The Eddies—annual, advocate-nominated and voted awards—feature strategic advocacy that is driving impactful policy change.
Best Implementation highlights the necessary implementation work to ensure that breakthrough policies or laws have a sustained impact on students. Advocates know that passing policy is only the beginning of the work to change students’ outcomes and opportunities.
See a complete list of 2025 nominees in all Eddies categories. Staff at PIE Network members and partner organizations, check your inbox for a link to vote in each category or log in and vote here. Questions? Email anna@pie-network.org.
Best Implementation Winner
DC Charter School Alliance, DC Policy Center, Education Forward DC, EmpowerK12, Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Innovative Options, Responsive Systems
SUMMARY
This policy helps over 13,000 students in DC access high-impact tutoring which led to significant gains in reading and math and improved student attendance. This was a core strategy that led to DC being first in academic recovery in the nation from 2022 to 2024.
Our policy and advocacy impacted over 13,000 students in our traditional public schools (DCPS) and DC public charter schools. 70% of the students impacted and receiving HIT are categorized as economically disadvantaged. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC was ranked 1st across all states in terms of the percentage of children who have received academic tutoring in the past school year, regardless of income level.
HISTORY & WHY THIS WIN MATTERS
Research consistently shows that high-impact tutoring (HIT) is among the most effective academic interventions for students, especially in reading and math. DC embraced this evidence, launching a coordinated, systemwide investment in HIT beginning in 2021 with an investment of over $40 million. This approach has paid off: DC students have made the fastest academic recovery in the nation.
From 2022 to 2024, DC led all states and jurisdictions in academic gains on both the National Assessment of Educational Progress (NAEP) and local assessments, according to Harvard’s Education Recovery Scorecard. DC Public Schools (DCPS) was highlighted nationally for its strategy, with high-impact tutoring named as a cornerstone of its success.
This initiative didn’t just improve test scores, it also improved student attendance. A Stanford study found that DC students were significantly more likely to attend school on days they had tutoring, with the effect strongest for those who previously struggled with chronic absenteeism. Having a trusted adult who can provide personalized attention and consistent support helps students want to show up for school, overcome academic challenges, and foster a belief in their own ability to learn and succeed.
And the impact was targeted to the students who need it most: 70% of students who received HIT are economically disadvantaged, compared to 51% across DC. While recovery is ongoing, this investment has already helped thousands of students regain academic ground lost during the pandemic and been a cornerstone of our academic growth in reading and math at a time when other states were stagnant or falling behind – showing what’s possible when systems prioritize targeted, evidence-based supports.
In 2021, HIT emerged as a top strategy to help students recover from the disruptions to their academic growth caused by the pandemic. 2,109 students were given access to HIT in the 21-22 SY, and an additional 2,476 students were added in the fall of the 22-23 SY with 70% of priority schools being served by 2023. In December 2024, the Mayor’s office announced an additional investment of $7M for HIT and today, over 13,000 students have access to HIT services.
IMPLEMENTATION & EVOLUTION
The successful evolution of DC’s high-impact tutoring (HIT) initiative is largely due to the diverse range of stakeholders each playing their part over time. Roll-out needed to be scaled to allow time for buy-in, problem-solving and adapting to current needs, and acting on feedback.
The DC Charter School Alliance collaborated with schools and leaders to plan HIT implementation, particularly scheduling, recognizing that some school communities and students preferred after-school tutoring, while others opted to integrate it into the school day.
Beyond helping to shape the implementation of HIT in their schools, the advocacy and testimonies from the Alliance and their membership was key in protecting and increasing HIT funding from the DC government.
EmpowerK12 provided the research to prove evidence of success including data on specific schools as case studies to help others learn and garner additional support. Importantly, their data and analysis was used in the Stanford study on attendance. The D.C. Policy Center highlighted early stages of implementation with a system-level landscape of high-impact tutoring and a publication sharing early community learning and experiences. When PAVE realized that many parents weren’t aware of HIT offerings, they helped providers and schools think critically about how to communicate with families to ensure they understand what’s available, how to access it, and have the tools and knowledge to help their children extend learning beyond the classroom and tutoring sessions.
Lastly, we built buy-in from leaders from every systems-level education agency, demonstrated by their participation each year in the High-Impact Tutoring Summit, a citywide convening hosted by CitySchools Collaborative (formerly CityTutor DC). Their shared commitment and leadership underscored a citywide vision for building on our collective progress, and their engagement sent a clear signal that this work is both high-priority and long-term.
FINANCIAL INVESTMENT
Our advocacy contributed to a $40 million investment reaching 13,000 students and 90 DC public and public charter schools.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
DC’s success with high-impact tutoring offers key lessons in effective, coalition-driven policy implementation.
- First, start with evidence. The case for HIT was built on rigorous research, including local and national studies, which helped secure buy-in from both policymakers and educators.
- Next, focus on measurement and transparency. Impact was tracked through public dashboards (e.g., EmpowerK12’s NAEP dashboard and DC Policy Center’s State of DC Schools Report), independent evaluations (Stanford’s HIT study), and real-time implementation feedback that schools could use immediately. PAVE also partnered to host focus groups and coffee chats around the HIT programs at schools to better identify how to get information to families and increase student participation and community awareness. This allowed educators, school leaders, and systems leaders across DC to course-correct quickly and maintain momentum.
- Third, prioritize clear, accessible communication. Advocates developed toolkits for families and schools, hosted public events like CitySchools Collaborative’s annual HIT Summit, and cultivated strong community partnerships. Policymaker engagement was central—leaders from the DC Council and the Deputy Mayor for Education actively championed the work.
- Finally, build wide, inclusive coalitions to weather any policy or political environment. By engaging both DCPS and the public charter sector, public and private partners, and communities across lines of difference, this campaign was stronger, more resilient, and ultimately more impactful. The groundswell of support from organizations such as the DC Charter School Alliance, EmpowerK12, PAVE, DC Policy Center, and a large number of LEAs meant that funding for HIT remained a priority during difficult fiscal environments.
RESOURCES
- https://drive.google.com/file/d/1iBIgcqojiJ_E0G70fKLAKG-jVxyuG0JW/view?usp=sharing
- https://cityschoolscollab.org/resources/
- https://www.dcpolicycenter.org/publications/dc-high-impact-tutoring/
- https://www.dcpolicycenter.org/publications/dc-voices-high-impact-tutoring/
- https://www.washingtonpost.com/education/2024/08/13/dc-tutoring-student-performance/
- https://educationrecoveryscorecard.org/wp-content/uploads/2025/02/District-of-Columbia-Public-Schools.pdf
- https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/FY23%20HIT%20Report.pdf
- https://www.cbsnews.com/news/kramer-middle-school-washington-math-and-reading-scores-covid/
Best Implementation Finalists
DC Charter School Alliance, DC Policy Center, Education Forward DC, EmpowerK12, Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Innovative Options, Responsive Systems
SUMMARY
This policy helps over 13,000 students in DC access high-impact tutoring which led to significant gains in reading and math and improved student attendance. This was a core strategy that led to DC being first in academic recovery in the nation from 2022 to 2024.
Our policy and advocacy impacted over 13,000 students in our traditional public schools (DCPS) and DC public charter schools. 70% of the students impacted and receiving HIT are categorized as economically disadvantaged. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC was ranked 1st across all states in terms of the percentage of children who have received academic tutoring in the past school year, regardless of income level.
HISTORY & WHY THIS WIN MATTERS
Research consistently shows that high-impact tutoring (HIT) is among the most effective academic interventions for students, especially in reading and math. DC embraced this evidence, launching a coordinated, systemwide investment in HIT beginning in 2021 with an investment of over $40 million. This approach has paid off: DC students have made the fastest academic recovery in the nation.
From 2022 to 2024, DC led all states and jurisdictions in academic gains on both the National Assessment of Educational Progress (NAEP) and local assessments, according to Harvard’s Education Recovery Scorecard. DC Public Schools (DCPS) was highlighted nationally for its strategy, with high-impact tutoring named as a cornerstone of its success.
This initiative didn’t just improve test scores, it also improved student attendance. A Stanford study found that DC students were significantly more likely to attend school on days they had tutoring, with the effect strongest for those who previously struggled with chronic absenteeism. Having a trusted adult who can provide personalized attention and consistent support helps students want to show up for school, overcome academic challenges, and foster a belief in their own ability to learn and succeed.
And the impact was targeted to the students who need it most: 70% of students who received HIT are economically disadvantaged, compared to 51% across DC. While recovery is ongoing, this investment has already helped thousands of students regain academic ground lost during the pandemic and been a cornerstone of our academic growth in reading and math at a time when other states were stagnant or falling behind – showing what’s possible when systems prioritize targeted, evidence-based supports.
In 2021, HIT emerged as a top strategy to help students recover from the disruptions to their academic growth caused by the pandemic. 2,109 students were given access to HIT in the 21-22 SY, and an additional 2,476 students were added in the fall of the 22-23 SY with 70% of priority schools being served by 2023. In December 2024, the Mayor’s office announced an additional investment of $7M for HIT and today, over 13,000 students have access to HIT services.
IMPLEMENTATION & EVOLUTION
The successful evolution of DC’s high-impact tutoring (HIT) initiative is largely due to the diverse range of stakeholders each playing their part over time. Roll-out needed to be scaled to allow time for buy-in, problem-solving and adapting to current needs, and acting on feedback.
The DC Charter School Alliance collaborated with schools and leaders to plan HIT implementation, particularly scheduling, recognizing that some school communities and students preferred after-school tutoring, while others opted to integrate it into the school day.
Beyond helping to shape the implementation of HIT in their schools, the advocacy and testimonies from the Alliance and their membership was key in protecting and increasing HIT funding from the DC government.
EmpowerK12 provided the research to prove evidence of success including data on specific schools as case studies to help others learn and garner additional support. Importantly, their data and analysis was used in the Stanford study on attendance. The D.C. Policy Center highlighted early stages of implementation with a system-level landscape of high-impact tutoring and a publication sharing early community learning and experiences. When PAVE realized that many parents weren’t aware of HIT offerings, they helped providers and schools think critically about how to communicate with families to ensure they understand what’s available, how to access it, and have the tools and knowledge to help their children extend learning beyond the classroom and tutoring sessions.
Lastly, we built buy-in from leaders from every systems-level education agency, demonstrated by their participation each year in the High-Impact Tutoring Summit, a citywide convening hosted by CitySchools Collaborative (formerly CityTutor DC). Their shared commitment and leadership underscored a citywide vision for building on our collective progress, and their engagement sent a clear signal that this work is both high-priority and long-term.
FINANCIAL INVESTMENT
Our advocacy contributed to a $40 million investment reaching 13,000 students and 90 DC public and public charter schools.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
DC’s success with high-impact tutoring offers key lessons in effective, coalition-driven policy implementation.
- First, start with evidence. The case for HIT was built on rigorous research, including local and national studies, which helped secure buy-in from both policymakers and educators.
- Next, focus on measurement and transparency. Impact was tracked through public dashboards (e.g., EmpowerK12’s NAEP dashboard and DC Policy Center’s State of DC Schools Report), independent evaluations (Stanford’s HIT study), and real-time implementation feedback that schools could use immediately. PAVE also partnered to host focus groups and coffee chats around the HIT programs at schools to better identify how to get information to families and increase student participation and community awareness. This allowed educators, school leaders, and systems leaders across DC to course-correct quickly and maintain momentum.
- Third, prioritize clear, accessible communication. Advocates developed toolkits for families and schools, hosted public events like CitySchools Collaborative’s annual HIT Summit, and cultivated strong community partnerships. Policymaker engagement was central—leaders from the DC Council and the Deputy Mayor for Education actively championed the work.
- Finally, build wide, inclusive coalitions to weather any policy or political environment. By engaging both DCPS and the public charter sector, public and private partners, and communities across lines of difference, this campaign was stronger, more resilient, and ultimately more impactful. The groundswell of support from organizations such as the DC Charter School Alliance, EmpowerK12, PAVE, DC Policy Center, and a large number of LEAs meant that funding for HIT remained a priority during difficult fiscal environments.
RESOURCES
- https://drive.google.com/file/d/1iBIgcqojiJ_E0G70fKLAKG-jVxyuG0JW/view?usp=sharing
- https://cityschoolscollab.org/resources/
- https://www.dcpolicycenter.org/publications/dc-high-impact-tutoring/
- https://www.dcpolicycenter.org/publications/dc-voices-high-impact-tutoring/
- https://www.washingtonpost.com/education/2024/08/13/dc-tutoring-student-performance/
- https://educationrecoveryscorecard.org/wp-content/uploads/2025/02/District-of-Columbia-Public-Schools.pdf
- https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/FY23%20HIT%20Report.pdf
- https://www.cbsnews.com/news/kramer-middle-school-washington-math-and-reading-scores-covid/
ExcelinEd
Network Policy Pillar: High Expectations, Great Educators
SUMMARY
This policy helps literacy coaches, school leaders, and state education agencies to build capacity and implement evidence-based reading instruction so they can strengthen teacher practice and improve student literacy outcomes
ExcelinEd’s literacy coaching initiative supported state leaders in 27 states, reaching millions of students by equipping educators with the tools and training to deliver evidence-based reading instruction in the early grades.
HISTORY & WHY THIS WIN MATTERS
This work matters because early literacy is foundational to lifelong learning, and strong classroom instruction is key to student success.
ExcelinEd promotes 18 principles of comprehensive early literacy policy that support teachers, administrators, students, and families with strategies to improve literacy outcomes. One of those principles is the adoption and deployment of literacy coaches trained in the science of reading. Through its Fundamentals of Literacy Coaching modules, ExcelinEd is helping states bridge the gap between policy and practice by building capacity among educators who are best positioned to support teachers: literacy coaches.
These professionals provide job-embedded professional learning rooted in the Science of Reading, offering guidance, modeling, and actionable feedback to improve classroom practice. With 29 states implementing literacy coaching policies, the need for high-quality, accessible training is greater than ever.
In response, ExcelinEd partnered with the Florida Center for Reading Research to develop free, comprehensive training modules. In 2025, we took this work a step further by convening 62 literacy leaders from 27 states at our first Train the Trainer workshop. This hands-on, peer-driven experience equipped leaders to return to their states and scale impact—ensuring more teachers benefit from high-quality coaching, and more students learn to read proficiently.
This work turns research into results—and accelerates literacy gains where they matter most: in classrooms.
Our Fundamentals of Literacy Coaching modules were first developed in 2024, and we convened our first Train the Trainer event in 2025 to bring these resources to literacy leaders in 27 states. While participating states were in different stages of early literacy policy implementation, they all benefited from the resources and training.
IMPLEMENTATION & EVOLUTION
Surveys from the training showed 91% of participants will apply what they learned and 95% have increased capacity to guide literacy coaching.
ExcelinEd learned that many were new to coaching and eager for more knowledge and support. This will help refine our approach for future trainings, including scaffolding content, follow-up coaching, and tailored materials. Implementation is not one-size-fits-all. We are committed to evolving our tools, training and support based on feedback.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
One of the most important lessons in implementation work is to treat it like a campaign, not an afterthought. ExcelinEd works to elevate the value of literacy coaching by aligning research, storytelling, and policy design around a single, compelling message: high-quality coaching improves teaching, and better teaching improves reading outcomes.
ExcelinEd built strong partnerships with states early—listening to their challenges, co-developing solutions, and offering no-cost, high-quality tools to fill resource gaps. By packaging implementation support as an opportunity for statewide capacity-building, not a compliance burden, we shifted the narrative and generated broad buy-in from state agencies and practitioners alike.
We also learned that success relies on continuous engagement. Through convenings like the Train the Trainer workshop, we don’t just share tools—we build community. That trust and shared purpose help increase the importance of coaching investments and encourage states to stay the course.
The takeaway: implementation is advocacy. Show up, listen, offer value, and stay committed beyond policy passage.
RESOURCES
- ExcelinEd’s Fundamental Principles of Coaching: https://excelined.org/2024/07/17/launch-of-excelineds-early-literacy-coaching-modules-empowering-educators-for-success-in-the-classroom/
- ExcelinEd’s Early Literacy Matters state scan of literacy coaching policies: https://earlyliteracymatters.org/literacy-map/
BEST NC
Network Policy Pillar: Great Educators, Responsive Systems
SUMMARY
This policy helps people who are interested in teaching receive the accurate information and support they need to enter the profession and fill critical vacancies in classrooms.
- Provides clear accurate information on licensure, compensation, pathways, and preparation programs
- Centralizes resources to reduce confusion for aspiring teachers
- Offers 1:1 coaching and support to navigate entry into the profession
- Streamlines access to applications, financial aid, and career planning
Our policy and advocacy is predicted to impact more than 2 million North Carolina students over the next decade by helping to recruit over 9,000 ethnically diverse (2.5x more than other programs), degree-holding teacher candidates into the teacher pipeline.
HISTORY & WHY THIS WIN MATTERS
This work matters because it demonstrates how strategic partnerships and pilot programs can lead to lasting statewide impact, resulting in a fully funded, state-run initiative that has recruited nearly 10,000 teacher candidates in five years, boosted EPP enrollment by 20% and expanded access to high-quality, diverse educators enabling more students to see themselves reflected in their teachers.
TeachNC launched as a pilot through a partnership between the business community, state agency, and nonprofit TEACH.org, with support from the Governor’s Education Cabinet. The program collaborated with educator preparation programs (EPP), school districts, grow your own initiatives, and a statewide jobs board. After three years, results exceeded expectations, leading to full state funding with recurring dollars. Nearly 10,000 teacher candidates were recruited in the first 5 years, with nearly half being candidates of color (compared with the typical pipeline which is ~80% white). In 2024, 3,700 candidates were recruited, increasing EPP enrollment by 20%. The diverse recruitment pool means more students now see themselves reflected in their teachers. TeachNC launched as a pilot initiative in 2018 and became a state-funded program in statute in 2021.
IMPLEMENTATION & EVOLUTION
BEST NC helped the TeachNC policy evolve by using real-time feedback to remove key barriers, including misinformation, for aspiring teachers; expanding access to relatable teacher mentors, and launching a statewide jobs board, insuring the initiative stayed responsive, effective, and deeply aligned to teacher candidate needs.
- Misinformation is usually the first barrier. Providing accurate and accessible information about how to enter the profession is the first way TeachNC removes barriers. For instance, there is a lot of confusion and misunderstanding about teacher preparation and licensure requirements. A candidate who has already graduated from college might believe they need to go back for four years to get a degree in education in order to be licensed—which is not true. After a few years in place, TeachNC added a chat function where candidates can get access to answers 24/7 from real people. There were 3,722 chats last year.
- Access to teachers you can relate to is often the next barrier. TeachNC creates a safe space for conversations with actual teachers by empowering individuals to sign up for an online meeting with real North Carolina teachers. Candidates can choose a “coach” who has a similar background or works in a similar region in the state. These coaches are paid for their time and are trained to provide guidance on preparation and licensure issues. Last year, TeachNC users scheduled 897 calls with TeachNC coaches.
- Candidates were getting stuck at the job application step. TeachNC’s impact has increased significantly thanks to the development of a statewide teacher jobs board. Candidates can now see the types and locations of teaching jobs available across the state in real time. The jobs board has significantly expanded TeachNC’s impact because, like any profession, it is easier to opt in when you can see that there are available jobs in your field or region.
FINANCIAL INVESTMENT
Our advocacy contributed to a $960k annual state investment, plus $1M+ per year in earned media, and additional funding from ESSER that supported aspiring teachers.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Network members can learn from BEST NC’s advocacy strategies and tactics that long-term success requires early alignment with key stakeholders, a strong technical partner, consistent data reporting, and ongoing engagement, even after transition to a state-led initiative, to sustain impact, adapt to challenges, and proactively protect the initiative from emerging threats.
- Create a Clear Plan with the Primary Stakeholders. We secured early, written support from primary stakeholders to ensure continuity during leadership changes.
- Develop a clear short- and long-term plan for funding and administration from the outset.
- Find the Right Technical Partner. We partnered with TEACH.org, a proven technical provider that had a proven track record in this area and with the infrastructure to meet IT needs that quickly demonstrated results.
- Monitor and Report to Stakeholders Regularly. We regularly monitored and reported progress data to stakeholders, building trust and preparing them for a smooth transition to state administration.
- Keep Your Seat at the Table. We have maintained a seat at the table post-transition, ensuring continued influence on strategy, improvement, and sustainability.
- Supported NC DPI in staffing and operational planning during implementation challenges.
- Monitor for Threats and Opportunities. We proactively monitor for threats, including staffing gaps or potential budget cuts, and work collaboratively to address them early. We also identify new partnerships and enhancement opportunities.
RESOURCES
- BEST NC Landing Page for TeachNC: https://www.bestnc.org/teachnc/
- BEST NC Video about TeachNC: https://youtu.be/0yLOhsUt_TU
- TEACH Video on how to use TeachNC: https://youtu.be/Ul2Vk2HXqFk
- Legislative Language: https://www.ncleg.gov/Sessions/2021/Bills/Senate/PDF/S105v8.pdf (pg. 70-71)
- TeachNC Website: https://northcarolina.teach.org/
Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Responsive Systems
SUMMARY
This policy helps to support schools, educators, policymakers, and families in implementing school-based mental health and whole child supports across the entire school community. By addressing the mental health needs and overall well-being of both students and educators, the policy aims to improve academic outcomes.
Our work impacts all ~100,000 students across DC’s public and public charter schools. In 2025, in response to our Whole DC Report, PAVE launched an educator wellness pilot, reaching 344 educators across 5 charter schools serving 1,967 students. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC ranked 2nd across all states for the percentage of families that are very satisfied with how the school supports their emotional and mental health needs.
HISTORY & WHY THIS WIN MATTERS
Students cannot learn, thrive, or reach their full potential without feeling mentally safe and supported. Ensuring that SBMH supports are not only available but also effective is essential to breaking cycles of trauma and creating real educational opportunities. PAVE parents knew this and identified SBMH as a priority long before the pandemic took an enormous toll on our children’s emotional well-being. Parents believe that each and every child deserves a safe, nurturing, and great school with a welcoming learning environment so that they come to school every day eager and excited to learn. Our kids have limitless potential, and by taking a whole child approach and supporting their physical, mental, and emotional well-being, all kids can learn and thrive.
Thanks to the advocacy of PAVE Parent Leaders, in 2018, DC committed to its bold SBMH goal: ensuring every public school had access to mental health supports through a community-based behavioral health provider. But passing legislation and a budget was only the beginning. PAVE has worked alongside families, students, educators, and systems leaders to make this policy real and impactful – and to continue to build upon that first policy and identify and close gaps in the system.
In 2022, we launched Whole DC. Through school-based learning sessions and site visits to see the work in action, we brought together parents, educators, students, and system leaders to hear what was working — and come together to fix what wasn’t.
The resulting Whole DC Community Learning Sessions Report surfaced critical gaps along with the bright spots: uneven services, poor coordination, and families feeling left out. PAVE moved quickly from insight to action—organizing testimony before the DC Council, meeting with DBH leadership, and offering policy recommendations that were incorporated by systems leaders. This advocacy has helped increase transparency and drive meaningful improvements in SBMH program oversight and delivery.
Policies were passed over seven years. In 2018, DC’s budget for SBMH in FY19 increased to $13.7mil; in 2019, FY20 added $3.3mil for SBMH & $4mil for SEL; in 2022, FY23 added $1.9mil in funding for providers; in 2023, FY24 added $325k to establish a peer educator pilot, $24mil to increase Medicaid rates, and a $2.5mil recruitment and retention fund for professionals, and DC received a $9.7mil grant for recruitment from the US Dept of Ed; and in 2024, FY25 added $900k in educator wellness grants.
IMPLEMENTATION & EVOLUTION
After PAVE Parent Leaders successfully advocated for funding and policy to expand school-based mental health (SBMH) supports in DC, they made it clear: passing the policy wasn’t enough. Parent Leaders continued to prioritize SBMH over the past eight years to ensure the millions invested were truly benefiting students, especially those furthest from opportunity and most in need of these services. Recognizing that change requires collaboration, we began to focus on system-wide learning and improvement with the launch of our Whole DC Community Learning Sessions. Leveraging trusted relationships across DC’s education ecosystem, PAVE convened schools, community-based organizations, families, and policymakers to assess how the policy was playing out in real time—and what needed to change.
The Deputy Mayor for Education, Office of the State Superintendent of Education, Department of Behavioral Health, and the State Board of Education responded with concrete shifts in policy and practice, including: new District-wide social-emotional learning standards, increased investments in restorative justice programs, improved hiring pipelines for school-based mental health clinicians, and expanded opportunities for family voice in decision-making.
These sessions also revealed a key gap: educators were struggling with their mental health and burnout, impacting their ability to support students. In response, PAVE partnered with the Office of the State Superintendent (OSSE) and EmpowerU to bring mental wellness programming directly to school staff. These supports are helping educators build resilience, improve classroom climate, and sustain the energy needed to meet students’ needs. As one educator shared, “Building a strong ‘me’ means helping to build a stronger ‘them.’” This evolution—from student supports to a full ecosystem approach—was only possible because we listened, adapted, and responded in real time.
FINANCIAL INVESTMENT
Our advocacy contributed to over $60 million in mental health supports at DC public and public charter schools, including supports for educators, the recruitment and retention of school-based mental health professionals, increased grant funding for clinicians, social emotional learning, and more.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Coalition building, Research and white papers , Constituent Organizing/Mobilizing, Support or training for educators or education leaders, Policy Analysis
Our implementation approach offers three key lessons:
- Policy without convening is incomplete. Systems work best when everyone involved can listen, learn, and collaborate. Our Whole DC Community Learning Sessions brought policymakers, parents, and practitioners together in-person at schools doing the work—some for the first time—to break silos and align strategy. This built trust, clarified confusion, and fostered shared accountability.
- Implementation must evolve with lived experience. The need for educator wellbeing supports emerged when teachers and school leaders shared what they were facing. Listening sessions and on-the-ground visits revealed what no policy memo could. Our Partnership with EmpowerU to pilot an educator support project grew directly from this input—and showed how nimble, targeted implementation can change outcomes.
- Keep the focus on students and families. PAVE Parent Leaders set the priorities, shaped the convenings, and kept all stakeholders grounded in the question: “Is this working for kids?” That family-first approach made sure implementation stayed urgent, relevant, and equity-centered.
By investing in structured feedback loops and public learning spaces, we modeled a process others can adapt: align the vision, walk the ground, and make the adjustments that matter.