Academics at CHEC

Columbia Heights Educational Campus is a unique globally themed bilingual campus that serves grades 6 through 12 and prepares all of its students for success in college and the careers. CHEC has been recognized as one of the top schools in the area and country on the Advanced Placement Challenge Index for offering Advanced Placement to all students. It also has the only Spanish language dual immersion high school program in Washington, DC. Students can take a full bilingual program through the 12th grade. CHEC students come from over 50 countries and we use this diversity to complement our globally themed curriculum. Every grade explores a global theme, which ties together their learning and builds their global awareness.

Beginning in middle school, all students become articulate communicators in English and Spanish through our dual language immersion program.  The middle school also develops the students' full potential through music and visual art for all students.  In the eighth grade, students can transition early to high school by taking high school courses for credit, and in high school as early as the ninth grade, students can take college courses for both high school and college credit through our early college program. Once in high school, students can choose one of two career paths, Math, Science and Business, or Multilingual Communication and the Arts.  In addition to Spanish, students can take French, Italian, or Arabic.  Students are engaged in exploration and inquiry through our project based learning and portfolio assessment process.  All students collect their work for all classes and present it to their classmates, teachers and parents in a portfolio presentation process.  CHEC has a full athletic program at both the middle school and high school level with a variety of sports for boys and girls.  In addition to athletics, there are numerous clubs and extracurricular activities. CHEC offers a globally themed after school program which includes both academics and enrichment.  We are also a Flamboyan Parent Partnership School and conduct home visits for all parents who wish to participate.


CHEC is a standards-based school, which means that standards have been set for teacher performance, principal performance, and student performance.  The academic standards set for students include what students should know and be able to do at each grade level.  World Cultures/Global themes are intended to integrate culture, global studies and the standard curriculum. Curriculum is designed so that students can develop their learning through the lenses of rigor, relevance and social justice.

CONTENT STANDARDS describe what students should know and be able to do in each subject. This year we will utilize the Common Core State Standards.


PERFORMANCE STANDARDS indicate the kind of task a student must perform (such as writing an essay, completing an exam, conducting a scientific experiment) and the quality of student performance that is acceptable to show the content standards have been met.



Our goal is to provide the highest quality instruction possible, so that every student is motivated to learn, experiences rigor that will prepare him or her for college, and is supported in areas where he or she needs it.  Every classroom is a community of learners, and as a school we have chosen instructional strategies that will make sure that every student can develop to the highest level.  In all of your classrooms, you should experience the following instructional strategies:



Assessment provides students, parents and teachers with important information on where a student is progressing, and where he or she needs to focus more.  At CHEC we use different kinds of assessments, formal and informal, to help guide students learning. We expect students to become familiar with the different assessments, and to keep an updated assessment passport order to track their progress and improve upon it.


RUBRICS - are designed by teachers and provide a clear, objective understanding of what is required to meet any given standard. Rubrics are descriptions of what is required to meet the standard when completing an assignment. Students must use rubrics to help them improve their work. At CHEC we have a culture of revision, so that all students get used to reviewing and revising their work. Work not meeting or exceeding the standards is returned to the student with commentary so that the student can revise the work to meet the standards.  


PORTFOLIOS -  another way in which the Columbia Heights Educational Campus measures student progress is through the use of portfolios in each class.  A portfolio is a collection of your student work which demonstrates that you have met the Standards in each class. This collection includes your comments and analysis of why you feel your work demonstrates mastery of the course’s expectations.


Our students benefit from the use of portfolios as it provides them with the opportunity for revision - whereby students correct their work and deepen their understanding of the content.  Students also benefit from the experience they gain in organizing and presenting their work and the pride they take in reviewing their own growth and accomplishments from each course.


All CHEC students are required to complete and present their portfolios at the end of each term in all grades and all subject areas.  This is a promotion requirement in grades 6 through 11, and a graduation requirement in grade 12.  Each advisory the student is required to complete authentic portfolio products and to demonstrate how the projects obtain the rating of meets or exceeds standards through an oral presentation of his or her portfolio before a panel of parents, teachers, community advocates or students.  The student earns 40% of their grade through successful completion and defense of their portfolio.  The portfolio is a requirement for all CHEC students including those who transfer in after the beginning of the year.


1. Reciprocal Teaching: Reciprocal Teaching is a strategy for building reading comprehension and source investigation skills. Focusing on a central question or “zinger question,” students work in groups of four (pairs and individual work are also effective) in which each person takes on a role of a successful reader. The roles include a summarizer who identifies and condenses the most important points of a text; a questioner who formulates questions about the text; a clarifier who makes sense of confusing text by looking up vocabulary, concepts, or unclear references; a predictor who uses information to look to the future. Students read and annotate using their role, and then discuss sections of the text for meaning with regard to the central question. The immediate goal of Reciprocal Teaching is academic discussion about a critical text or source. The long term goal of Reciprocal Teaching is to build students’ skills as readers and investigators.


2. Socratic Seminar: Socratic Seminar is a discussion-based strategy to encourage academic discussion, critical thinking, student engagement, and deep reading of texts or sources. Socratic Seminar is only successful if centered on a provocative central question/essential question. Students prepare by reading and annotating a text with the essential question in mind. They search for answers to the question and evidence to support their findings. In class, students “circle up” and discuss while the teacher observes. Initially the teacher may take on a leadership role by probing and keeping the discuss flowing; however, the goal is for students to take over this role. Meta-cognitive processes should frame a successful Socratic Seminar with students setting participation and discussion goals and writing down their initial responses to the essential question, and end with reflection on students’ goals and ending responses to the essential question. The goal is not to end with everyone in agreement; it is to stimulate questions and academic discourse.

3. Writing to Learn: Writing to learn may appear in many different forms, such as quick writes, warm ups, reflections, drafts, predictions, or exit tickets. The goal of writing to learn is learning! Students write to try out ideas and connections, pose questions, and grapple with new concepts.  Writing to learn tasks are low-stakes meaning they are not graded and do not have right or wrong answers. The purpose is deep thought rather than assessment. Writing to learn tasks do, however, provide teachers with formative assessment data that can show the students’ thoughts, struggles, and misconceptions.

4. Vocabulary Building: Like writing to learn, vocabulary building can occur in many different ways. At the core, however, should be a process of making predications about the meaning of the word; examining its definitions in different contexts; exploring relevant prefixes, suffixes, and Greek or Latin roots; using the vocabulary in different ways such as writing and discussion; and being able to show mastery of the word through assessment. Some successful vocabulary strategies include concept maps, kinesthetic activities, word webs, PAVE, visualization drawing, acting out words, and accountable talk.  Marzano has provided a framework for the best ways to increase reading achievement and content mastery by explicit vocabulary instruction grounded in the content or unit of study (see file cabinet).

5. Cornell Notes: Cornell notes combine the skills of note-making and note-taking through a process which engages students in direct instruction, individual work, group work, and meta-cognition. Students split their paper into a right and left side. The right side is reserved for information given to students by a teacher or a text—the words are not their own. The left side is reserved for their thoughts, such as theme-based, connective questions, clarifying questions, and detail questions about content, connections the student can make to him or herself, summary statements, or pictures which represent the material on the right. Students practice meta-cognition when they fill in the left side because if they are unable to form questions, make connections, write a summary, or draw picture, then they are struggling with comprehension of the material. Cornell notes also provide students with great study aides as they can fold the paper and ask themselves the questions on the left to quiz their own mastery. The goal of Cornell notes is to teach the habits of mind necessary for college-level comprehension of lecture-based courses, as well as to empower students to take their learning into their own hands and monitor their understanding.

6. Accountable Talk: Accountable talk integrates the discussion basics of Socratic Seminar with vocabulary building to encourage the use of academic vocabulary in the context of conversations. Often accountable talk becomes part of a class through activities such as “think, pair, share,” allowing students to integrate new words into their working vocabularies.  The “accountable” aspect of accountable talk is often found in tracking word usage during discussion and setting goals for word usage. Students will set personal or group goals, and then track their and others’ word usage to ensure they are practicing their academic vocabularies. The goal of accountable talk is to integrate new words into students’ everyday academic vocabularies.


7.New American Literature: New American Lecture is a strategic way of lecturing. The strategy is designed to answer two questions: (1) What does direct instruction look like when applied to the teaching of declarative content rather than the development of procedures and skills? (2) How can incorporating what current brain research tells us about how to make information memorable improve the classic lecture format? In developing and implementing a New American Lecture, the teacher provides students with five kinds of support:

  • To connect the learner to past knowledge and to build new connections, the teacher designs an activity that hooks students into the content and a bridge that links students' initial ideas to the content to come.

  • To organize and teach students how to collect information, the teacher provides students with a visual organizer that lays out the structure of the lecture content.

  • To increase involvement and make content memorable, the teacher uses memory devices and active participation techniques.

  • To help students process and integrate the information, the teacher conducts periodic thinking reviews.

  • To help students apply and evaluate their learning, the teacher provides synthesis and reflection activities.


Partnership for Assessment of Readiness for College and Careers (PARCC) - All students (grades 6-10) in the District of Columbia Public Schools must take a standardized test every spring. PARCC s a computer‐based assessment that measures students' progress toward meeting the English Language Arts and Math Common Core State Standards.  While it is not the only way to tell how well a student is doing in school, it is an important measure of progress.  The PARCC (Partnership for Assessment of Readiness for College and Careers) assessment has five performance levels:  Level 1 indicates an area of greatest need and Level 5 indicates the strongest performance. This information is used to personalize instruction for students. 


All CHEC classes teach the skills necessary to do well on the standardized test.  The school requires attendance at after school and Saturday tutoring for those who have not yet reached the proficiency level for their grade.  It is each student’s responsibility to take this test seriously, and to take advantage of the extra help available so they can improve their scores every year. 

Assessing Comprehension & Communication in English State‐to‐State for English Language Learners (ACCESS) - In order to assess how well English Language Learners are progressing, all students with a language other than English in the home, who have not yet achieved English language proficiency, must take the ACCESS for ELLs test every spring.  ACCESS assesses students in four domains: Listening, Speaking, Reading and Writing.  This test is used to determine if students are ready to exit the ESL program.

Preliminary Scholastic Aptitude Test (PSAT) - The PSAT is a standardized test that provides feedback on how ready a student is for college level work.  It prepares students to take the SAT.  The PSAT is taken in October, and all 9th, 10th, and 11th graders must take the test.  Selected 8th grade students also take the test.   Students who score high on the PSAT are eligible for the National Merit Scholarship Program.

Scholastic Aptitude Test (SAT)  - The SAT is required by most colleges and universities, and is used as criteria to determine both admission and merit scholarships.  Students must take the SAT in the spring of their Junior Year, and the fall of their Senior Year.  It is important for students to prepare for the SAT both in school, as well as outside of school.  Students should purchase their own SAT preparation book, in order to improve their scores by studying and preparing outside of school hours.

Advanced Placement (AP) - The Advanced Placement (AP) Program is a curriculum sponsored by the College Board which offers standardized courses to high school students that are generally recognized to be equivalent to undergraduate courses in college. Participating colleges grant credit to students who obtained high enough scores (typically 4-5) on the exams to qualify.

"[Science] is more than a school subject, or the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world..."

— President Barack Obama

March 23, 2015

According to the U.S. Bureau of Labor Statistics, employment in the fields of science, technology, engineering, and mathematics is projected to grow to more than 9 million professionals within the next seven years. At CHEC, we understand that those occupations are the jobs of today and tomorrow. Our students’ daily education in STEM is preparing them to take those positions and transform our future.


From anatomy to forensics, meteorology to robotics, and everything in between, CHEC students can explore theory and develop practical skills in classes that give them a competitive edge in college courses and in their careers. Teachers use an innovative, hands-on inquiry approach for instruction in all content areas. Students observe and ask questions, create and conduct their own investigations, analyze their data to draw conclusions, and communicate their findings to others. This process cultivates intrinsic motivation for learning. Students at CHEC not only receive a state-of-the-art education, but are also immersed in a nurturing, collaborative environment built on a partnership between home, school, and the community. The broad range of subjects allows students to identify potential areas of specialty even before graduating high school.

Students in our Middle School math courses study algebra, statistics, probability, and geometry. Seventh grade science students conduct daily lab activities to gain an understanding of increasingly complex life forms, physics, and chemistry. Every seventh grader is provided with an iPad for use during their two Middle School years, and students develop technology-related skills such as keyboarding, digital researching, and problem solving.


Our general approach to STEM provides students with a solid foundation for understanding mathematical concepts and teaches efficient use of computational skills and problem-solving strategies. At CHEC, technology is integrated into the curriculum at all levels and our teachers typically enhance learning through the use of tablets, SmartBoards, and Lego Robotics.


Computer‐based assessment that measures baseline math skills and progress to guide instruction

6th -8th

i-Ready Diagnostic

Assessment Description

Grade Level

Assessment Name

Computer adaptive reading assessment measuring students' reading levels and progress to help teachers adjust instruction

6th -8th

Reading Inventory (RI)

ANET English/ Language Arts Unit Assessments

Computer‐based assessment that measures students' progress in ELA & Math towards meeting Common Core State Standards (CCSS). Measures what students i‐Ready Standards Mastery Math Unit learned in the previous unit

6th -8th

Computer‐based assessment that measures students' progress in ELA & Math towards meeting Common Core State Standards (CCSS). Measures what students i‐Ready Standards Mastery Math Unit learned in the previous unit

6th -8th

-Ready Standards Mastery Math Unit Assessments

MAP Science

Computer‐based assessment that measures baseline science skills and progress to guide instruction


SAGE (Social Studies) Assessment of Growth and Excellence

Computer‐based assessment that measures student growth toward Common Core State Standards for Literacy in History/ Social Studies

6th -8th

PARCC: Partnership for Assessment of Readiness for College & Career

Computer‐based assessment that measures students' progress toward meeting the ELA & Math Common Core State Standards

6th -8th

MSAA: Multi‐State Alternate Assessment

Computer‐based assessment for qualifying students with severe cognitive disabilities; taken instead of PARCC

6th -8th


Computer‐based assessment that measures students' progress toward the Next Generation Science Standards

District of Columbia Next Generation Science Test

6th -8th

Annual test for students enrolled in Health on their health and PE knowledge

District of Columbia Health Test

6th -8th

Computer‐based test that measures English language learners’ progress learning English; Placement test for ELLs required by federal regulations

ACCESS (Assessing Comprehension & Communication in English State‐to‐ State) for English Language Learners

Computer‐based assessment that measures students' progress toward meeting the ELA & Math Common Core State Standards


NAEP ( National Assessment of Educational Progress)

Web‐based and computer adaptive assessment that assesses how students read, write, listen and speak world languages


STAMP: StAndards‐based Measurement of Proficiency

District of Columbia Next Generation Science Test

Annual test for students enrolled in Health on their health and PE knowledge.

District of Columbia Health Test

11th & C3: Qualifying students

Students enrolled in HS Biology

Computer-based assessment that measures students' progress toward the Next Generation Science Standards (NGSS)

Computer-based assessment for qualifying students with severe cognitive disabilities; taken instead of PARCC

11th & C3: Qualifying students

MSAA: Multi-State Alternate Assessment

Computer-based assessment that measures students' progress toward meeting the ELA & Math Common Core State Standards (CCSS)

Students enrolled in Algebra I, Geometry, English I & II

PARCC: Partnership for Assessment of Readiness for College and Career

MAP Math

Computer-based assessment that measures students' progress in

conceptual understanding of Algebra I, Geometry, and Algebra II

Algebra I & II, Geometry

Measures reading, writing and math skills. Required for most college applications

SAT *New format starting Spring 2016

11th -12th

PSAT/National Merit Scholarship Qualifying Test (NMSQT)

Provides practice for the SAT. In grade 11, determines eligibility for the National Merit Scholarship. New format starting in Fall 2015

10th -11th

Measures skills students need to be on track for success as they transition to high school

PSAT 8/9 (formerly ReadiStep)


Advanced Placement (AP) Exams

Measures learning in AP courses. With a qualifying score, students are eligible to receive college credit

9th -12th (students enrolled in AP)

Web-based and computer adaptive assessment that assesses how students read, write, listen and speak world languages

STAMP: STAndards-based Measurement of Proficiency

Level II students

Computer-based test that measures English language learners’ progress learning English; Placement test for ELLs required by federal regulations

ACCESS (Assessing Comprehension & Communication in English State-to State) for English Language Learners

9th-12th ELLs (Alternative form available)

Reading Inventory (RI)

Computer adaptive reading assessment measuring students' reading levels and progress to help teachers adjust instruction

9th  & 10th  (PI for students who score 600 or below on RI)

Anet English/Language Arts Unit Assessment - performance-based assessments developed by DCPS

9th and 10th

Computer-based assessment that measures students' progress in ELA towards meeting Common Core State Standards (CCSS) and pinpoints skills to re-teach

Assessment Name

Grade Levels

Assessment Description


DCPS Arts  Mission Statement


DCPS will be a model for 21st Century arts education, engaging students in a curriculum that pushes them to employ a range of methods, including the use of digital media, as tools to become critical problem solvers and creative communicators.  The arts will work in concert with other disciplines to develop students’ capacities in analysis, production, and innovation.  Our schools will foster students’ creative thinking.  Success is predicted on facilitating a student’s individual expression supported by material and technical instruction.  Lessons are driven by conceptual objectives.  


CHEC Arts Mission


CHEC Arts aims to enrich and enhance the lives of our students through the technical, visual, and performing arts.  We hold the highest standards for our students and help students build skill and techniques that will allow them to create based on their artistic and musical visions of their worlds.  We are committed to offering vantage points for students to use their skills and techniques to draw attention to the unspoken and difficult to express.  We have the desire to illuminate and uncover issues of injustice within our community, our city, our nation, and our world and allow the arts to serve as commentary on students’ lived realities.  We share stories that have traditionally been marginalized and too often left out of mainstream dialogue so that our students will find ways to use their ingenuity, creativity, and imagination to reconceptualize

CHEC Arts Pledge

I pledge allegiance to the arts

and all things in life that are wondrous and beautiful.  

To imperceptible beings and seemingly silent voices

that the arts serve to illuminate and magnify,

To the harsh realities that only the arts can uncover.

We stand in awe of the possibilities

and dedicate ourselves to our craft in order

to build inner strength, profound intelligence, cunning insight, imagination, and creativity.




David Onley - Mr. David Onley is a native of Baltimore, Maryland where he developed as a musician through the Baltimore City Public School System.  He graduated from Paul Laurence Dunbar High school where he studied under Mr. Charles Funn. Mr. Funn greatly influence his wanting to become a music educator.  He graduated from the University of Maryland Eastern Shore with a Bachelors of Music Education, and received his Master’s Degree in Music Education from Howard University in Washington, D.C.  Through his studies, Mr. Onley has developed a philosophy that upholds the belief that Arts Education and Arts programs are essential part of developmental learning for every child. Mr. Onley has worked as a music teacher for DCPS and Columbia Heights Educational Campus for 6 years.  Mr. Onley serves as Chairperson for the Music Department and conducts three instrumental ensembles which include the 7th & 8th grade Middle School Concert Band, 6th grade Beginning Band, and High School String Orchestra.  In addition to working with the instrumental performing ensembles and completing his leadership duties, Mr. Onley teaches AP Music theory and General Music.  


Amylia Barnett - Dr. Amylia Barnett has been a music educator for the past 18 years with a focus on instrumental music performance.  She received her Bachelor of Music in Music Studies at the University of Texas at Austin and went on to receive her Master of Arts in Music Education, Master of Education in Music Education, and Doctorate of Education in Music Education at Teachers College, Columbia University.  She has been teaching at Columbia Heights Educational Campus for the past 9 years.  She has taught professionally in Texas, California, New York, and Washington, D.C.  She currently serves as the Arts Liaison for theCHEC Arts Department, the Kennedy Center Partnership Coordinator, and the Musical Director for the CHEC Concert Band and CHEC Jazz Band.  In addition, she teaches general music and piano.  Her research interests focus on democratic music education, social justice, and equity in arts education.  

Justin Jacobs - Justin Jacobs has been a music educator for six years in urban schools within the state of Florida. Recently he has moved to the DC area.  This is his 6th year at CHEC.  His primary instrument is the Alto Saxophone but also plays both other brass and woodwinds. Also, he composes and arranges music.  Mr. Jacobs received his undergraduate degree from Morehouse College in Atlanta, GA. Over the last 20 years he has had the opportunity to perform or arrange music for President Clinton, EA Sports NCAA Football 2005 video game, Quincy Jones and Clarence Avant.  He is also an active member of Phi Mu Alpha Sinfonia Music Fraternity of America.

Afi Soul Lydia - Afi Soul Lydia is a critically acclaimed soul and r&b music artist whose self-distributed album, LOVELY, landed the no. 10 spot on the SoulTracks Top 10 CDs list, putting her in a class with Erykah Badu, Angela Johnson and Jill Scott. Many consider her supportive anthem for the ‘brothas’ — “Baby, Its Cold Outside” — Afi’s signature tune. The music video for that single stayed in rotation on BETJ and VH1 Soul for months, and was featured on as well as . Touring with artists such as Lil Mo and Raheem Devaughn, renewed interest inAfi’s debut prompted a 2010 re-release led by “Sorry (Gotta Go)”, a no nonsense hit that asserts a woman’s independence.   Afi Soul has completed her second studio album entitled, RISING . With attention buzzing from the single, “I’m Gone Shine” it is without a doubt her return is packaged with a brave perspective on life, love and relationships. Her leading single, “These Hips” is a playful and energetic woman’s anthem that illustrates that Afi Soul is confident and empowered more than ever before.

Afi Soul Lydia has been in Arts Education for the past 15+ years and has been at Columbia Heights Educational Campus as the Vocal Music Performance teacher and is building the School's first Show Choir program. She received her training here in Washington DC as a DCArtsWorks Participant (DC Youth Ensemble, and Adrian Bolton),  at UDC Music Education (2years )  and Howard University (BFA) Music Theater.


Mandy McCulloch - Mandy McCulloch has taught in DCPS for the past 12 years.  She received her BFA from the Cleveland Institute of Art with a major in Sculpture and a minor in Medical Illustration.  

She began her teaching career in Cleveland where she headed the ceramics program for the City Parks and Recreation Department. She also taught artist and residency programs at the Cleveland School of the Arts in the Cleveland Public Schools bringing a sculpture curriculum to city schools.   

Currently, McCulloch is completing her twelfth year in DC Public Schools where she chairs the visual art department at Columbia Heights Educational Campus.   She teaches ceramics, sculpture, photography and digital media arts.  Together with her students she has created public artworks in the community and on the school campus.

Janthel Shaw - Janathel Shaw is a veteran teacher and artist.  She has a Master of Fine Arts degree from George Washington University.  Ms. Shaw has taught Fine Art in the District of Columbia Public School System for 19 years at the following schools: Filmore Arts Center, Wilson Senior High School and at Columbia Heights Educational Campus.  Prior to that she has taught in Prince George’s County School System.   Ms. Shaw is a proud graduate of Duke Ellington School of the Arts.  She has also taught on the university level and has taught workshops at the National Museum of African Art and Baltimore Clayworks.

She is a sculptor and painter and has exhibited her art throughout the DMV area and nationally.

Technical Arts

Deborah Buckmon - Deborah Buckmon is a long term educator/ instructor in Cosmetology  for over 30 years. She has taught at CHEC for over 16 years.  For 20 years she has traveled all over the world as a haircare specialist, stylist and educator . She incorporates her knowledge of cosmetology and practical business acumen with classroom instruction to challenge students academically and creatively to be thinkers and collaborative learners. ​


CHEC students will investigate the world, recognize and respect different perspectives, communicate ideas in more than one language, and be proactive in taking action as global citizens.


In alignment with the mission of CHEC, the mission of the World Languages and Cultures program at CHEC is to prepare students to be active participants in an ever-shrinking and increasingly interdependent globe. We prepare our students for this global interdependence by developing their literacy in global matters, multi-culturalism and cultural diversity, as well as helping them achieve a formidable level of proficiency in a world language other than English. We also aim to help Heritage speakers maintain and develop their native language skills.


World Cultures Education is intended to integrate culture, global studies and the standard curriculum. It is a perspective that informs and modernizes all subject areas, developing citizens of the world in relation to culture, language and learning to live together. World Cultures Education emphasizes the process and context, as well as the content.



  • 6th grade: Migration and Immigration

  • 7th grade: Conflict

  • 8th grade: Identity, Voice and Gender

  • 9th grade: Change, Progress and Innovation:  What is progress and Innovation? Can it go too far?

  • 10th grade: Knowledge, Learning, Education and Wisdom:  What is Knowledge, Learning, Education, and Wisdom? To whom is this accessible? How?

  • 11th grade: Equity and Power:  What is Equity? What is Inequity? Where do we find inequity and why? Who has power and who is fighting for it and why?

  • 12th grade: Global Economics: How are economics and power interrelated? What is a global economy?




3101 16th Street, NW
Washington, DC 20010

High School: 202.939.7700
Middle School: 202.939.6680
Fax: 202.576.9145