas, “ e AI Incident”; Paul Tremblay, “Another”; and Renée Watson, “All the Blues in the Sky”. Loc.gov/bookfest.
“WOMEN IN SPORTS” AT THE WHARF
On Saturday, Sept. 6, noon to 8 p.m., on Transit Pier, come to a free, family-friendly day of recognizing today’s female athletes and learning how the next generation can get in the game with DC’s leading tennis organizations. wharfdc.com.
STAR FEST 2025 AT MLK LIBRARY
On Saturday, Aug. 16, 10 a.m. to 2 p.m., DC Public Library’s Books from Birth and DC Public Library Foundation’s Beyond the Book program present STAR Fest 2025 at MLK Library, 901 G St. NW. STAR stands for Sing, Talk and Read, three of the key early literacy practices. STAR Fest is a free family festival that
“CHILDREN’S ENTREPRENEUR MARKET” AT UNION MARKET
Whether it’s a lemonade stand or a lawn mowing service, children love participating in commerce. On Sunday, Sept. 14, 11 a.m. to 3 p.m., at Union Market, 1309 Fifth St. NE, come support budding business owners as they gain rsthand experience delivering their sales pitch, conducting transactions and polishing their customer service. Children’s Entrepreneur Market kids are ve to seventeen years old, sell just about everything and it’s free to the public. unionmarketdc.com.
celebrates all the ways you can help your child grow into a con dent learner as you complement reading with singing, talking, writing and playing. is event features live music, story times, free books, giveaways and fun family activities. Register at dclibrary.libnet.info/event/13545888.
GABBY’S DOLLHOUSE MEOWSEUM DISCOVERY DAY
On Sunday, Sept. 7, 9:30 a.m. to 4:40 p.m., the National Children’s Museum on Woodrow Wilson Plaza, 1300 Pennsylvania Ave. NW, is hosting a Gabby’s Dollhouse MEOWseum Discovery Day, a collaboration with
EXPERIENCE AN 18TH-CENTURY MARKETPLACE
On Saturday and Sunday, Sept. 13–14, 9 a.m. to 5 p.m., step back in time at Mount Vernon’s Colonial Market & Fair, featuring food and wares by colonial artisans. Stroll the 12-acre eld, explore handcrafted items, and watch artisans demonstrate 18th-century techniques. Play colonial games on the bowling green and enjoy live music in the market square. Sample and purchase fresh-baked bread and other foods. Artisans from across the U.S. will sell handmade goods including baskets, ceramics, furniture, jewelry, textiles, soaps, and more. Fair is included with admission: adults $28, ages 6–11 $15, kids under 6 free. mountvernon.org.
DreamWorks Animation and the Association of Children’s Museums. is day-long event includes multiple cat-tastic activations throughout the Museum and a Meet & Greet opportunity with Gabby (registration required). Complementing the Meet & Greet, engaging activities will take place throughout the Museum, allowing all guests a chance to experience the joy of Gabby’s Dollhouse. Activities include: Gabby’s Dollhouse Storytimes; DJ Catnip Baby Jam + Noise Parade; and a Scavenger Hunt. Admission is $18.95. nationalchildrensmuseum.org.
VISIONARIES IN ART: EXPLORING BLACK CREATIVITY & EXPRESSION
On select Tuesdays and ursdays at the Anacostia Community Museum, 1901 Fort. Pl. SE, explore the rich legacy of Black Arts Education in Washington, DC through an immersive experience designed for youth audiences (eight and older). Engage in close-looking activities featuring works by in uential local artists and art educators, then bring your own creativity to life through hands-on artmaking. Programs are from 1 to 2:15 p.m., on Tuesdays, Aug. 5, 19 and 26, Sept. 2 and 9; and ursdays, Aug. 7, 14, 21 and 28, Sept. 4 and 11. anacostia.si.edu.
“TEENS BEHIND THE SCENES” AT THE NATIONAL THEATRE
Teens Behind the Scenes o ers racially and socio-economically diverse DC-area high school students free access to touring Broadway shows,
STORY TIME AT AIR AND SPACE ON THE NATIONAL MALL
On ursdays in August, 11 a.m., join Air and Space for a reading of Oh No! Astro by Matt Roeser and learn about what can happen when an asteroid heads toward the Earth. Find out more about asteroids, meteorites and craters. After the story, make some crater art to take home. On ursdays in September, 11 a.m., join Air and Space for a reading of You Can’t Do at, Amelia! by Kimberly Wagner Klier and learn about how Amelia Earhart became the rst woman to y solo across the Atlantic Ocean. Free; timed-entry passes required. airandspace.si.edu.
post-show discussions, and exposure to careers in the performing arts. Students engage with Broadway at e National productions and participate in talkbacks with a dramaturg and special guests. To join the waitlist, review the requirements and complete the Student Interest form at nationaltheatre.org/teens-behind-the-scenes/ student-interest-form.
“JUST DROP IN” AT THE NATIONAL BUILDING MUSEUM
Held on the rst Sunday and fourth Saturday of every month from 10 a.m. to 2 p.m., these workshops o er the perfect opportunity to engage in a variety of building and craft activities inspired by the world we design and build. On Saturday, Aug. 23, drop in and become a mini engineer. Kids will use paper plates, straws, tape, and other simple materials to design and build their own marble mazes. Inspired by Rube Goldberg machines, these creative challenges encourage problem-solving, experimentation, and fun as kids guide a marble from start to nish. Pre-registration is recommended but not required. Program tickets are $7 per participating child and $10 per adult, which includes admission to the Museum’s exhibitions. e NBM is at 401 F St. NW. nbm.org.
IMAGINATION STAGE ANNOUNCES 2025-2026 SEASON
Kids love animals, and the 2025-2026 season features them right, left, and center, highlighting how they provide comfort and companionship for children and are just plain fun and entertaining. First up is the spectacular e Very Hungry Caterpillar Show from Sept. 17 to Oct. 15. Here’s the remaining lineup: e Snowman and the Snowdog, Nov.
19 to Jan. 21; Havana Hop, Feb. 12 to March 7; Pete the Cat, June 17, to July 26. In the Christopher and Dana Reeve Studio eatre, there will be multi-sensory shows for the youngest audiences: Balloonacy, Jan. 10 to Feb. 15; Good Morning, Good Night, March 20 to April 19; and Cat Kid Comic Club (March 18 - 22). Single tickets will go on sale Aug. 1. Discount ticket packages are on sale at imaginationstage.org/seasonal-packages. 4908 Auburn Ave., Bethesda, MD,
SATURDAY CHESS KIDS
Saturday Chess Kids Chess Club is an individualized, highly structured program for students in Grades K through sixth that meets in four-week sessions on Saturdays from 10 to 11:30 a.m. at the Silver Spring Recreation and Aquatic Center, 1319 Apple Ave, Silver Spring, MD. Players are grouped by ability, not age or grade level. Registration for the 2025-2026 Saturday Chess Kids program will open in September. chessctr.org/chesskids.
“LITTLE ARTISTS, BIG STORIES” AT THE ACM
At 10:15 to 11:15 a.m., on Aug. 7, 14, 19, 26 and 28; Sept. 2, 4, 9, 11, 16, 23 and 25; discover the magic of creativity with the Anacostia Community Museum’s storybook reading program for early learners. rough engaging stories, vibrant exhibits, and hands-on art activities, children will explore the legacy of Black arts education in Washington DC, building curiosity, con dence, and a lifelong appreciation for artistic expression. Recommended for ages 18 months to seven years. e Anacostia Community Museum is at 1901 Fort Pl. SE. anacostia.si.edu.
WONDERPLACE AT AMERICAN HISTORY
is learning space in the National Museum of American History is designed especially for children ages six and under. It combines age-ap-
propriate activities with museum collections and touchable objects to provide a gateway to history and a place to exercise curiosity for the youngest historians. Admission to Wonderplace is on a rst come, rst-served basis. At busy times, they may use free, timed-tickets to minimize waiting. Tickets are available for 30-minute visits. No tickets are required for the rst session from 10 to 10:30 a.m. To visit during a later half-hour session, visitors may pick up a ticket at Wonderplace in 1 West. e last entry is at 3:30 p.m. americanhistory.si.edu.
WELCOME TO A NATIVE PLACE
On Wednesdays through Sept. 24, 1 to 1:30 p.m., enjoy tribal songs from Alaska to Florida with Dennis Zotigh (Kiowa, Isanti Dakota and Ohkay Owingeh Pueblo) in the American Indian Museum’s Potomac Atrium. At the end of his 30-minute presentation, visitors from around the world are encouraged to ask questions pertaining to the museum and Indigenous culture in the past and present. americanindian.si.edu.
“DISNEY ON ICE” AT EAGLEBANK ARENA
From Oct. 9 to 13, Disney on Ice is at EagleBank Arena, George Mason University, 4500 Patriot
Circle Fairfax, Va. Tickets are $29 to $110. disneyonice.com.
RACE FOR EVERY CHILD AND KIDS DASH REGISTRATION OPEN
e Race For Every Child on Saturday, Oct. 18 at Freedom Plaza, is a fun event with a serious purpose—to promote children’s health and wellness and raise much-needed funds that help Children’s National ensure every child can bene t from world-class medical care. Pre-race activities start at 7 a.m.; 5k at 8:45 a.m.; and Kids’ Dash at 10 a.m. Children between the ages of three and ten are eligible to participate in the Kids Dash. childrensnational.donordrive.com.
BLACK STUDENT FUND & LATINO STUDENT FUND ANNUAL SCHOOL FAIR
e Black Student Fund & Latino Student Fund Annual School Fair takes place Sunday, Oct. 19, from 2 to 5 p.m. at UDC. Launched in 1972, the Fair connects independent schools with Black and Latino families and is now one of the largest events of its kind in the region. Families can meet with representatives from over 70 independent schools to learn about programs, admissions, and
nancial aid. e event also features seminars on admissions, nancial aid, and family nancial planning. Learn more and register at blackstudentfund.org.
SESAME STREET THE MUSICAL AT THE KC
rough Aug. 31, experience the Muppets from Sesame Street UP CLOSE and IN-PERSON in the Kennedy Center Terrace eater. is is an opportunity to enjoy the Muppets from Sesame Street in an intimate, joyous theatrical setting, which the New York Times calls “playful and captivating; a beguiling place to play pretend.” Don’t miss sing-alongs of the classic songs you know and love. Sesame Street the Musical is most enjoyed for ages two+. Tickets start at $40.25 (which includes fees). kennedy-center.org.
DISNEY’S MOANA LIVE-TO-FILM CONCERT AT STRATHMORE
On Sunday, Oct. 12, at 2 and 6 p.m., Disney Concerts and AMP Worldwide present Disney’s Moana Live-To-Film Concert, featuring a full-length screening of the beloved movie accompanied by live performances. A unique on-stage musical ensemble of top Hollywood studio musicians, Polynesian rhythm masters, and vocalists celebrates the music and songs from this award-winning Walt Disney Animation Studios classic. Tickets are $28 to $78. e Music Center at Strathmore is at 5301 Tuckerman Ln., No. Bethesda, MD. strathmore.org. ◆
JOANIE LEEDS IN THE KENCEN FAMILY THEATER
On Saturday, Oct. 4, 11 a.m. and 1:30 p.m., join Joanie Leeds for a fun and engaging performance lled with music, stories, and hilarious anecdotes. e Grammy Award–winning singer-songwriter is also a national touring artist, early childhood educator, and activist. Joanie’s songs traverse an eclectic spectrum of genres—folk, rock, pop, and hip hop—and cover topics both lighthearted and profound. Since 2008, Joanie has performed nationwide and released 11 full-length children’s music albums. She nds great joy and ful llment in helping kids get in touch with their true selves through music, and her songs resound with all ages. Most enjoyed by ages ve, up. kennedy-center.org.
ADVERTISER RESOURCES
DC EDUCATION
DC Public Charter School Board (DC PCSB) dcpcsb.org
DC Public Charter School Board (DC PCSB) is an independent government agency of Washington, DC. As the sole public charter school authorizer in DC, we provide oversight to 134 public charter schools, which are managed by 68 independently run nonprofit organizations called local education agencies. Public Charter Schools educated 47,525 students during the 2024-25 school year, nearly half of DC’s public-school students.
THERAPY & TUTORING
Capitol Kids erapy LLC capitolkidstherapy.com
Founded in 2000 on Capitol Hill, Capitol Kids erapy provides pediatric speech and language therapy for children up to 12 years of age. Conveniently located at 2nd and D St. NE, they o er o ce-based, home-based, school-based, and daycare-based therapy services. eir 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 erapy is dedicated to helping your child achieve their full potential.
Downey School Consulting
DowneySchoolConsulting.com
Downey School Consulting o ers 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. ¬ ey identify developmental delays and disabilities in children. Early Stages provides evaluations for DC children who are not in school or who are homeschooled. ¬ ey evaluate children living outside of DC to see if they attend a private school or childcare center in DC. Early Stages is a program of DC Public Schools (DCPS). All Early Stages services are FREE.
My Total Tutor mytotaltutor.com
My Total Tutor o ers 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 and neuroscience at UCLA, helps students of all abilities thrive by aligning teaching with how they learn best.
PRESCHOOL
AppleTree Schools appletreeinstitute.org
For 20+ years, AppleTree Schools have provided tuitionfree preschool to DC families. With 13 locations, we o er PK3 and PK4 programs blending academics, socialemotional growth, and play. Our experienced teachers foster creativity, engagement, and a love of learning while empowering children to explore their full potential. To learn more, visit appletreeinstitute.org
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. e 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. ey 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 o er before-care, extended day learning from 3:00 to 6:00 p.m., and flexible part-time spaces.
PRIVATE/PAROCHIAL
Burgundy Farm Country Day School burgundyfarm.org
An inclusive, creative, and nurturing environment, engaging the whole child. Burgundy boasts an expansive, wooded 26-acre Alexandria campus and a wildlife campus in West Virginia. e outdoor learning spaces, theater and studio arts building, barn, and natural play spaces foster an environment of hands-on learning. 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 o ers a Christ-centered micro-school
experience. Established in 2006, CHLG features dedicated teachers, small class sizes, and a close partnership between home and school. e program integrates a Christian worldview into all learning, fostering responsible, independent, and self-driven learners.
Chesapeake Bay Outward Bound School
Outwardboundchesapeake.org/dc-campus
Chesapeake Bay Outward Bound School is opening a new outdoor campus at THEARC in Southeast DC We partner directly with schools & community organizations to provide adventurous learning for youth. rough team challenges and high climbing elements, students unlock the confidence, curiosity, and skills to thrive with purpose! Now welcoming new school partners for the 2025 school year at outwardboundchesapeake.org/dc-campus
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.
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.
Saint Peter School stpeterschooldc.org
Saint Peter School, a 2019 National Blue Ribbon School, is a family of learners serving the Capitol Hill parishes and community. e 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.
PUBLIC CHARTER SCHOOLS
BASIS Washington, D.C.™ enrollBASIS.com/washington-dc
BASIS Washington, DC is proud to be the highest-ranked open-enrollment high school in the District of Columbia, as recognized by the 2024 US News & World Report rankings. In 2021, the US Department of Education honored BASIS DC as a National Blue Ribbon School. rough the acclaimed BASIS Charter School Curriculum, students in grades 5–12 master complex and challenging material
across all disciplines. We o er 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. e school’s developmentally appropriate, student- and family-centered approach includes small classroom sizes, well-trained sta , and individual student planning. Bridges PCS implements the instructional framework of Universal Design for Learning (UDL) and incorporates hands-on learning into classroom instruction across grades. e school’s specials include art, music, physical education, and gardening.
Capital City Public Charter School ccpcs.org
Capital City serves over 1,000 students in grades PK3-12 at one location in Ward 4. With a 100% college acceptance rate, Capital City strives to foster students’ love of learning within a diverse and inclusive school community. All students have access to a full arts education, adventure, and after-school programs, helping students to discover their interests & passions.
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. e school prepares every child for an academically and socially prosperous future by ensuring more class time, targeted interventions, standards-based instruction, and frequent assessments.
Howard University Middle School of Mathematics and Science
hu-ms2.org
Discover Excellence at Howard University Middle School of Mathematics and Science! Empowering future leaders in STEM, we provide an innovative, rigorous curriculum that blends technology, hands-on learning, and university-level resources. Our scholars thrive in a nurturing environment with small class sizes, cutting-edge labs, and mentorship from Howard University experts. Join us in shaping tomorrow’s innovators today!
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. is 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.
Paul Public Charter School
paulcharter.org
Paul Public Charter School provides a college preparatory program for grades 5-12. Paul’s mission is to educate and help students grow into responsible citizens, independent thinkers, and leaders. Paul is a 2024 Bold Performance School, o ers fully virtual instruction on Fridays, and leads the city in enrollment at the ATC.
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 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.
Sela Public Charter School SelaPCS.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 US Department of Education. With a diverse student body and sta reflecting the multicultural vibrancy of the nation’s capital, Sela o ers an academically rigorous curriculum. Daily Modern Hebrew studies are integrated into the program, fostering high language proficiency and enriching the educational experience.
AFTERCARE, SPORTS, EXTRACURRICULARS.
e Art League theartleague.org
e Art League o ers a diverse range of studio art classes, gallery exhibits, and cultural events in Alexandria, VA. e League fulfills its mission to nurture artists and enrich our
community through its gallery, fine art school, art supply store, and outreach programs. Learn more, sign up, or join us at theartleague.org.
National Children’s eatre nationalchildrenstheatre.org
After-school and weekend theatre classes that build confidence, creativity, and communication skills. Backed by research, our programs support language development, emotional growth, and collaboration through fun, engaging performance-based learning. Located at Capitol Hill Presbyterian Church (201 4th St SE). Need-based scholarships available. email- info@nationalchildrenstheatre.org
Polite Piggy’s Day Camp politepiggys.com
Serving the community since 2008, Polite Piggy’s Day Camp operates at five DC Public School locations and is a trusted choice for out-of-school time care for children in PK3 through 5th grade. We provide a safe, fun, and nurturing environment that supports social, physical, and emotional growth through age-appropriate learning, outdoor play, and enriching field trips and performances (available during the summer only). From Before and After School Care to full-day and Summer Camps, we aim to be your child’s favorite place when they’re away from home and school.
Washington Capital United (WCU) wcunited.org
Headquartered on Capitol Hill, Washington Capital United (WCU) o ers high-quality soccer programs for boys and girls ages 4 to 18. As a community-focused nonprofit club, WCU takes a holistic approach to player development, always keeping the individual player in mind. WCU provides year-round training for 17 travel teams and a Development Academy for younger players, as well as futsal, camps, and skills clinics.
e Washington Urban Debate League (WUDL) urbandebatewashingtondc.org
e 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. ◆
