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GreatSchools Rating

Mary McLeod Bethune Day Academy PCS

Charter | PK-8 | 366 students

We are best known for Spanish Immersion Program.

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 6 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

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14 reviews of this school


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Posted April 10, 2014

This school is incapable of professionalism. Do not send your child here. There's a serious bullying issue against the children that want to excel and the children that don't (which is 90% of the school population). I don't see great things for this school, its unfortunate because I had such high hopes for this school. My child will be leaving at the end of this year.
—Submitted by a parent


Posted April 1, 2014

My son has attended MMBDA for the past three years and my younger son will start in the fall of 2014. Even though my kids hear Spanish at home, I noticed a definite uptick in their spoken Spanish after my oldest entered the school and my oldest is reading at least two grade levels above his current grade. I'm thrilled with the diversity of the teachers and I've been very pleased with the commitment and responsiveness of the administration. My hope is that more parents will become involved with the school as they enroll their children, adding their time and talent to the mix for the benefit of all the students and our community.
—Submitted by a parent


Posted February 7, 2014

It is so obvious that the great reviews are written by the school administration more than likely the Executive Director. This school is one of the worst in the city. I don't understand how they remain open. Grades are NOT earned, the children are bad, there are no books and the building is cold during the winter. MY child has told me stories of classmates being extremely disrespectful to teachers, cursing and trying to fight them, and nothing was done about it. Bullying is a serious issue and it never gets addressed. Students are just socially promoted without grasping everything throughout the school year. The test scores are horrible too. Do not send your child to this school. the neighborhood is pretty and that's it. I would never enroll my child here again!
—Submitted by a parent


Posted January 2, 2014

My children attend MMB Day Academy for over 5 years. My daughter graduated from MMB 2009. I love this school. My kids hate it because they force them to work hard. Grades are EARNED, not GIVEN. Uniform strong required. Only thing I don't like are simple little things can get you suspended. Some parents can be tough on the teachers about their children, but, sometimes we need to accept that are kids act different from home than at school.
—Submitted by a parent


Posted November 1, 2013

Several parents from this school continually park in front of the alley, ensuring that neighbors can't get into or out of their homes. Neighbors have been cursed at, threatened and verbally abused as a result. E mails to the principal have gone unanswered. In the end the neighbors have had to get the police involved and a police car/bike now regularly circulates during the morning drop off to try and catch the offenders. The school's interaction with its neighbors is at an all-time low.


Posted October 31, 2013

This is a great school. My neighbor absolutely raves about her children attending, I am considering this school for my children.


Posted August 2, 2013

This will be my granddaughters third year in MMBDA and she is thriving. I really like the teachers and believe she couldn't do any better anywhere else. She looks forward to going back at the end of summer and can't wait to see her teachers and friends again. I am thankful for the before/after care which really helps me since I work.


Posted July 12, 2013

I do not care for this school anymore. In the past it seemed to be a school of high praise, but I'm not seeing a connection between students & teachers, no connection between parents & teachers, or any connection between the principal & the school staff. Bullying is a constant at this school & the issue is being neglected. This past school year, there were teachers that quit in the middle of the school year which raises red flags. When asked about why the teachers quit, they dismiss the subject. There is just too much going on in this school with no communication between the staff. Dr. Wyche has been diverting all subject matters toward others or she avoids it all together. I wish to remove my child from this school promptly. I do not wish for my child to attend another year at this school here. I am frantically trying to find a new school because I cannot suffer through another year of this. All In All, DO NOT ENROLL YOUR CHILDREN HERE UNLESS YOU JUST HAVE NO OTHER CHOICE.
—Submitted by a parent


Posted February 12, 2013

My son started PK3 at Bethune in the Fall of 2012. We have been very happy with the commitment and level of caring of the teachers. We continue to be impressed by the level of warmth of all of the staff members. My son's Spanish language skills have grown tremendously.
—Submitted by a parent


Posted January 7, 2013

I am very happy with MMB. My son started in PK3 in Fall 2011 and is now in PK4. We continue to have a great experience at MMB with the principal and teachers, educational and extracurricular activites, and are especially pleased with the spanish emersion program. My son enjoys going to school everyday and the I feel staff is enthusatic, responsive and caring to our family.
—Submitted by a parent


Posted July 31, 2012

So far- I am very pleased with school. This would be the first year that my three children would be attending. I have met a few of the fall teachers that are teaching the summer program. The staff has been very welcoming, pleasant and helpful. My children are enrolled in the before and aftercare prgrams for the summer as well. They love it. The before/ aftercare program is like no other that I've been exposed to. I've learned that all three of my children are learning about similiar things but, of course, on different levels. I can't wait to see what the fall brings but I will be back to tell about it!!
—Submitted by a parent


Posted July 18, 2011

This school has excellent teachers. When I walked through the building I took note of the care the staff has for the children. The graffiti was not on the school building as some one mistakenly stated earlier on this site. The ANC building had the graffiti. As a matter of fact Long and Foster and the school painted the surrounding wall to ensure there was no graffiti on the wall. The custodians clean outside daily. There is no trash outside the building. There is a wonderful garden.
—Submitted by a parent


Posted June 30, 2011

The principal and administration are attentive and come with a can-do attitude. I am looking forward to working closely with the educators there in the upcoming year!
—Submitted by a parent


Posted October 9, 2010

School has a diverse student and staff population, also one of the best curriculum.
—Submitted by a teacher


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 43% in 2013.

29 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
16%

2011

 
 
11%

2010

 
 
42%
Reading

The state average for Reading was 44% in 2013.

29 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
28%

2011

 
 
31%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 58% in 2013.

37 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
52%

2011

 
 
48%

2010

 
 
42%
Reading

The state average for Reading was 52% in 2013.

37 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
41%

2011

 
 
42%

2010

 
 
53%
Writing

36 students were tested at this school in 2013.

2013

 
 
44%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 52% in 2013.

26 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
22%

2011

 
 
32%

2010

 
 
21%
Reading

The state average for Reading was 54% in 2013.

26 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
31%

2011

 
 
58%

2010

 
 
29%
Science

26 students were tested at this school in 2013.

2013

 
 
19%

2011

 
 
53%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 53% in 2013.

32 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
35%

2011

 
 
33%

2010

 
 
32%
Reading

The state average for Reading was 42% in 2013.

32 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
45%

2011

 
 
47%

2010

 
 
47%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 58% in 2013.

2013

 
 
n/a

2012

 
 
69%

2011

 
 
32%

2010

 
 
54%
Reading

The state average for Reading was 56% in 2013.

2013

 
 
n/a

2012

 
 
56%

2011

 
 
37%

2010

 
 
50%
Writing

15 students were tested at this school in 2013.

2013

 
 
80%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 65% in 2013.

2013

 
 
n/a

2012

 
 
54%

2011

 
 
32%

2010

 
 
64%
Reading

The state average for Reading was 55% in 2013.

2013

 
 
n/a

2012

 
 
62%

2011

 
 
32%

2010

 
 
71%
Science

15 students were tested at this school in 2013.

2013

 
 
33%

2011

 
 
11%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 43% in 2011.

131 students were tested at this school in 2011.

2011

 
 
31%

2010

 
 
42%
Reading

The state average for Reading was 44% in 2011.

132 students were tested at this school in 2011.

2011

 
 
40%

2010

 
 
51%
Science

The state average for Science was 35% in 2011.

38 students were tested at this school in 2011.

2011

 
 
32%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 52% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 48% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 41% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students35%
Black, non-Hispanic33%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged35%
Disabledn/a
Limited or not English proficientn/a

Reading

All Students24%
Black, non-Hispanic26%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged24%
Disabledn/a
Limited or not English proficientn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students41%
Black, non-Hispanic41%
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged41%
Disabledn/a
Limited or not English proficientn/a

Reading

All Students49%
Black, non-Hispanic49%
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged49%
Disabledn/a
Limited or not English proficientn/a

Writing

All Students44%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students42%
Black, non-Hispanic44%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged42%
Disabledn/a
Limited or not English proficientn/a

Reading

All Students50%
Black, non-Hispanic52%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged50%
Disabledn/a
Limited or not English proficientn/a

Science

All Students19%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students50%
Black, non-Hispanic50%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged50%
Disabledn/a
Limited or not English proficientn/a

Reading

All Students34%
Black, non-Hispanic34%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged34%
Disabledn/a
Limited or not English proficientn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Studentsn/a
Black, non-Hispanicn/a
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Studentsn/a
Black, non-Hispanicn/a
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Writing

All Students80%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Studentsn/a
Black, non-Hispanicn/a
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Studentsn/a
Black, non-Hispanicn/a
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Science

All Students33%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

In 2012-2013, this school was designated "Rising".

About the tests


The DC school classification system includes multiple measures to evaluate performance and student growth. The possible classifications, from highest to lowest, are Reward, Rising, Developing, Focus and Priority. These measures include the DC CAS, annual growth, graduation rates, attendance rates and participation rates. Under the system, required under the Elementary and Secondary Education Act (ESEA), each school is given a School Index Score based on the performance of its students. Schools receive different levels of support, resources, flexibility and monitoring based on their classification.

Source: Office of the State Superintendent of Education

What is the GreatSchools Rating?

The GreatSchools rating is a simple tool for parents to compare schools based on test scores, student academic growth, and college readiness. It compares schools across the state, where the highest rated schools in the state are designated as “Above Average” and the lowest “Below Average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child's and family's needs as part of the school selection process.

 
Average

Test score rating
Student growth rating

1-3 Below Average

4-7 Average

8-10 Above Average

 

Breaking down the GreatSchools Rating

The graphs below compare this school's results in each area to other schools in the city.

Test score rating 20131What's this?

Test score rating examines how students at this school performed on standardized tests in the District of Columbia. Test scores are based on 2012-13 DC CAS results.

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City
1
2
3
4
5
6
7
8
9
10

Student growth rating 20132What's this?

Student growth rating measures whether students at this school are making academic progress over time. Specifically, the rating looks at how much progress individual students have made on reading and math assessments during the past year or more.

Close
This school
City
1
2
3
4
5
6
7
8
9
10

1 This rating is based on 2012-13 DC CAS results from the DC Office of the State Superintendent of Education (OSSE).

2 This rating is based on 2012-13 Median Growth Percentiles in math and reading from the DC Office of the State Superintendent of Education (OSSE).

Student ethnicity

Ethnicity This school State average
Black 94% 1%
Hispanic 4% N/A
Two or more races N/A 57%
White N/A 1%
Source: Office of the State Superintendent of Education, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 95%N/AN/A
Special education 13%N/A13%
English learners 0%N/A7%
Source: Office of the State Superintendent of Education, 2011-2012

Teacher resources

Foreign languages spoken by school staff Arabic languages
French
Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • AYP in School Year 2009-2010 (2010)

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Visual arts
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
Performing and written arts
  • Creative writing
Media arts
  • Video / Film production
Clubs
  • Student newspaper

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Bi-lingual or language immersion programs offered
  • Latin
  • Spanish
Foreign languages taught
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Foreign languages spoken by staff
  • Arabic languages
  • French
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

School start time
  • 8:30am
School end time
  • 3:45 pm
Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
  • Before school: starts at 7:00 a.m.
School Leader's name
  • 'Mr. Jubria A. Lewis, ES Principal & Mr. C. Maurice Porter, MS Principal'
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Block scheduling
  • Extended/longer school day
  • Year-round
Is there an application process?
  • Yes
Fax number
  • (202) 318-7588

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Project-based
  • Small
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Foreign languages
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Latin
  • Spanish
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Foreign languages spoken by staff
  • Arabic languages
  • French
  • Spanish
Extra learning resources offered
  • Remediation
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Computer
  • Garden
  • Library
  • Playground
School leaders can update this information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Football
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Softball
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
Performing arts
  • Creative writing
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Student newspaper
School leaders can update this information here.

Photos

School culture

Dress Code
  • Uniforms
More from this school
  • MMBDA offers a comprehensive approach to education. Students in grades PreSchool - 8th grade receive full dose in the four core content areas of Reading/English Language Arts, Math, Science, and Social Studies in addition to Art, Music, Health/Physical Education, and Library/Research. Students in Middle School (5th-8th) also receive Latin Instruction and participate in an extended school day ending at 5 pm. MMBDA offers transportation for its students, ensuring they have access to a quality education.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Banneker Academic High School
McKinley Technology High School
Duke Ellington High School
Notice an inaccuracy? Let us know!

1404 Jackson Street, NE
Washington, DC 20017
Website: Click here
Phone: (202) 459-4710

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