Genevieve B. Artis, 54, is a social service employee at the Anacostia Pre-School, with seven children, all graduates of public schools. She attended Washington Technical Institute.

1. Achievement: I believe a curriculum should be developed which has as its primary goals the successful completion of standardized test. My main concern is that children receive an education that develops their highest level of achievement. This will provide them with the skills to become economically independent.

2. Programs: Before I make a decision on the budget, I would first need to evaluate the total education system. I cannot make any decision at this point in time. But if I were making a decision. I would maintain all services related to delivery in the classroom. I would also reduce in levels of administration.

3. Priorities: To work for programs in the system to meet our children's needs: the "Three R's". Regular meetings in ward, to meet the committee needs: open door policy.

R. Calvin Lockridge, 43, is an education consultant for the Institute for Responsive Education. He received his B.A. from Morehouse College and his M.A. from Federal City College.

1. Achievement: Standardized tests can and should not be used as the only measurement of achievement for minority students. Of course, we must expect that reasonable levels of achievement are noted by standardized tests, but the predominently black colleges (among others) have demonstrated through their achievements that standardized test scores do not necessarily represent neither the achievement nor potential of minority students. I am more concerned about the development of basic education skills and marketable skills.

2. Programs: In comparison to other school system of similar size, the D.C. school system is well funded. What we need is better resource allocation and utilization. I would look first at those cuts which might be made on the administrative levels and then on the programmatic levels. My ultimate criteria in determining what cuts will have to be made would be how whatever programs considered effectively enhanced the development of sound basic education skills and D.C. school graduates with survival and marketable skills.

3. Priorities: My priorities will be control of the D.C. school system budget by the D.C. school board, the development of a personnel system which is controlled by the school board which will allow employees of federally funded programs the same rights, privileges and opportunities as regular staff employees, and greater resource utilization of present resources already available among administrators and staff.

Wilbert L. William, 39, is an equal opportunity specialist at the U.S. Department of Agriculture, with three children in public schools. He received his B.S. from Prairie View A & M College, Texas, and his law degree from Howard University.

1. Achievement: In order to raise the level of achievement of Washington public school students the highest priority should be toward extending schooling downward to incorporate pre-schooling as a basic component of the public school system.

2. Programs: The word cut as referred to the public education process is negative in nature. As a board member I would seek aid from institutions of higher education, professional associations, governmental and private agencies to supplement the school budget. I believe the school budget as submitted by the board of education to be realistic and critical for the survival of basic education.

3. Priorities: Obtaining additional resources strengthening and expanding the pre-K program. Recruiting and hiring highly competent teachers. Improved opportunities for students in vocational education, summer jobs for all high school students, a Ward 8 office for efficient constituent service.