Candidates for the D.C. School Board were asked to discuss their Priorities: What is the most urgent problem in the D.C. public schools or in you ward and how do you propose to solve it? At Large Vote for One Priorities: Many in the community feel that our students may lack the ability to achieve acdemically at grade level, that our teachers' ability to teach is faulty, that our administrators lack management skills, that our parents do not support the work of the schools in their homes, that our school board is politicized, lacks proficiency in policy development and takes an adversary position against the system it should support, that citizens appear not to be committed to education and that education does not deserve priority in the budget during these inflationary times. As a native Washingtonian who has spent 21 years as an educator and a student of education, I declare that these insidious feelings are our worst enemy because they build the expectation of failure into our school system.We have had, and will continue to have, successes. We do have the capacity to bring about a healthy expectation of success. Partners in Education proposes exactly this process. My program for Partners in Education addresses issues and proposes solutions from the perspective of faith in the ultimate integrity of the system and in its ability to turn its total resources toward a more positive, cooperative, responsive and creative approach to public education. I propose systemwide, specific mathematics, reading, writing and speech courses as requirements for high school graduation. I seek the restoration of subject-matter supervisors and the periodic recertification of administrators as is presently required of teachers. I also propose new economic development programs within the system, regular and on-going direct community input and increased accountability standards for board members to this community. I propose the establishment and enlargement of significant programs for the gifted students in our schools as well as vocational education programs. In short, my program is designed to mobilize a community in Partnership for Education. My candidacy for a-large D.C. school board membership is a commitment to the expectation of success for our sttudents.

Priorities: The lack of an effective unified effort to educate our children. This results from lack of interest by parents, community involvement, inadequate staffing, funding and planning. Also needed is a better relationship between administration and teachers. More specifically, I would like to see an improvement in the area of reading which surrounds every subject lesson that is taught to our children. Establish a program that would involve the parents, children and school. Possibly a reporting system which would provide the parents under signature each week making them fully aware of their child's progress and most important, to be able to communicate when deemed necessary with the teacher as well as they with the parents. This can be done by written communication, by appointment, in person or by phone. There should be a reduction in the size of presently overcrowded classes to a more acceptable level. I would then review the existing curriculum to be sure it is providing the students with the course of study necessary to prepare them for our future society and career goals they may desire to pursue. Where needed, I would-add courses that would enhance the potential abilities and delete those that may serve no real purpose in the long run. I also feel strongly about the health care of our children while attending school. There should be provision made to fully implement the health care available in the schools. There are not enough nurses to provide coverage. The professional assistance could be supplemented by a volunteer program. If there is no qualified health nurse available to attend to basic needs as well as emergencies, what happens to our children? This is a very important program inasmuch as this medical assistance may be all that some of these children are exposed to.

Priorities: The most urgent problem facing the public school system is pupil performance. The Board of Education and the administration must design and implement programs and system aimed directly at improving student achievement. Improving student performance means that we must also improve the performance of parents, teachers, principals and other staff right up to the superintendent. To improve pupil performance we must first do some very basic things and do them well. We must put adequate classroom supplies and textbooks in the classroom, not in the warehouse. We should stop fooling students and their parents and eliminate social promotions by phasing in citywide promotion standards. Complementing this new approach should be the implementation of an extended day program for students who are behind and those with outstanding gifts and talents. Extra pay should be provided to a cadre of outstanding teachers who volunteer to extend their work day to work with these students and their parents. The Board of Education needs to ste new policy requirements for the hiring, training and retention of instructional and supervisory staff. These should include periodic recertification for school principals, based in part on student/teacher performance, pre-employment certification of teacher competence, incentive pay for outstanding teachers and the staff and constant appraisal of teacher growth and training needs based on closer supervision. We must staff our schools in a way which provides more freedom from paper work for principals, so that they can be instructional supervisors and leaders. Through board policy and budget allocations we can encourage greater participation in schools by parents and communtiy to help improve student discipline, safety, security and attendance, all of which impact on students' educational achievement.

Priorities: The major problem is the Barry administration. If the Barry budget goes through, we will have no summer school, virtually no medical personnel in the schools, virtually no substitute teachers, collapsing buildings and fewer textbooks let alone school buildings. Education will be gutted. The Barry slate must be defeated: People committed to a $300 million budget should be elected.People committed to wiping out drugs in the schools should be elected. We need a student body of higher and higher achievement, who need to be given the best curriculum possible. This means advanced classes in all subjects, concentraing on a full classical education. Our elementary school children should be composing musical canons as Beethoven and Mozart did, to strengthen their cognitive abilities from the beginning. The Barry administration will make that impossible, by budget cutting everyone to death and then blaming teachers and principals -- holding them "accountable" -- for the Barry failure. The solution to the problem is to elect a coalition of candidates who represent the following points: $300 million budget; stop attacks on teachers and students and the spread of harmful drugs in the schools; expand curriculum to include an orientation that will foster the creative faculties of our children. We must put good people into office and run the Barry administration out of business.

Priorities: I can best summarize the system's most urgent problem by quoting this quatrain excerpted from one of my poems: "To stand on thresholds of success; To nearly pass the ultimate test; To almost be the very best -- There is still much work to do." After more than a decade of turmoil caused by the hiring of a half dozen superintendents, we have finally reached a point of moderate stability with Vincent Reed, one of our own "favorite sons." After having seen our Board of Education used as a political springboard to a more lucrative office, citizens have begun to demand more accountability from those who have been given charge of our most precious resource -- the education of our children. However, there is still much work to do. Our schools have been lacking in the foresight that is needed to prepare students to take their chosen place in today's world. Career education is on the rise, but it falls far short of the heights it must reach. There is still much work to do. My personal theme is "Common Unity -- The Spirit of Community." We have taken some steps toward unifying the home and the school through neighborhood-school councils, but most of them exist only on paper and in the minds of those who are paying lying lip service to their desire for the community to be involved with the total school program. Fortunately, some parents have banded together to form the Washington Parents Union. I pray it will capture the imaginations of D.C. citizens. Then, the children will have an organized group working on their behalf in the same way I have done all of my professional career and for more than half my total life. We are moving forward, but there is sitll much work to do. Competency-Based CURRICULUM (CBC) should improve academic learning, but it cannot work effectively until we abandon this kindergarten-12 grading system and "A-F" rating. Along with CBC, we must institute a systemwide program of lifelong learning -- education from the cradle to the grave. If we accomplish these things, we will know success, and pass the test, and be the best -- for the work will then be done. Ward1 Vote for One

Priorities: Lack of involvement of parents in their neighborhood schools. Educate and orgainze parents to be involved in all areas of the educational process. Lack of mastery and application of the educational basic -- reading, writing and mathematics. Students must pass an examination before they can be promoted from one grade level to another; also before a student can graduate they must pass a comprehensive examination which would include the basics. Lack of textbooks. An automated computerized inventory system which will instantly give out numbers of books by name and subject area. Lack of discipline in the classroom. Analyze as to why students have discipline problems especially those with chronic problems. Special classes should be organized for those students with chronic discipline problems.

Priorities: The most urgent problem at present is the budget and the problems which stem from the need to reprogram the money. Security problems -- rape-robbery-vandalism is a result of the need for more money to operate the schools. If elected I will lobby for an increase in the budget. The drug users need programs pointing out the detriment as to its use, rehabilitation and therapy (clinical). The low budget accounts for the "low" attendance; school should attract; curriculums innovative enough to create a desire to learn; teachers need materials and supplies. Communities should be allowed to use old school buildings rather than allow prospectors to speculate on them. Civic groups with good community programs should be encouraged to use school buildings in connection with school-community innovative programs.

Priorities: There are social apathies and economic pressures on families that cause disresprct and other problems. Due to lack of attention, students take ill attitudes to school trying to get attention through direspectful means. This is distracting teachers and students from functioning properly. The administration wants no part of this problem. In turn, (this) forces these students out of school. Parents must spend time with children to help guide them. They must know every child is born to seek and absorb knowledge, may it be good or bad, to survive in this society. We must support our children with good moral leadership to guide them around obstacles until they become mature enough to know which direction to take. I feel PTAs and community councils should play a major role. The teachers must have the will to rule their classes. They should operate in a benevolent but authoritative manner. This concept should operate with a fairly positive and forceful attitude which allows a greater opportunity for meaningful teaching. This should offset some discipline problems. Workshops will help perfect this concept. The school should set up counseling programs with qualified people to handle outstanding discipline problems. This is much better than forcing them out of school and eventually behind bars. I will work closer with the PTAs and community councils so they can become a drawing froce in getting parents involved with their children. I will hold workshops throughout the year to get them involved. I will work on a plan with businessmen to give out discount certificates to help draw parents to PTA meetings. If children know parents are not going to check up on them, they will do other than right. I am a product of the D.C. public school system, graduate of McKinley High, class of 1973. As a former student, I understand the problems of the students. As a parent and community organizer, I understand their concerns. As a former tutor, I know the problem the teachers face. I am young and have lots of energy and ready for the hard work ahead of me.

Priorities: The most urgent problem in the D.C. public schools is the need to upgrade student performance. This problem should be addressed by securing more capable teachers, improving discipline in schools, setting higher standards for teachers and students, placing more emphasis on the basics Reading, writing and mathematics), providing better management and direction of schools and by establishing closer relations with parents and the community.

Priorities: The public school system is graduating a large number of students who have not mastered the basic academic skills -- reading, writing and the ability to communicate verbally -- or any other skill which would assist these students in finding suitable employment and in being well prepared to contribute to their communities. The solution to this most urgent problem rests with the school board, the teachers, the administration, the parents and the community. As a school board member I would work not only to establish policy for the public school system but to set a tone which would foster an atmosphere in which teachers could teach so that students could learn. I intend to meet with teachers to discuss and examine those problems which they feel inhibit them from doing the best job they can do. I intend to place a strong emphasis on academic goals to be implemented through curriculum planning and development. Such a program would provide career counseling as a student progresses and vocational training for those students who desire such a program. With the assistance of the system's administrators, I intend to conduct a through review and analysis of the needs of the school system, set priorities and make the best use of available funds. In addition, I would explore other sources of funding for special educational programs and carefully monitor the expenditures of these funds. It is my opinion that parents as well as teachers are responsible for the educational excellence of the students. As a school board member, I would support and encourage parent participation in the process. It is clear that without their support the system cannot work effectively. Furthermore, I would call upon the ministers, Advisory Neighborhood Commissions and civic associations to assist in planning and developing a community conducive to the furtherance of academic excellence. Finally, the school board has a responsibility to act and conduct its business in a manner which would insprire public confidence and support on the part of teachers, parents and students. In the eyes of the public the respect and support of the school board has never been as low as it is today. This felling is evident in that many have lost faith in the elected school board and some are considering supporting a concept of an appointed school board. It is the fussing, fighting and feuding of the school board members that has contributed to the decline to the public confidence in the school system. These confrontation politics practiced by the board are part of the problem instead of the solution. Ward 4 Vote for One

Priorities: The ineffective and inefficient delivery of educational services. An efficient and effective delivery of educational services can be accomplished by the establishment of basic goals which are clearly defined, understanable to the participants and reinforced by continous planning and evaluation. The major problems which now affect our school system's delivery capability are neither new, unique nor unresolvable. Concerns about the management capability of our school system, the lack of a basic curriculum which establishes standards for each course and grade level, the absence of promotional standards, the lack of modern technology for support systems such as inventory control and supply distribution, questionalbe resource development programs for both restriceted and unrestricted funds and the inability to establish basic systematic goals contrubute to what appears to be a unanimity among D.C. residents that our educational system is not meeting our needs. It is regretful that many parents have withdrawn their children from our schools and many more wish they could, but who is to blame them for seeking alternatives to a system which shortchanges them? All prospects for increased school revenues from Congress, our City Council, citizens and others are understandably linked with our system's reputation for accountablility and delivery. It is no longer possible to sell education and the furture of our children as emotional issue reminiscent of motherhood. Even the best salespersons find it difficult to sell a defective product. The D.C. school system is a multimillion dollar corporation and the same standards of management and productivity which govern any large corporation must be implememted. In turn, productivity standards must be established for administratiors, teachers and students; proven solutions to problems which face our system as well as other urban schools must be adopted; the applicability of the Competency Based Curriculum, the effectiveness of the open-space concept and other educational innovations must be evaluated and validated for feasibility of use with our students, and concerns about the effectiveness of the regional offices must be among the immediate priorities. I commit myself to addressing and providing proven remedies to the problems and issues which impair our school system's ability to deliver efficient and effective educational services.

Priorities: As a parent of two young children in the D.C. public schools, I view the absence of long-range planning as the most urgent problem in the school system. I am particulary concerned about the long-range impact of declining enrollment upon the availability of funds and educational services. In Ward 4, the need for comprehensive long-range planning is particularly acute. The ward is divided into two administrative regions, which have distinctly different programs thrusts.Existing school buildings are now being modernized and enlarged and new buildings have been constructed over the past few years. All of this, while fewer children are enrolling in our schools each year. Many parents are concerned because they know that economic reality dicates that some school buildings must be closed. No parents want to lose their neighborhood school and, of course, no parents are going to knowingly allow their children to receive a second-rate education. Yet, we seem to be rapidly moving in that direction because of the absence of effective long range comprehensive planning by the present Board of Education. I would propose that a new board be elected with a mandate to move together with the superintendent in developing 3-,5 and 10-year educational plans. I would further propose that these plans be developed in three phases: community phase -- citizen input; administrative phase -- input of superintendent and staff, and intergovernmental phase -- coordination with other agencies. These plans must address and synthesize such factors as increasing personnel costs, inflationary increases, decreasing enrollment, utilization of building and local school curriculum options. My mission in Ward 4, especially, will be to convince many hundreds of families to return to and support our schools.

Priorities: In my opinion, the most urgent problem facing the public schools system is the lack of genuine commitment to education on the part of many segments of the Washington community. The pro-education pronouncements of many public officials are not consistent with their policy decisions. The unconscionable cuts that have been made in the school budget are designed to short-change the youth in this city. The call "to sacrifice" in actually shuts the door on the furture of our youth. Many parents are not showing the attention toward their children's educatiton that they should. This is reflected in poor PTA attendeance and the unfortunate decline of adequate home training and guidance. Too many parents only become concerned when their children are failing or in trouble, which in some cases is too late. Too many students are demonstrating a lack of concern toward their own education. This nonchalant or disinterested attitude results in more truancy, more dropouts, the general breakdown in behavioral discipline and a decline in student self-esteem. Some teachers and administrators are not showing the necessary commitment and competence that is needed to achieve and maintain a consistent standard of excellence. This situation leads to lower test scores, the breakdown in school morale and a skeptical attitude toward the schools by the public at large. Far too many non-parents, show little or no concern for education. By having this attitude of "I-don't-have-any-children-in-school, so-why-should-I-care," many members of the community fail to realize the connection of the miseducation of the youth to other social, economic and political problems. Too many middle-class parents have lost faith and respect for the public schools and have enrolled their children elsewhere. This trend is most devastating since the chance for true socio-economic intergration in the schools becomes diminished. And finally, too many politicians and would-be politicians have manipulated the school board in order to achieve other public offices. Needless to say, the public perception of the politicization of the board leads to cynicism and mistrust of those on the board and those candidates running for the board. My main thrust will be to activate citizenry toward greater meaningful involvement in education. Hopefully with concern, commitment, accountability and hard work by a new Ward 4 school board member, Phil Pannell, we will see the people of Washington become as exicited about the schools as we are about the Redskins.

Priority: The most urgent problem in the D.C. public schools which affects Ward 4 schools is the reduced level of funding for public education as reflected in the existing and proposed operating budgets for D.C. schools. Despite declining enrollments in schools, increases in budgets are justified because of inflation and mandatory costs. Ten years ago, D.C. schools received 27 percent of our city's funds; last school year schools received 17 percent of our city's funds. Increased funds are needed to meet the critical need in terms of: smaller class sizes and more teachers in order to meet the individualized needs of students, particularly the low achieving students; saftey in school buildings and on school grounds for all persons; summer school; increased pay for substitute teachers; classroom support (textbooks, teaching aids, supplies, equipment, including late model electric typewriters which must be kept in repair for student training); expanded curriculum offerings (foreign) languages for all grade levels, art, music, pre-school classes, remedial reading, creative writing, humanities); business and vocational training (with updated equipment and job skills for today's labor market); expansion of existing academically talented programs; job skills for special education students (include all categories -- mentally and physically handicapped, emotionally disturbed, sight-impaired and hearing-imparied); increased supportive services (counseling, nursing, tutoring and attendance officers). There are increasing numbers of 16- to 19-year-old students enrolled in adult education classes who are seeking completion of their basic education and updated job skills. These classes are cruically in need of funds for necessary textbooks, supplies, sewing machines, typewriters and consumer education instruction. Students take valuable time raising money for their classes and their teachers donate their own money for material and books. Moreover, our schools suffer from a low image and lack of public confidence. Public apathy, negative media coverage and the fight to private and parochial schools by children of middle class parents all tend to reduce the interest in public schools by taxpayers. Positive solutions can be affected if community leaders, parents, students, educators and government leaders will join forces with the media and commit their energies and time to increasing demands for public school budget priorities. Business and industry deserve better tax breaks for underwriting costs of public education. Community action, faith in public school educators, positive media coverage and better voter turn-out at the polls will result in greater action on the part of legislators for public schools funding. Ward 5 Vote for One

Priorities: The most urgent problem facing the D.C. public schools today is the lack of adequate funding for educational programs and physical facilities, and the threat of a decrease in the school system's fiscal year 1981 budget. Just as we have begun to see the light of day at the end of the tunnel, and are very encouraged by the increase in the level of student achievement as a result of the superintendent's implementation of the CBC and TAP for teacher accountability, we are threatened with the mayor's submitting to the City Council his ridiculously low Fy '81 budget mark for public education. As a member of the Board of Education, I propose to address the inadequate funding of public education in several ways: (1) I will lobby the City Council and the Congress for a higher budget allocation for the schools, and will mobilize citizen pressure to obtain for education its fair share of the city's resources; (2) I will seek from other city agencies their assistance and services so that funds for the school system are used more for education and less for social and other services which another city agency might provide; (3) I will more closely monitor the Board of Education's budget to maximize the expenditure of allocated funds in accordance with the policies of the board: (4) I will request recommendations and explore ways of more efficiently and effectively using available funds to operate school programs. I propose to look at engery comsumption and conservation, the closing of schools, the consolidation of programs, the assignment and duties of school personnel, and the implementation of the financial management system.

Priorities: The apparent failure of the public schools to provide its students with marketable skills and/or the skill compentency level to excel in furture academic endeavors which results in public perception that public schools cannot provide quality education. The ways in which I would seek to solve this problem are as follows: I would propose that the board, through its oversight commitee structure, initiate a total evaluation of the system, which would examine the overall organization of learning enviroments, service delivery (direct and auxiliary), personnel and resources to determine whether all promote student learing. Once apprised of thoes entities which promote student learning, I would propose that the board institute zero-based budgeting by objective to ensure that effective learning programs are fully funded. Most certain to be included in the budget would be provisions for adequate salaries and benefits, physical plant renovation, competency-based curriculum, vocational education modernization, career development counseling, placement services, adequate security, facilities for gifted, handicapped and computer-based learning. The board then must work with the superintendent to ensure that the curriculum is geared to the needs of each child regardless of the child's skill level when he/she enters the system. CBC, from early indications, is achieving its goal of improving the basic skill level of our children. It must now be systematically expanded throughout the schools whereby teachers are fully trained in its use so that it is regarded as a tool rather than a weapon to threaten teachers. At the junior and senior high levels, we must provide marketable skills such as contemporary vocational education, pre-apprenticeships and computer-based learning for those students who will be entering the employment market upon graduation. Additionally, the public shcools must work-cooperatively with the D.C. Department of Labor to provide career development counseling and placement services so that every student and envision his/her place in our city's job market. For those college-bound students, enriched science, math, English, foreign language and reading courses are absolutely essential. Each ward should have a junior and senior high school to which the academically motivated student can go to acquire the skills to excel. None of the above can be achieved without strong, effective, cooperative leadership from the board and superintendent. If elected, I would work cooperatively with the superintendent, labor unions, parents, teachers and other board members to raise public perception that the public schools can provide quality education for all students. Of course, this positive perception can only be obtained when quality education becomes a reality. Ward 6 Vote for One priorites: The most urgent problem in the D.C. public schools is that children and programs are not given primary consideration when staffing and budget decisions are made. To the contrary, too often our school system operates as an employer of adults rather than as an educational system. The cornerstone of our system is the local school. Staffing decisions made by administration must be based on student and program needs. Yet more often than not, priorities are reversed. First consideration is given to the belief that every teacher must be placed "somewhere." An example of this arose recently when a local school decided that the science curriculum would be best taught by the regular classroom teachers. The school asked specifically to be exempted from the assignment of a science teacher. The request was denied because of the system's desire to keep a science teacher on the payroll. Obviously in this instance and many other, student needs are not given priority. Further educational goals and student needs are not priority items in the D.C. school budget. Rather, staff salaries and benefits are presented as the priority items to be addressed. We need to create a budget which sets priorities in terms of educational goals and objectives. The community must play an important part in that process. We presently spend three times more money on physical education than we spend on foreign language instruction. Community input may create substantial change in those statistics. Once priorities have been set, the people needed to carry out those priorities can be employed. The end product will be a clearer, defensible budget, with costs defined in terms of programs and services for our students. We must insist that the superintendent work with the board to develop such a budget. This will be my top priority as the Ward 6 representative to the Board of Education.

Priorities: A benign sense of apathy underlying and eroding all the efforts of the past 10 years to improve student abilities in the educational basics is the most urgent problem in need of correction in Ward 6. eThis apathy is reflected equally in the attitudes of parents, administrators, teachers, counselors, students and the general public. All of us share equal blame in the failure to achieve a school system capable of educating all its students in reading, writing, computation and speaking fundamentals. The task is to let students, teachers, parents, administrators, counselors and the general public know they should feel an even greater sense of shame. Our children are unprepared to take their rightful place in society.This fact exists because for too long, in our apathy, we have painted bright pictures of progress while we were really only running in place. I propose to change this idea that partial involvement, self-serving involvement and non-involvement as it relates to public education in Ward 6 is some sort of victimless crime that harms no one. I intend to see that the tools for change presented us by Community-Based-Curriculum are fully implemented and fully effective. I promise to open the lines of communication between parents, student, administrators, neighborhood organizations and teachers. I propose to work toward a better tomorrow for our children by ensuring an adequate education today.

Priorities: A quality education is the most urgent problem in Ward 6 schools. I have attempted to meet this problem by addressing those issues which either exist or emerge to impact upon this concept. For example, I have proposed a new and strengthened school curriculum which will bring our students up to par with surrounding areas in math, science, local government and career preparation. I have proposed and had accepted an emergency measure to deal with school building safety. When our teachers and students are under physical assult, there can be no learning. In my opinion, a quality education includes meeting the needs of our gifted and talented and those in need of special assistance. I continue to work for both. I know that discipline is a problem and I continue to seek student and parent support. I will also join my fellow board members in an effort to improve upon the existing bill of rights. I propse to continue, when reelected, hard work and community involvement. Ward 7 Vote for One

Priorities: It is my view that the academic achievement level of students in the D.C. public schools is the most urgent problem now confronting the school system. A large number of the students we certify as high school graduates have not mastered basic skills in reading and math beyond elementary grade levels. In Ward 7 this is a serious problem; with more schools than any ward in the city and the second highest number of students, the achievement levels of students is a serious problem. Social promotions where students are promoted on such a criterion as age can no longer be tolerated. Board policy must require students to achieve designated levels of competency and skills mastery before promotion to the next level is allowed. Promotions must be based on classroom performance and scholastic achievement. Accountability is the key; accountability in the public school system is a chain with each link having a designated role of responsibility. Students must be required to achieve designated levels of skills mastery, teachers must provide quality (competent) instruction in the classroom, principals must review the performance levels of teachers and assist in developing areas of weakness, the superintendent and the administrative staff must provide the necessary classroom material and direction concerning the implementation of board policy, and the board members are charged with the responsibility to set policies that are well reasoned and based on sound educational principles. On-site inspection of schools in the implementation of the board's oversight responsiblity is necessary. Members of the Board of Education must set the tone for the entire school system by providing a standard of cooperation and professionalism between themselves and the entire school system in the undertaking of their duties. The development of a decision table which will identify persons responsible for making decisions and carrying out responsiblities is fundamental to the accountability process. A clearly defined policy setting priorities which will direct the efficient utilization of resources is mandatory. My commitment to Ward 7 is to advocate sound educational policies that will provide the best possible education to all students, the handicapped as well as the average and gifted student.

Priorities: The most urgent problem in D.C. public schools is lack of organization style. Everything done in this system for 30 years or more was on a crisis basis. There is and never was any continuity or follow through. We are a hodge-podge of court orders, pressured, accepted programs good or bad, and a few, minimal objective planning evidence. My solution would be to freeze the entire system in place, create a research, development, evaluation and analysis department staffed by outstanding TSAs, administrators, local university professionals and consultive service only when needed. This in-house capability could write and execute long- and short-range plans and objectives, operationally link every component of the toatl system into a computerized mode to determine their relevance to the educational program, and best of all provide a memory data bank of base data for accurate response to legal challenges, court order compliance, congressional and council budget testimony, and new directions in an era of shrinking budgets. A computerized program and budgeting system would provide immediate answers for Superintendent (Vincent E.) Reed and the Board of Education. From custodian to the taxpaying citizens of D.C., this city would be on an instant need to know basis.

Priorities: The most urgent problem in Ward 7 is the social problem. The social problem covers many areas, such as crime, early pregnancies, poor discipline and youths who leave school without being able to read. I propose to solve this problem by reconstructing the curriculum so that methods would be used that will be motivational and ensure success. I would institute methods that will lead children to explore, discover, experiment, draw conclusions and make presentations: In reports, etc., I would have parents and interested citizens establish advisory councils in each precinct in Ward 7. This council would be organized, composed of and led by parents of the neighborhood. I would serve as counselor or whatever position they wished me. I would seek the aid of parents to patrol halls and classrooms. Directly after the last bell rings in the morning a parent will immediately call the home of every absent child. I would hold seminars and forums for research, expressions, etc., with parents and sometimes include children, and of course many times include the staff. I would devise techniques by which ethics would be taught with the teaching of sex. I would frequently visit classrooms. I would encourage the teaching of moral poems and stories. would have research on crime, etc. I would institute programs on economy and budgeting, from elementary grades through high schools, where children could see that babies and families cost money. Above all I would make it possible for children at all levels to explore, discover, experiment and present projects of their choosing. Such motivation would motivate children to learn, increase interest in school, decrease "drop outs" and low moral standards. Let us have schools of the community, by the community and for the community.

Priorities: As I perceive them, the public schools in Ward 7, like public schools everywhere, have at least two missions connected with learning. One is to help children acquire useful and/or liberating academic skills; and the other, to prepare them to function in a highly technological and rapidly changing American society. To this end, I believe that one of the most urgent problems facing the public schools in Ward 7 is the insufficient level of academic achievement among our children. Without adequate reading, verban and computational skills, an individual is impaired in his functioning as a self-respecting, productive human being and constructive citizen. Accordingly, intense efforts to improve verbal and math skills should be a focal point for Ward 7's educational thrust. To raise the level of achievement in the Ward 7 schools, I propose the following plan in the following phases: Phase I -- With the cooperation of the school administration, I will maintain working stations in each school for the expressed purpose of identifying and assessing those problems and/or conditions which are impeding academic progress. Phase II -- I will then mobilize and utilize existing community and school-based organizations to devise ways and means of alleviating the impediments identified during Phase II. Phase III -- I will examine and evaluate the effectiveness of the strategies implemented in Phase II. Phase IV -- Subsequently, I will move to correct, strengthen, reinforce and, in some instances, alter the ways and means through which the academic program may be improved. Written documentation and evaluation on each phase will provide each individual school with a record of its efforts toward upgrading achievement. This type of commitment to each school is necessary to promote accountability within the school district. As a full-time member of the board, I would then translate this effort to formulate a policy statement for the institution of systemwide accountability. CAPTION: Picture 1, Jeanette Feely, 45, of 6221 Eighth St. NW, is a teacher at Woodrow Wilson High School. She is a PhD candidate at the University of Massachusetts. This is her first bid for political office.; Picture 2, Charlotte R. Holmes, 52, of 1321 E St NE, is a budget analyst for the Small Business Administration. She unsuccessfully sought an at-large school board post in the elections last spring.; Map 1, District of Columbia Election Wards; Picture 3, Eugene Kinlow, 39, of 4124 2nd St. SW, is deputy director of Office of Personnel Systems Integrity at the U.S. Department of Health, Education and Welfare. An imcumbent, he first was elected to the board in the special election in May.; Picture 4, Stuart Rosenblatt, 28, of 1901 Clydesdale Place NW, is a graduate of Swarthmore College. He has been a candidate for several city offices in the past, including the school board.; Picture 5, Joseph Webb, 29, of 5 Danbury St. SW, is the assistant director for student services, Adult Education Demonstration Center of the D.C. Public Schools. He is the elected president of University of D.C. Alumni Association.; Map 2, Ward 1; Picture 6, R. H. Booker, 38, of 2120 16th St. NW, is an employment law consultant. He attended the University of the District of Columbia for three years, where he majored in economics. This is his first bid for office.; Picture 7, James W. Curry, 50, of 1209 Clifton St. NW, is an ANC commissioner. He attended the University of D.C. and Georgetown Law School, was president of Cardozo High PTA and a board member of Northwest Settlement House.; Picture 8, Anwar S. Saleem, 25, of 1810 8th St. NW, is a diesel mechanic for the Washington Metropolitan Area Transit Authority. He was an elected member of the Shaw Projet Area committee board.; Picture 9, Conrad P. Smith, 47 of 722 Fairmont St. NW, is a lawyer. An incumbent, he was elected to the school board in 1975.; Picture 10, Frank Smith Jr., 37, of 2904 8th St. NW, is an urban planner. He is a graduate of Morehouse College. He served two terms as chairman of the Advisory Neighborhood Commission and was elected chairman of Adams-Morgan Organization four times; Map 3, Ward 4; Picture 11, Laplois Ashford, 44, 5920 16th St. NW, is executive director of Southeast Neighborhood House. He was commissioner of schools and president of the Board of Education in Rochester, N.Y., and has been an ANC Commissioner; Picture 12, Linda W. Cropp, 32, of 4001 18th St. NW, is a guidance counselor at Roosevelt Senior High School. She holds a masters degree in education. This is her first bid for political office.; Picture 13, Phil Pannell, 29, of 3802 14th St. NW, is the program director of the Howard University Center for Sickle Cell Disease. He is a graduate of Fordham University, and ran unsuccessfully for the Ward 4 school board seat in 1975 and 1977.; Picture 14, Vickie Street, 62, of 1908 Tulip St. NW, is an incumbent member of the D.C. Board of Education and was first elected to the board in 1977. She holds a BA in education and a master's degree in communications.; Map 4, Ward 5; Picture 15, Bettie G. Benjamin, of 4023 13th St. NE, is an attorney. An incumbent, she was elected to the Ward 5 school board post in 1974 and reelected in 1975. She received her law degree from Howard University.; Picture 16, Matthew F. Shannon, 30, of 1236 Sheperd St. NE, is an attorney serving as special assistant to Mayor Barry. He is a graduate of Howard University, has been a teacher and a member of the D.C. Citizens for Better Public Education.; Map 5, Ward 6; Picture 17, Loraine Bennett, 37, of 2253 Mount View Place SE, holds a bachelors' degree in political science. She has been a PTA president, executive committee member and Neighborhood School Council member.This is her first bid for public office.; Picture 18, Linda J. Gilbert, 30, of 449 20th St. NE, is a part-time student at the University of the District of Columbia and an administrative assistant/community worker. This is her first bid for public office.; Picture 19, John E. Warren, 33, of 1340 Mapleview Place SE, is vice president of the National Institute of Public Management. He is a graduate of D.C. public schools and Howard University. An incumbent, he first was elected to the school board in 1974.; Picture 20, Nathaniel (Nate) Bush, 30, of 2820 Pennsylvania Ave. SE, is an attorney.He holds a BA in history from Ripon (Wisc.) College and a law degree from Cleveland State University. This is his first bid for political office.; Picture 21, Ed Hancock, 57, of 54 54th St. SE, is a toolmaker. He has worked for the federal government for 38 years, has been involved in several civic association education committees and was a member of the first elected D.C. Board of Education from 1969 to 1972.; Map 6, Ward 7; Picture 22, America Crew Nelson, who says she is "over 50," lives at 1319 44th St. NE. She is a retired teacher who has taught elementary, high school and college levels and has been a principal. She holds a masters' degree from New York University. This is her first bid for public office.; Picture 23, Emily Y. Washington, 35, of 3249 Massachusetts Ave. SE, is a teacher at Ballou Senior High School. She holds a BA in English and political science and an MA in reading education from Howard University. This is her first bid for political office.