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Summary

• Panelists stressed that readiness requires both academics and real-world skills like communication and professionalism.

• Barriers like scheduling and eligibility limit student access to career-building opportunities, though reforms such as internships and digital badges are underway.

• Families called for stronger trauma-informed communication from DCPS after safety concerns went unaddressed.

• Testimonies supported expanding the State Board’s authority so resident input can shape education policy more directly.

Last Wednesday evening, the Old Council Chambers filled with students, parents, educators, and community members. The conversation spoke directly to the core of education in the District: what a D.C. high school diploma should mean, how schools can prepare their students for life after graduation, and what role the State Board should play in ensuring that public voices translate into public policy.

What Graduates Really Need Today

The evening began with the panel What Graduates Need Today. Panelists included:

• Tanya Borachi (Federal City Council)
• Christian Jones (D.C. Hospital Association)
• Dr. Sita Ramamurti (Trinity Washington University)
• Willina Robson (Rehabilitation Services Administration, DDS)
• Leah Sloan (KIPP DC NAF Academy and CareerWise DC alumna)

Each panelist had a nuanced perspective on what it means to be ready for postsecondary education and the 21st Century workforce, but all shared a common theme: success requires more than academics.

Ward 2 Representative Allister Chang asked the panelists what separates a good apprenticeship from a bad one. He pointed out that “it’s not a one-size-fits-all situation. You have to begin with what businesses need and then tailor preparation, so students arrive with those skills.” The D.C. Hospital Association’s Christian Jones agreed, stating that some of the skills employers value most “aren’t learned through books but through experiences,”. These include communication, professionalism, and time management. While those skills are essential, Borachi noted that too few students actually get the opportunity to build them.

Borachi lifted up data from the DC Policy Center, on different career assets opportunities, showing that only 58% of students receive career-building exposure twice a week. The barriers were familiar: lack of awareness and schedule constraints. She recounted one employer that expected to host 20 interns but could only place three due to eligibility and timing. “The interest is there,” she explained, “but we need better systems to make it work.”

Several panelists pointed to changes already underway to make the system work better for students. Willina Robson explained that in a former role with the Disability Services Administration, before she created a new course catalog, students with disabilities aged 18–22 were “repeating the same courses over and over again.” Her solution was transition-focused classes such as internships, financial literacy, and occupational literacy, that schools could schedule like any other course, with the goal of attaching a workforce endorsement to certificates so employers see preparation rather than repetition. Dr. Sita Ramamurti described a similar effort at the college level, where Trinity Washington University is redesigning courses around skill acquisition and issuing digital badges for competencies like teamwork and problem-solving so graduates can showcase what they know beyond a transcript. And Leah Sloan, reflecting on her own high school experience, shared how she switched from a technology track to finance so her apprenticeship would count toward graduation requirements. Her recommendation to the State Board was to scale those supports systemwide: pair financial literacy with “job chats, alumni visits, and mentoring” so students can see a “day in the life” before they choose.

Taken together, the panelists made clear that preparing graduates today means broadening the definition of readiness. Academic learning remains essential, but it must be paired with experiences that develop communication, professionalism, and adaptability. Whether through work-based learning, digital credentials, or redesigned course offerings, each approach shared a common goal: giving students real opportunities to practice and prove their skills.

Trust and Safety in Our Schools

During the public witness portion of the August public meeting, Grace Benson, a D.C. Public Schools (DCPS) parent at Eaton Elementary, recounted in her testimony how her community was left without clear communication after a school volunteer was arrested for sexual abuse. Families who learned about the arrest only did so after piecing together rumors, court documents, and press releases, she said. Families, she added, did not hear about the matter from DCPS leaders. Her message was direct: This silence does not protect children; it leaves them vulnerable. She urged DCPS to have more robust trauma-informed crisis communications so families get timely, factual updates and support.

Strengthening Democracy in Education

Education governance and expansion of State Board authority in Washington, D.C. was top of mind for many residents, based on testimonies at the August 20th Public Meeting. EmpowerEd’s Scott Goldstein argued that the State Board should be more empowered to act on issues. Speaking directly to members in his written testimony, he wrote: “You and only you, the elected members of the DC State Board of Education, are elected specifically for your views on education issues.”

Ward 5 educator DaVaughn Montgomery echoed the point: “Educational policy is too often created with little to no consideration for those who have to implement the policy.” He called for a State Board that can use data, require responses, and hold education policy decision makers, including education leaders such as school principals, accountable so testimony is not just heard, but acted upon.

Public testimonies suggest that governance is not an abstract concern but a necessary ingredient to create change. Speakers emphasized that when the State Board has the tools to amend, respond, and act in real time, ideas from students, families, and educators are more likely to move beyond testimony and into practice.

Looking Ahead

The State Board’s fundamental purpose is simple: to listen to residents and champion their needs. This month, the public reminded us of the importance of postsecondary readiness, safety, and education governance. None of these matters will be perfected overnight, but thoughtful steps can take us in the right direction. Students need pathways that connect academics with employability. Families need clear, compassionate communication in moments of crisis. And D.C. residents want a State Board that can help transform their testimonies into reforms.