Q: What are the top two issues that motivate you to serve on the State Board of Education?

A: Two top issues would be graduation requirements and engagement. Although graduation rates have increased over the years, learning has not. The high graduation rate in around 75%, however the college completion rate is around 14%. That is why in 2020, I created a ballot measure to change graduation requirements to prepare students for life after high school. 

The second issue that motivated my candidacy is that the D.C. State Board of Education is not engaging. The Board has not listened to students, has avoided the most at-risk of failing students, and has not engaged with communities and families on serious issues, both in which are essential to bridging decades of achievement and economic losses, and to restore trust in public education.

Q: What specific experience or skills prepare you to serve as a Board member?

A: As a father of four school-aged children, a youth mentor for twenty years, over fifteen years of experience in vocational education, and two years experience as a substitute environmental science teacher, in Ward 7, I can relate to the student, parent, and teacher. With the DC Council looking for vocational opportunities to address crime and unemployment, my credentials in arboriculture, construction, and transportation will help the Board provide expert recommendations to DCPS, OSSE, the Deputy Mayor of Education, and the DC Council. I created the Elizabeth Davis Education Equity Policy Act of 2022 and the Vocational Technical Education Graduation Pathway Policy Act of 2020.

Q: How do you intend to hear from, respond to, and balance the needs of students, parents, and teachers?

A: In my first term, I would assist all Ward 7 DCPS middle and high schools in establishing student government associations (SGA) and parent-teacher associations/organizations (PTA/PTO). I would further work with SBOE colleges to hold monthly meetings during the school year in a community setting, with student activities, during the evenings, or on weekends. Community and family engagement are essential for students to be successful in the classroom.

Q: Do you have school-aged children?

A: Yes. PK3, 2nd grade, 10th grade, and 12th grade.

Q: If yes, do your school-aged children attend DC Public Schools? Why or why not?

A: Yes, three of my children attend DCPS. My youngest is non-verbal with an Individual Education Plan (IEP) and will likely attend a DC public charter school this school year. I have always been a supporter of public schools because public schools offer parents a voice. Many schools also have long histories and traditions that make attending and or graduating from special.