2024-2025
#ParentPriorities for Specialized School Programs in DC
Defining Specialized School Programs
Specialized School Programs provide students with unique learning opportunities, with curriculum/models that center on a variety of topics and/or approaches to learning and instruction. Specialized School Programs are not electives, specials, or other individual one-off classes; but rather are embedded in core academic classes and can span across grade levels.
Some Specialized School Programs have clear criteria, like International Baccalaureate (IB). Other Specialized School Programs may not be as uniformly defined, i.e., arts integration, career and technical education (CTE), STEM, Montessori, etc.
The Problem
Specialized School Programs allow students to explore their passions and develop skills to support their success post-graduation. Providing equitable access to high-quality specialized programs is important so that all students, especially those furthest from opportunity, can access programs that meet their needs and interests.
Our Vision
Every student has access to a school program that fits their specific needs and interests and prepares them for post-graduation success.
Policy Solutions:
- The navigator program should prioritize students who are eligible for the equitable access preference and students with disabilities.
- The Office of the Deputy Mayor for Education (DME) should define a strategy to increase seats and improve feeder patterns for high-demand programs.
- This strategy should be based on student and community input and have an equity-centered focus on expanding program access.
- The Office of the State Superintendent of Education (OSSE) should create Continuous Education credit programs for educators in SSP areas to build specific expertise.
- The Office of the Deputy Mayor for Education (DME) should work with bright spot schools to host school visits and share best practices.
- Ensure there is funding for research on PreK-12 needs and outcomes, and findings from the Education Through Employment Data System on post-graduation outcomes should be made public and accessible for families.
- The Office of the State Superintendent of Education (OSSE) should create a guide for families including high-level definitions, questions parents can ask to evaluate if a school’s program meets their needs and interests, and the benefits of participating in the program.
