Students’ and Teachers’ Voices: 12/28

The last show of 2022, 12/28, focused on students’ and teachers’ voices and issues of important in their own and other DC schools:

  • Liv Birnstad, a senior at Capital City Public Charter School and a student rep on the DC state board of ed.
  • China Jones-Burgess, a junior at Richard Wright Public Charter School and a student rep on the DC state board of ed (scheduled but unable to participate).
  • Jacob Hodges and Robin McNeil, both juniors at Duke Ellington, who can speak about, among other things, that school and its existential struggle with DCPS at the moment (see Washington Informer story)
  • Joseph Martin, teacher, Miner Elementary, who has done some research on theĀ relationship between school working conditions and student achievement (See also leadership symposium video and additional materials just below video)
  • KC Boyd, librarian at Jefferson Academy MS, who has been at the forefront of activism to ensure librarians are in DCPS schools (see curated book list just below video)

Image description: Zoom grid for program shows Valerie Jablow (co-host) and Thomas Byrd (host) plus student guests: Liv Birnstad, Robin McNeil, and Jacob Hodges; Joseph Martin, teacher, and KC Boyd, librarian


Related Resources

DCPS eBook Catalog Curated by DCPS Librarians — shared by KC Boyd

Alt text for “Jim Crow Revitalized” image BELOW

“Jim Crow Revitalized: What is the relationship between teacher working conditions and
the opportunity gap” — research summary (PDF) — shared by Joseph Martin


“Jim Crow Revitalized: What is the relationship between working conditions and the opportunity gap?” Teaser for the research document shows two small bar graphs with captions — see PDF for full information — plus synopsis of the research: “A comparative study was conducted between two Ward Six District of Columbia Public Schools. Although these schools are in the same ward, they serve students with different socio-economic statuses and races. Moreover, working conditions in both schools impact teachers’ performance differently.”

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