Before their children could conjugate a single Spanish verb, Megan Newman and Corey Holman were already picturing them speaking fluently in another country. The Hill couple always knew they wanted to live in Mexico City. When they did it, they wanted their kids to be ready.
So in 2020, they enrolled their son at Mundo Verde (30 P St. NW, www.mundoverdepcs.org), a public charter school that offered Spanish immersion from the start. Their daughter joined a year later in pre-K3. Now, five years in, with a family move to Mexico City set for next year, they’re preparing to see how that vision holds up in reality.
District parents choose public charter schools for a variety of reasons, often seeking opportunities that align with their family’s values and aspirations. Some are looking for specialized programs such as language immersion or innovative curricula that emphasize sustainability and experiential learning. Others require the flexibility to accommodate family schedules and goals. All of these factors play a role in the decision to opt for a particular public charter school.
Mundo Verde was a good fit for the Newman’s son who was entering a language course as a kindergartener, post-pandemic with minimal knowledge of the language. “Now their Spanish is actually quite good,” Newman says now, looking back on the five years her children have been at the school. As of August 2025, he’s a rising fourth grader; she’s entering first grade.
Holman grew up in California’s Central Valley among Spanish speakers, she said, but he always felt he hadn’t grasped the language to his fullest potential. “He felt like he would have done better if he picked it up earlier,” Newman relates. It is a gift they have given their children.
Mundo Verde’s sustainability curriculum resonated as well. “I’m chair of the sustainability committee for the parents,” Newman said. “My kids really connect with this learning–it’s science and it just makes sense to them–like saving the planet and being fair.”
The community provided strength, especially during the pandemic and now continuing throughout recent community fears around immigration raids, when caregivers worked outside the entrance of each of the school buildings, ready to take action should ICE visit the school. “The parent and student community is just a very loving and generous sort of people,” Newman said.
Choice
When Lea Crusey and her spouse moved to DC in 2013, they hadn’t yet had children–but saw the school choice system as an asset. An education policy expert and a DC Public Charter School Board member since 2018, Crusey appreciated the flexibility and equity of the lottery system. (She spoke as a parent for this story.)
Her background gave her a unique perspective: “I see it as an opportunity,” she said, acknowledging she “may be very unique in that way.”
“We knew that there was a universal lottery, so we did not choose our home based on where our business was,” she said. This allowed them to prioritize family needs over school boundaries.
Last school year, her two children attended different schools. Her eldest went to Brent Elementary (301 N. Carolina Ave. SE, www.brentelementary.org) starting in first grade. She is full of praise: “You’ve got a very stable administration here at Brent. Everything works… it’s a really multi-generation, multi-kid PTA.”
Then, her younger child was accepted at Two Rivers PCS (1227 Fourth St. NE, www.tworiverspcs.org) in 2021. Though initially hesitant about the dual commutes, her husband persuaded her, reminding her that thousands of District families, including a large number living in Wards 7 and 8, travel for their children’s education: “You happen to know that this is a good school,” he reminded her. “Why don’t we try this?”
It turned out to be a good decision. Two Rivers families are socioeconomically, racially and geographically diverse. Their decision also fostered a sense of belonging rooted in choosing to be part of the school community rather than choosing to send their child to a neighborhood school.
When considering middle schools, her eldest visited both public and private institutions, taking an active role and shadowing students in classes. Ultimately, she chose BASIS DC (410 Eighth St. NW, enrollbasis.com), because it is “academically rigorous.”
For Crusey the guiding principle has been what works best for the student. The success of her children at different schools reaffirmed the benefits of choice.
Social Justice in Action
At The Social Justice School (333 Kennedy St. NW, www.thesocialjusticeschoolpcs.org), love, learning and liberation are foundational values. Located in Lamond-Riggs and serving middle school students from grades 5 to 8, the school emphasizes empowerment through real-world engagement.
It begins with love. “You’ll hear teachers and leaders say that a lot to kids,” said SJS Executive Director and Founder Myron Long. “Which to middle schools can be awkward at first.” But once students realize it’s genuine, he said, it fosters engagement rooted in problem-solving.
Kids attend from across the city, primarily Wards 5, where the school will continue to be located when it moves into a brand-new building next year, but many also come from wards 7 and 8.
For parent April Thomas, the school’s approach resonated, particularly for her children, Tavon and Tamara. She believes her son especially applied what he learned about social justice in resolving conflicts.
“Our school is a charter school, but it’s untraditional,” Long said. “The students that thrive here are willing to dream about what the world could and should look like.”
A key feature of SJS is student-led advocacy. One example: a guaranteed income pilot that originated with student proposals. When asked how to reduce poverty, students said simply: families need more cash. “In commitment to sharing and yielding power, we acted on their advocacy,” Long said.
The school partnered with Mother’s Outreach Network (mothersoutreachnetwork.org) to launch the first intergenerational guaranteed income pilot last summer. Families received monthly stipends; 100% said they met their basic needs during the program. With a $400,000 grant from The Greater Washington Community Health Equity Fund (www.thecommunityfoundation.org), the school expanded the program to support 40 families. Parents received $300/month; students, $25/week.
SJS curriculum is project-based, following a structure of “texts, tools and tasks.” Last year, students read Agent Zero, researched gun violence as an epidemic, and organized a school rally in June. “We teach students how to think, not what to think,” Long said. Two or three times a year, students go on an expeditionary learning trip focused on their current topic.
Thomas said more schools should incorporate the “social justice DNA” into learning. “The way things are now, that education is important,” she said, especially “a school environment that teaches you how to process social change.”
Opportunity and Growth at KIPP
For Joy Parker and her mother, Joy Hicks, KIPP College Preparatory High School (1405 Brentwood Pkwy NE, kippdc.org) offered opportunity, growth, and community. Joy joined activities from volleyball to poetry club. “Every after school, I was there or doing something. It really helped to stack my resume,” she said.
A summer program that included travel, backpacking, and kayaking was especially impactful. Fully funded by the school, it broadened her perspective and gave her independence.
KIPP also helped Joy overcome public speaking anxiety. Through Girls Inc. and stage performances, she gained confidence. “I struggled with my speech, but they put me in front of people,” Parker remembered. “Being in Girls Inc. and on stage really helped me become who I am now.”
The school supported college preparation with classes and advisors who guided students through applications and financial aid. “There was an entire class on just your next steps in your senior year. FAFSA, applications–they were there the entire time.” Every 2025 graduate was accepted at a college, Parker said. She plans to study veterinary science at High Point University.
KIPP has become a family tradition. Parker attended from pre-K3 through graduation, following her siblings, the eldest of whom is now 28 years old. Its neighborhood presence made it a natural choice.
Her mother emphasized the high level of parent involvement, which at one point included Saturday enrichment lessons. Hicks, a KIPP parent for more than 20 years, said, “You have to be committed to your child’s education if they go to KIPP.”
Meeting Students Where They Are
Three years ago, Stephanie Ross moved to DC, seeking the right school for her three children. Capital City Charter School (100 Peabody St. NW, ccpcs.org) stood out–especially for her son Adonis, who has ADHD and autism.
“I had an advocate and special education attorney to help navigate the next steps,” she said. “Capital City did the best with trying to accommodate his needs. The intent was there.”
In Prince George’s County, Adonis was moved between schools. At Capital City, he was placed in a setting with a special ed teacher and assistant. “It was too restrictive for him,” Ross said. But the general classroom had too much stimulation. “He got in trouble more because he struggled with social cues,” Ross said.
The school tried to bridge the gap. “They didn’t have a middle ground for kids like Adonis–who aren’t severe but aren’t ready for general education either,” she said.
Ross praised staffer Melody Maitland. “She was really good with Adonis. Sometimes he’d sit in the office with her to do work. They even had a personal protection plan for him… They went over and beyond to make him feel safe and cared for.”
A neuropsych evaluation confirmed Adonis needed a different environment. “The IEP team’s goal was to help him be successful,” Ross said. “They knew they couldn’t provide the right middle ground, so they supported the referral process.”
Despite needing a new placement, Ross came away with a strong impression. The commitment to student success mattered, even when the path was complex. “They did their best to work with Adonis. They made so many adjustments and accommodations.”
Her younger child, Peyton, will start at Learn DC (100 Duncan Ave. SW, www.learncharter.org), a charter school that opened to all District students on Joint Base Anacostia-Bolling (JBAB). After struggling in private school, Ross is certain Peyton will flourish in a setting that emphasizes individualized instruction and small-group learning.
Peyton, a “free spirit,” is especially looking forward to the art program, which her previous school did not have, and a more flexible structure.
“They believe everyone should get a specialized education because everyone learns differently,” Ross said.
That is the principal behind DC’s school choice system, which allows families to make choices that meet all their needs, the needs of the student, the family and even the world.
