Because Washington, D.C. lacks full local control and remains subject to federal decisions, shifts in federal policy can disproportionately affect its schools, creating heightened uncertainty for students, families, and educators and reinforcing the need for greater local authority
April 13, 2026 by Denise Forte 
Last week, I had the opportunity to add my voice to the latest edition of the D.C. Policy Center’s D.C. Voices. Below is an excerpt from my part of the publication:
The federal government has long played a critical role in public education by establishing a baseline of support for traditionally underserved students, including migrant students, multilingual learners, and students of color. For D.C. students, the federal role in public education is particularly consequential. Unlike states and most localities, D.C. remains subject to federal decision-making that can directly shape education funding and policy, often without full local control. This unique governance structure amplifies the impact of federal actions on D.C.’s schools and students, and it underscores the need for reforms that allow D.C to have greater authority to meet the needs of its students.
Schools have seen this amplification with recent federal shifts — particularly in immigration enforcement — that have introduced new uncertainty for students, families, and educators. Research and district data should troubling trends that include a rise in chronic absenteeism and a decline in academic outcomes. In D.C., Ben Williams, a member of the State Board of Education, described the “immense fear and terror that is threatening student safety getting to and from school every day.” When students disengage from school, the consequences extend beyond missed instructional time. Disruptions to attendance undermine students’ relationships with teachers and peers, erode trust in institutions, and weaken the sense of safety and belonging that is essential for learning and long-term success.
Advocating for migrant students and other students from traditionally underserved communities both in D.C. and around the country requires credible and actionable data. This is why publications, like The State of D.C. Schools 2024–25, which provide a clear, evidence-based picture of where schools are making progress and where challenges persist, are essential. As conversations about education equity increasingly occur on a national stage, D.C.’s experience offers an important case study — highlighting meaningful gains while making clear that sustained commitment and policy alignment are necessary to ensure all students can thrive.
April 07, 2026 by Denise Forte Voucher advocates present the upcoming federal program as a win for students, families, public schools, and local governments. In reality, private schools and current private school families will be the primary benefactors of these new federal education subsidies
March 31, 2026 by Denise Forte As AI rapidly enters classrooms, its potential benefits for students of color and those from low-income communities are undermined when funders fail to partner with families and communities — silencing their voices and increasing the risk of harm
March 27, 2026 by Denise Forte EdTrust’s standard for advocacy never changed. It has always been set by the students who’ve been denied the resources they need to succeed
