On Wednesday, June 21st, Executive Director Belicia Reaves testified at the Council of the District of Columbia Committee of the Whole on Teacher and Principal Retention.
Read her testimony below, or click here to view it starting at 2:33:00.
Good afternoon, Chairman Phil Mendelson and members of the Committee of the Whole.
I am Belicia Reaves, Executive Director of Two Rivers Public Charter School. I am grateful for the opportunity to speak today on behalf of our more than 1,000 students, their families, and staff from one of DC’s most diverse school communities about teacher and school leader retention.
Thank you to the Council for continuing to hold public hearings and for creating space for families, educators, and school leaders to share their perspectives. This process reflects a commitment to transparency, engagement, and thoughtful decision-making—values essential to a strong and equitable education system.
Teacher and school leader retention is one of the most important factors in improving student outcomes. The high turnover during the COVID years left us with lower student outcomes, shifting priorities, low morale, and inconsistent instructional practices. Over time, this instability has weakened school culture and undermined progress achieved in prior years. Consistency among staff and leaders supports both student success and strong, sustainable school communities.
While the public charter sector is making progress, we continue to operate with fewer resources than DCPS. Without equitable and sustained funding, it is increasingly difficult to recruit, retain, and support the educators and leaders our students need to succeed.
At Two Rivers, our three-year strategic plan focuses on reversing learning loss and strengthening retention. We are accelerating academic growth through high-quality instruction, clearer implementation of our co-teaching model, and differentiated professional learning that connects directly to classroom practice.
Charter autonomy allows us to respond quickly to staff needs and innovate. Our teachers have half-day planning and professional learning time with grade-level or content partners, while leaders have “balcony days” for planning and data analysis. We have also implemented wellness days, mentorship programs, retention bonuses (where the amount increases with your tenure), retirement matching (up to 9%), counseling services, and other initiatives to support staff and improve retention.
Since year one, these efforts have improved teacher and leader retention, going from 65% up to 84% overall last school year. Yet sustaining and expanding this progress requires continued financial support—particularly to expand professional learning, increase staff capacity, and provide targeted academic and social-emotional supports.
We are also serving more students with disabilities who require higher levels of support. Meeting these needs responsibly requires additional staffing, specialized training, credentialing, and coordinated services—all of which carry significant costs.
If the District is serious about academic recovery, equity, and long-term student outcomes, budget decisions must reflect the real costs of educating students and retaining effective educators. We urge the Council to prioritize equitable, predictable funding for professional learning, special education services, and leadership stability—because sustained investment is essential to delivering the outcomes our students and families deserve.
Thank you.
