Education Reform Now: D.C. Students and Schools Can Perform

By Simmons, Deborah | The Washington Times (Washington, DC), November 15, 1999 | Go to article overview

Education Reform Now: D.C. Students and Schools Can Perform


Simmons, Deborah, The Washington Times (Washington, DC)


There is change afoot in D.C. public schools, and the stakes for both local politicians and students are very high.

The D.C. Council's point person on education, Kevin Chavous, a Democrat who failed to win his party's bid for the 1998 mayoral nomination, is up for re-election next year. Having won the support of his council colleagues to oversee the school system in January, Mr. Chavous has already held, and has scheduled still more, hearings into practically every aspect of school governance - from the troubled special education programs to transportation and procurement.

He also helped to mediate a disturbing internal snit among the 11 members of the elected Board of Education this summer, and he has encouraged the school system and the Department of Recreation to work closely together, for the children's sake. Indeed, Mr. Chavous has been quite attentive during his first year as chairman of the Council's Committee of Education, Recreation and Libraries, and tried to keep all pertinent parties focused on significant reforms that, down the road, will make for a higher-achieving student body.

But while all that oversight is critical to reforming the city's mediocre (and that's putting it very mildly) school system, parents know the hallmark of this and the next school year is a somewhat controversial bill that would totally revamp the board. Politically there is much as stake, as the legislative changes, which most of Mr. Chavous' 12 colleagues support, would usher in the most significant locally mandated revisions since the District's Home Rule Charter took effect in 1974. (School board elections were first held in 1968.)

As things now stand, the charter outlines little more than the mechanics of electing a board: the number of seats (11) and when elections shall be held (every two years). So essentially the board is the authority regarding schools, and that means there is little opportunity for serious reform.

That's because political wannabes, "educators" and other unknowns love to win a seat on the District's school board, where they can merely play to their hearts' content with the academic lives of tens of thousands of D.C. youths and with hundreds of millions of tax dollars. And, when its members were not in a backbiting mood, they dabble in the day-to-day affairs, hirings, promotions and the minutiae of particular schools in their ward.

There is no getting around the disastrous facts: low test scores, high dropout rates, favoritism, unethical practices, political meddling, bloated management, petty infighting, lawsuits, crumbling school buildings - you name it, and it has a long-standing grip on D.C. schools.

The Chavous legislation would eliminate most of the governance problems. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Education Reform Now: D.C. Students and Schools Can Perform
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.