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Literacy for Opportunity & Justice

Literacy is the bedrock of educational attainment, workforce readiness, civic engagement, and reduced criminal-justice involvement. In the District of Columbia, persistent literacy gaps—among children, youth, and adults—represent both a moral and civic imperative. As a candidate for At-Large in D.C., I commit to a comprehensive strategy that advances foundational reading and writing skills, disrupts the education-to-prison pathway, and fosters global literacy through innovative programming.

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Key Data & Rationale

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  • In D.C., approximately 119,000 adults struggle with essential reading, writing, and numeracy skills. (washlitcenter)

  • In Wards 7 and 8, nearly 49.8 % of adults face low-literacy challenges. (washlitcenter)

  • On the 2025 statewide assessment of English Language Arts (grades 3–5), only 34.8% of students met or exceeded expectations; for grades 6–8 the figure was 40.2%, and for grades 9–12 it was 38.8%. (osse.dc.gov)

  • National data demonstrate a strong correlation between low literacy and incarceration: for example, the U.S. Department of Education notes that the average literacy score for incarcerated adults (249) was significantly below the non-incarcerated adult population (270). (Prison Legal News)

  • Further, research indicates that a majority of youth in the juvenile justice system are functionally low-literate, and that “the link between academic failure and delinquency, violence, and crime is welded to reading failure.” (governorsfoundation.org)

Early and Foundational Literacy for All Children

  • Prioritize structured, evidence-based literacy instruction (including phonics, vocabulary, writing, comprehension) from pre-K through grade 3, so every student can read proficiently by age nine.

  • Embed high-impact tutoring and reading intervention programs with measurable benchmarks (e.g., increase grade 3 proficiency from ~35% to 50% within five years).

  • Ensure educators across public and charter schools receive ongoing professional development in the science of reading and literacy instruction.

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Adult & Community Literacy Infrastructure

  • Expand adult literacy services city-wide—targeting underserved wards—with accessible locations, flexible hours, childcare, transportation supports, and digital-literacy integration.

  • Partner with local libraries (e.g., the DC Public Library adult-learner services) and nonprofits to build pathways from literacy to employment. (District of Columbia Public Library)

  • Use data mapping to allocate resources equitably across neighborhoods and establish yearly adult-literacy outcome reporting.

 

Disrupting the Education → Prison Pipeline

  • Recognize that literacy deficits are a major factor in the “school-to-prison” and “education-to-prison” pathways. For example, fewer than one-third of fourth-grade students nationally who cannot read proficiently will never catch up; many end up involved with the criminal justice system. (governorsfoundation.org)

  • Integrate literacy supports within juvenile justice and adult correctional educational programs, ensuring individuals leaving incarceration have credible literacy and credentialing opportunities. (Office of Justice Programs)

  • Set citywide goals to reduce suspension/expulsion rates, improve special-education supports, and track literacy outcomes for justice-involved youth.

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Global Literacy & Writing Exchange: The Pen Pal Project

  • Launch a city-wide “D.C. Pen Pal Project” linking students in all wards with peers (domestic and international) via structured letter-writing exchanges.

  • This initiative will serve three purposes: strengthen writing and reading skills, enhance global and civic awareness, and build empathy and agency through communication.

  • Students will write and receive letters, collaborate on joint projects (e.g., digital storytelling, cultural exploration), and reflect on the process-thereby promoting literacy, connected learning, and world-mindedness.

 

Transparent Metrics and Accountability

  • Publish an annual D.C. Literacy Report covering adult participation rates, student proficiency by grade and ward, writing-exchange participation, and correctional-education literacy outcomes.

  • Employ targets such as: raise grade 3 reading proficiency in D.C. from ~35% to 50% over five years; increase adult‐learner completion of basic literacy programs by 30% in three years.

  • Use evidence-based practices, piloting programs, scaling what works, and eliminating those that don’t.

 

Improving literacy across D.C. is a strategic investment in our future-economically, socially, and civically. By ensuring our children read and write with confidence, supporting adults in building foundational skills, interrupting the pathway from academic failure to incarceration, and creating vibrant literacy programs like the Pen Pal Project, we position Washington, D.C. as a city of opportunity for all. Together, we can ensure no resident is held back by a lack of literacy and that every learner has the chance to succeed.

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