Alverta Munlyn, 35, is an education specialist at the Center City Community Corporation, with two step-children who graduated from D.C. public schools and one daughter now in parochial school. Munlyn received a high school equivalency diploma in 1969.
1. Achievement: I feel that the institution of competency-based curriculum is the most direct route to improving the level of the achievement of our students on standardized tests.
2. Programs: I don't see how any more programs can possible be cut out of the education budget. All the fat has already been trimmed off. Those programs still remaining in the budget are absolutely necessary.
3. Priorities: As indicated above, my main interests include the support of CBC and the fostering of a career development program in our senior high schools, following the model of those programs currently providing so successful at elementary and junior high schools like Payne Junior High. In addition, counseling must receive a high priority, so that we can get to the root of some of the discipline problems we are having in our schools.
Alaire Rieffel, 32, is an attorney, with one pre-school child and one in public school. She received her B.A. from Smith College and law degree from Boston University.
1. Achievement: Higher student achievement depends on many factors, and there is no simple way to assure it.The new competency-based curriculum is a good, simple approach and should help increase test scores. At the same time, we must provide capable teachers to carry it out, smaller classes, and well-equipped classrooms. And it is vital that we as parents instill in our children self-discipline and a respect both for teachers and for academic accomplishment.
2. Programs: First, I would work hard to try to get a larger share of the D.C. budget for schools, because our city is only as good as our schools. Suggesting cuts is difficult when what is needed is increases. I would oppose first the construction of new schools, and favor removations, or at least adequate maintenance, of the ones we have. I would try hard to keep programs which most affect the students intact: the number of teachers, adult education, small neighborhood schools, textbooks, etc.
3. Priorities: (1) Adequate funding for the school system. (2) Increased parental and community support of the schools. (3) The improvement of the quality of administrative and teaching personnel at all levels.(4) Curriculum reforms designed to prepare graduates for the job market. (5) The preservation of neighborhood schools. (6) The fair allocation of resources among all schools.