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Jackson-Reed High School (formerly known as Woodrow Wilson High School) is a public high school in Washington, D.C. It serves grades 9 through 12 as part of the District of Columbia Public Schools. The school sits in the Tenleytown neighborhood, at the intersection of Chesapeake Street and Nebraska Avenue NW. It primarily serves students in Washington's Ward 3, but nearly 30% of the student body lives outside the school's district boundaries.

Key Information

Opened in 1935, the school was originally named for Woodrow Wilson, the 28th president of the United States. It was renamed in 2022 for Edna Burke Jackson, the school's first African American teacher, and Vincent Reed, its first African American principal.[8] The school building was added to the National Register of Historic Places in 2010 and extensively renovated in 2010–2011.[9]

History

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Early years

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A student in the 1940s with fashion popular at the time

What is now Jackson-Reed High School was built on a patch of land acquired in 1930, known by the neighboring Tenleytowners as "French's Woods". In March 1934, DC commissioners awarded the contract to build the school to the lowest bidder: McCloskey and Co. of Philadelphia. It was built for a total cost of $1.25 million.

The school opened its doors to students on September 23, 1935, as an all-white school named for Woodrow Wilson, the 28th president of the United States,[10] the sixth DC Interhigh school. The school started with 640 sophomores and juniors, many of whom had transferred from Central and Western. Western had been running double shifts (9 a.m. to 5 p.m.) to accommodate the students from the Wilson neighborhoods. The first principal was Norman J. Nelson, formerly assistant principal at Western.

Wilson High School graduated its first students in February 1937. Chester Moye was the president of the February graduation class. The school held its first spring commencement exercises for 290 students on June 23, 1937. Robert Davidson was the class president.

Subsequent years

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In September 1955, Wilson was integrated for the first time, enrolling two black students in the 10th grade.[11] The same year, Edna Burke Jackson (for whom the school was later renamed) became one of the school’s first two black teachers.[11]

In the spring of 1970, about 400 students, almost all black, gathered in the school auditorium to protest inequalities in the school. Jay Childers, the author of The Evolving Citizen: American Youth and the Changing Norms of Democratic Engagement (2012), wrote that this indicated racial tension in the school.[12]

Stephen P. Tarason succeeded Wilma Bonner as the school's 11th principal in January 1999. Bonner worked briefly at the main DCPS office before accepting a job at Howard University School of Education.

In mid-2006, Woodrow Wilson High School was proposed as a charter school. However, the superintendent asked the school to hold off in exchange for being granted control over certain areas of autonomy, especially facilities.

Jacqueline Williams became interim principal in 2007 after Tarason left to become a middle school principal in Hagerstown, Maryland.[citation needed] The following year, DCPS chancellor Michelle Rhee appointed as principal Peter Cahall,[13] a former teacher and administrator with the Montgomery County Public Schools.[citation needed]

The school building was added to the National Register of Historic Places in 2010.[14]

For the 2006–07 school year, Woodrow Wilson was one of 11 U.S. schools selected by the College Board for the EXCELerator School Improvement Model program, which was funded by the Bill & Melinda Gates Foundation.

2010s

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Along with several other D.C. public schools, the campus was renovated in 2011,[15] bringing it to the LEED Gold standard.[16] For the 2010–11 school year, Wilson held classes in a temporary space at the University of the District of Columbia. The renovated school reopened in October, and festivities included a 75th anniversary celebration.[17]

Childers wrote that the school had been "increasingly troubled" before 2012.[12]

In June 2014, Cahall came out as gay to his students during the school's gay pride day. He said that his students inspired him to come out.[18] The Westboro Baptist Church had stated that it was going to protest against that pride day.[19]

Cahall left his post in December 2014, in the middle of the school year, after DCPS announced that his contract would not be renewed.[20] Cahall said his contract was not renewed due to low test scores.[13] In 2015, Cahall became the principal of Thomas Edison High School of Technology.[21]

In spring 2015, a panel headed by teachers and other employees, parents, and members of the surrounding community examined candidates for the principal position. DCPS ultimately hired Kimberly Martin,[22] who had served as the principal of Lorain Admiral King High School in Lorain, Ohio, from 2003 to 2005, after teaching there for five years; as principal of Thomas W. Harvey High School in Painesville, Ohio, from 2005 to 2012; and as principal of Aspen High School in Aspen, Colorado, from 2012 to 2015.[23][24] She began her term as principal of Wilson on June 29, 2015.[25]

In 2015, DCPS proposed a $15.6 million budget for Wilson, down $300,000 from the previous year, despite a projected enrollment of more students.[26]

2020s: new name

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The 21st century saw sporadic discussions about whether Woodrow Wilson was an appropriate namesake for a high school. Wilson supported segregation, and his works as a historian are pillars of the Dunning School approach to the American Civil War and Reconstruction era. His presidency was part of what is known as the nadir of American race relations. As U.S. president, he began or allowed segregation and purges among federal workers, including in the U.S. armed forces.[citation needed]

Such discussions gained traction in 2015 when Princeton University students argued for removing Wilson's name from campus buildings. Some suggested that the high school be renamed to honor Reno, a black community demolished in the 1930s to create Fort Reno Park, because Wilson's policies, particularly his segregation of the federal workforce, laid the groundwork for dismantling it. Proponents of changing the name argued, as the Washington Post put it in 2019, that "the community in Northwest Washington has to acknowledge that the federal government — after Wilson left office — uprooted established black communities to create the upper-income, largely white enclave it is today."[27]

On September 15, 2020, D.C. Public Schools officials announced the school would change its name by the end of 2020, at an estimated cost of $1.2 million.[citation needed] After a citywide call for nominations drew more than 2,000 submissions, the Mayor settled on nine finalists and put the list to a community vote. By far, more than 30 percent of the vote went to August Wilson, the African American playwright. The DCPS leaders and the Mayor's office expressed support, so the school planned to rename itself August Wilson High School in fall 2021. However, the Mayor and DC Council failed to formally act on the name change. The class of 2022 graduated with the simplified name "Wilson High School" on their diplomas.[citation needed]

On December 20, 2021, the D.C. Council voiced opposition to the proposed new name and voted instead to name the school Jackson-Reed High School, after Edna Burke Jackson, the first African American teacher at Wilson High School, and Vincent Reed, an African American principal who became D.C. Public Schools superintendent. Bowser did not formally respond to the D.C. Council's actions, which passed with a veto-proof majority. The bill was transmitted for Congressional review under the Home Rule Charter without incident and became law on March 15, 2022.[28]

Admissions

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Demographics

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As of the 2022-23 school year, Jackson-Reed serves 2,153 students.[4][29][30] Jackson-Reed is the largest comprehensive public high school in the District.[30]

The Beacon, the school newspaper, described the school as "an integrated school, an unusual, precious, fragile organism, attacked from many sides" in December 1970.[12]

In 1955, 99% of Jackson-Reed students were white, and by the late 1960s, the school was still predominately white. A racial integration campaign occurred in the late 1960s and early 1970s. The school was 17% white by 1980.[12] By 2012, there had been a decline in students from wealthier families; by then, many alternative options for schooling had appeared in the DCPS system.[12]

Attendance boundary

[edit]

Jackson-Reed primarily serves students in Ward 3.[30] School boundaries encompass everything west of 16th Street, NW; all of southwest Washington north of the Anacostia River; and parts of Capitol Hill southeast. Neighborhoods include Adams Morgan, Georgetown, Glover Park, Chevy Chase, and Tenleytown.[31]

The following elementary schools feed into Jackson-Reed:[32][33]

  • Bancroft Elementary School
  • Hearst Elementary School
  • Janney Elementary School
  • Lafayette Elementary School
  • Murch Elementary School
  • Oyster-Adams Bilingual School
  • Shepherd Elementary School

The following middle schools feed into Jackson-Reed:[30]

However, nearly 30% of the student body lives outside the school's boundaries. Those students come from all parts of the District, and students come to Jackson-Reed from 40 different schools in the city.

Many of the students live in poor neighborhoods near the school. Tenleytown, the neighborhood surrounding Jackson-Reed, has a median family income of over $80,000 as of 2012.[12]

The school's student body is ethnically mixed: 29% African American, 38% Caucasian, 24% Latin American, and 4% Asian American.[34]

12% of the students receive free and reduced lunch benefits.[34]

Curriculum

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Students are required to complete 24 credits for graduation, including courses in Art, English, Health and Physical Education, Mathematics, Music, Science, Social Studies, and World Languages.[35]

Many Jackson-Reed students enroll in advanced courses;[36] As of 2024, Jackson-Reed offers 30 Advanced Placement courses and electives, which is the most in DCPS.[26] In the 2022–2023 school year, Jackson-Reed had a 55% rate of scoring 3–5 in Advanced Placement courses[37]

Many Jackson-Reed students, are members of NAF/PLTW/CTE academies that seek to tailor a student's curriculum to their academic or professional interests. These include IT Academy, Engineering Academy, Biomedical Academy, Academy of Finance, AV Production Academy, Academy of Graphic Design, Academy of Global Studies, Leadership Academy: JROTC & Cybersecurity, Academy of Hospitality and Tourism, and Triple A (Athletic Achievement Academy).[38]

Extracurricular activities

[edit]

Athletics

[edit]

During its first school year in 1935–36, Jackson-Reed (then-Wilson HS) was not eligible to play in the Inter-High School Athletic Association. The newly formed basketball and baseball teams played an exhibition-only schedule the first year, and there was no football team. The basketball and baseball teams began their official Inter-High Series competition in the 1936–'37 school year. The football team played an exhibition season in 1936–37 and officially joined the Inter-High Series a year later, in the fall of 1937. School teams were frequently nicknamed "the Presidents" by newspaper sportswriters in the early years. Going into the 2024-25 school year, there will be 35 Varsity, JV, and Freshmen teams for boys and girls.

Baseball

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By 2008, the Tigers had won sixteen consecutive DCIAA baseball championships.[39] Through their 2011 season, the baseball program won nineteen consecutive DCIAA championships.

Basketball

[edit]

In the 2023-24 season, the boys' varsity team was nationally ranked #39 in the country, according to MaxPreps. They went 33-3 and won the DCIAA championship game against Cardozo High School. In the DCSAA Class 2A state playoffs, they lost in the semifinal game against St. John's College High School by a score of 55-52.

Other sports

[edit]

The boys' ultimate frisbee team is currently ranked eighth in the country, and the girls' team is 17th, according to Ultiworld magazine as of April 5, 2019.[40] The Tigers athletic program maintains the only crew team among D.C. public high schools.[citation needed] Varsity softball won the DCIAA championship for three consecutive years in 2007, 2008, and 2009. In 2009, the team, led by seniors Kathleen McLain and Rachel Bitting, played Georgetown Visitation in the Congressional Bank Softball Classic in which the softball champion of the DC public schools played the champion of the DC private schools. Wilson won the game, 3–2.[41]

Publications

[edit]

Jackson-Reed's school newspaper is called The Beacon. It began publication in 1935.[42] In 2012, Jay Childers wrote that the quality of the publication and the publishing frequency of the Beacon declined as the school had increased difficulties.[12] Historically, the school administration did not, and still does not, review Beacon articles before publication,[43] even though the U.S. Supreme Court in Hazelwood v. Kuhlmeier stated that principals have the right to have control over newspaper content. In August 2015, Principal Kimberly Martin announced that the school would require the newspaper to allow her and her staff to review all articles before publication. This led to student protests, including a Change.org petition.[44] The newspaper staff criticized and opposed the proposal.[44][45] By September, Martin and the co-editors agreed to end the prior review plan.[43] Martin had canceled publishing a newspaper article at her previous school in Colorado.[46]

Campus

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The campus includes an Olympic-sized swimming pool, theater space, and a large atrium. Behind the school, there is a turf football field surrounded by a 400-yard running track—closer to 350 meters than the standard 400.

Athletic facilities

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Jackson-Reed Stadium opened for duty in 1939. An artificial turf field was installed over the summer of 2007. A sound system, press box, and lights were also added to the stadium. The stadium is now used for several sports, including soccer, football, and lacrosse. The high school's campus has had an aquatic facility since the late 1970s. It first opened in 1978 but was condemned and demolished in 2007. A new Aquatic Center for Ward 3 was completed in 2009,[1] with an indoor 50-meter swimming pool, a children's pool, and other facilities.[47]

Lawsuit

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In December 2023, after the 2023 Hamas-led attack on Israel, school officials denied a request by the school's Arab Student Union to show The Occupation of the American Mind, a controversial film that accuses Israel of disproportionately influencing American media and public perception of the Israel-Palestinian conflict; officials said the club had failed to follow the process for getting the event approved.[48] In April 2024, the Arab Student Union, represented by the ACLU of DC, sued the school, alleging that it violated members First Amendment rights. The case is ongoing.[49] In an interim agreement with DC Public Schools the students dropped their demand to show the film in exchange for an agreement to show an alternate film that had previously been rejected by the school.[50]

Awards and recognition

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In April 2013, Jackson-Reed was named a Green Ribbon School by the U.S. Department of Education in recognition of "being good stewards of the environment."[51]

Notable alumni

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Notable alumni of Jackson-Reed High School include:[52]

References

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[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Jackson-Reed High School

View on Grokipedia
from Grokipedia

Jackson-Reed High School is a public high school in , serving grades 9 through 12 as part of the District of Columbia Public Schools system.
Located at 3950 Chesapeake Street NW in the neighborhood, it enrolls approximately 1,994 students, making it the largest high school in the District.
Founded in 1935 as Woodrow Wilson Senior High School, it was renamed Jackson-Reed on March 15, 2022, following debates and campaigns to replace the original name—tied to President Woodrow Wilson's support for —with honors for Edna B. Jackson, the school's first teacher, and Vincent A. Reed, its first principal.
The school maintains a diverse student population and focuses on academic rigor, with programs including courses, , and an International Studies pathway.
It has received recognition as a U.S. Department of Education School for sustainable practices and .

History

Founding and Early Operations (1930s–1950s)

Woodrow Wilson High School in Washington, D.C., was constructed in the mid-1930s to alleviate overcrowding in the city's public schools amid the . Funded by congressional appropriations during the early era, the school opened on September 23, 1935, in the neighborhood on a site previously known as French's Woods, an undeveloped tract adjacent to areas affected by urban clearance. Named for the 28th U.S. president, , it operated exclusively for white students under the District of Columbia's segregated education system, reflecting prevailing legal and social policies of the time. As the sixth high school in the District of Columbia Interhigh athletic league, the institution quickly integrated into the local educational framework, offering standard secondary curriculum including academic, vocational, and extracurricular programs typical of urban public high schools in the era. Early operations focused on serving white students from northwest Washington neighborhoods, with facilities supporting growing attendance drawn from the surrounding community. Through the 1940s and into the 1950s, the school experienced enrollment expansion amid post-World War II population growth and housing booms in , attracting students from both long-established local families and newcomers to the area. It maintained its all-white composition until September 1955, when the first students—two tenth-graders—enrolled following court-mandated desegregation efforts, though the bulk of operations in this period adhered to prior segregation practices.

Desegregation and Mid-Century Expansion (1960s–1990s)

Woodrow Wilson High School, the last all-white high school in , initiated desegregation following the ruling, which required integration of District public schools as a counterpart to . The school admitted its first Black students on September 12, 1955—a single boy and girl, both tenth graders—prompting a student newspaper headline declaring "Wilson High Integrated." It had already hired its inaugural Black teachers, including Edna Burke Jackson, in fall 1954 amid preparations for compliance. Initial integration was limited and met resistance from some white students and community members, reflecting broader patterns in DC where neighborhood demographics in remained predominantly white, necessitating later policy interventions for substantive racial balance. Fuller desegregation accelerated in the late 1960s amid Hobson v. Hansen (1967), which addressed segregation through ability tracking, and subsequent DCPS boundary redrawings in 1968 aimed at achieving racial parity across schools. These measures, including busing students from Black-majority neighborhoods outside Wilson's attendance zone—where few Black families resided—dramatically increased minority enrollment, transforming the school's composition during a year marked by national unrest following the assassination of . Alumni recollections from panel discussions highlight tensions, cultural clashes, and efforts by students and staff to navigate integration, with Black enrollment rising from negligible levels to a substantial portion by the early through sustained integration campaigns. This shift aligned with citywide desegregation but strained resources and social dynamics at Wilson, a school long identified with progressive activism yet rooted in a middle-class white enclave. Mid-century expansion accompanied these demographic changes, as the school adapted to a larger, more diverse population amid DC's urban shifts and post-1968 riots. Facilities grew to support expanded programs; in 1978–1979, the student group Widening Horizons petitioned successfully for to construct an on-campus , bolstering aquatics and amid rising participation in extracurriculars. Enrollment stabilized around 1,500–2,000 students through the –, reflecting broader DCPS trends of decline offset by Wilson's reputation for academic rigor, though precise annual figures vary and indicate a pivot toward majority-minority status by the —approximately 65–70% by 2010, building on foundations. These developments enhanced capacity but highlighted causal links between desegregation policies, enrollment volatility, and infrastructure needs, without evidence of disproportionate favoring integration over merit-based growth.

Recent Developments Pre-Renaming (2000s–2010s)

In the mid-2000s, as (DCPS) underwent systemic reforms to improve accountability and performance, High School pursued enhanced operational flexibility. In 2005, amid discussions of converting high-performing traditional schools to charter status for greater autonomy, school administrators approached Superintendent Clifford Janey to secure more control over budgeting and curriculum decisions, positioning Wilson to retain its traditional public status while adopting charter-like efficiencies. The school received federal recognition for its historical value when it was listed on the on May 10, 2010, acknowledging the 1930s-era campus designed by architect Albert H. Beers in the Colonial Revival style. This designation preceded a comprehensive $115 million modernization project, initiated to alleviate overcrowding—evident in enrollment exceeding 1,800 students by the late 2000s—and update aging infrastructure. The renovation, managed by the architectural firm Cox Graae + Spack Architects, expanded the facility by approximately 71,000 square feet and introduced modern amenities including a new gymnasium, upgraded , 850-seat , and a central atrium with skylights to enhance natural lighting. During the 2010–2011 , students relocated temporarily to the University of the District of Columbia's for continuity of instruction. The project incorporated energy-efficient and sustainable design elements, such as improved HVAC systems and materials, aligning with DCPS's capital improvement priorities under mayoral control. Upon reopening on August 18, 2011, the supported Wilson's role as DCPS's largest , serving a diverse body with sustained enrollment growth driven by neighborhood population increases in Northwest Washington.

Renaming and Historical Reassessment

Woodrow Wilson's Legacy: Achievements and Criticisms

Woodrow Wilson's presidency (1913–1921) is noted for advancing progressive domestic reforms aimed at curbing corporate power and expanding federal oversight of the economy. He signed the on December 23, 1913, establishing a central banking system to stabilize currency and credit, which addressed banking panics like that of 1907. Under his "" agenda, Wilson supported the Underwood Tariff Act of 1913, which lowered tariffs and introduced a graduated federal income tax via the 16th Amendment, and the , which strengthened measures against monopolies by exempting labor unions from antitrust laws and prohibiting interlocking directorates in competing firms. These reforms, alongside the Federal Trade Commission Act of 1914 creating an agency to investigate unfair trade practices, marked a shift toward intervention in markets previously limited under prior administrations. In foreign policy, Wilson's leadership during World War I included initial neutrality followed by U.S. entry in April 1917 after German and the Zimmermann Telegram threatened American interests. His address to Congress on January 8, 1918, outlined principles for postwar peace, emphasizing , , and , which influenced the armistice terms and laid groundwork for the League of Nations. Wilson received the in 1919 for these efforts, though the U.S. Senate rejected the treaty, preventing American membership in the League. His administration also ratified the 19th Amendment in 1920, granting women , fulfilling a progressive goal despite his initial reservations. Criticisms of Wilson's legacy center on his racial policies and record, which reversed prior gains in federal employment integration. Upon taking office, his administration segregated positions, with Treasury Secretary William McAdoo implementing partitions and separate facilities by 1913, leading to the dismissal or demotion of thousands of Black federal workers—a policy substantiated by contemporaneous records and econometric analysis showing a 50–80% drop in Black employment shares in affected agencies. Wilson, a Southern Democrat who praised segregation as beneficial for racial "harmony," hosted a screening of the pro-Ku Klux Klan film in 1915 and defended these measures against protests from Black leaders like . During , Wilson's and enabled over 2,000 prosecutions for dissent, including the imprisonment of Socialist for an antiwar speech, prioritizing wartime unity over First Amendment protections. Interventions in (1914 occupation of ) and (1915–1934 occupation) reflected a paternalistic foreign policy extending "" ideals abroad, often criticized for undermining he advocated for Europe. While academic narratives, influenced by post-1960s emphases on equity, amplify these racial failings—sometimes overlooking contemporaneous progressive contexts like Northern industrial discrimination—primary evidence confirms Wilson's personal endorsement of white supremacist views from his academic writings, such as A History of the American People (1902), where he portrayed Reconstruction as a failure due to Black incapacity. These elements have fueled modern reassessments, including institutional namings after him.

Origins of the Renaming Push (2010s–2020)

In 2015, a group of teachers at High School, including figures like Michele Bollinger, launched an initial petition to rename the school, drawing inspiration from contemporaneous protests at where students demanded the removal of Wilson's name from campus buildings and programs due to his administration's segregation of federal workplaces and endorsement of racial . These efforts highlighted Wilson's executive actions, such as ordering the resegregation of civil service offices in 1913 and screening —a film glorifying the —at the in 1915. Although sporadic criticisms of the name had surfaced earlier, such as a 1972 comment by sociology teacher Edward Cannon labeling Wilson a "bigot" in the student newspaper, the 2015 initiative marked the start of organized internal advocacy at the school. By 2018, the D.C. History and Justice Collective, led by activist Judith Ingram, amplified the campaign by publishing a petition that tied the school's name to Wilson's support for Jim Crow-era policies and opposition to anti-lynching legislation. This culminated in a public forum on February 12, 2019, hosted at the school, where attendees debated the implications of honoring a president whose racial views included praising the Ku Klux Klan's portrayal in film and appointing segregationists to key posts. The forum reflected growing internal momentum, with teachers arguing that the name conflicted with the school's diverse student body and values of equity, though no immediate action followed from District of Columbia Public Schools (DCPS). The push accelerated in mid-2020 amid nationwide protests against racial injustice following George Floyd's death on May 25, 2020, prompting a that collected over 18,000 signatures by late June calling for DCPS to strip Wilson's name from the institution. This , supported by and groups, emphasized Wilson's legacy as incompatible with contemporary educational ideals, building on the earlier teacher-led efforts. In September 2020, DCPS Chancellor Lewis F. Spence announced institutional support for renaming, followed by a unanimous D.C. Council resolution on October 20, 2020, endorsing a formal process to reassess the name while acknowledging Wilson's historical achievements alongside his racial policies.

Debate and Decision Process (2020–2022)

In September 2020, following recommendations from a district-wide equity earlier that year to reassess school names tied to figures with segregationist histories, the D.C. Council held a public hearing on Resolution PR 23-892, which endorsed a protocol for renaming High School due to President 's record of implementing federal segregation policies during his administration. The resolution highlighted Wilson's role in resegregating the federal and supporting the screening of —a glorifying the —at the in 1915, framing these actions as incompatible with contemporary educational values amid national reckonings on racial justice. On October 21, 2020, the D.C. Council unanimously approved the resolution, directing the District of Columbia Public Schools (DCPS) to solicit public nominations for a new name by October 30, 2020, with submissions required to honor local educators or leaders who advanced equity in D.C. education. Nominations poured in, including proposals for , William Syphax, and Edna B. Jackson, the school's first Black teacher hired in 1954, reflecting community divisions over prioritizing national figures versus local Black pioneers who navigated desegregation. The school's student newspaper, The Beacon, endorsed Jackson in December 2020, arguing her role in breaking racial barriers at the formerly all-white institution merited recognition over broader symbolic gestures. Public engagement intensified through 2021, with thousands submitting feedback via DCPS portals and testifying at hearings; "Jackson-Reed"—hyphenating Jackson with Vincent Reed, the school's first principal from 1967 to 1977—emerged as the leading option by November, praised for centering two figures who led integration efforts amid resistance from white parents and faculty. However, tensions arose between the administration and members over procedural authority, as DCPS favored an internal selection while the pushed for legislative oversight, delaying votes and prompting debates on whether the process adequately balanced historical redress with administrative efficiency. The D.C. Council advanced the Jackson-Reed name with an initial vote on December 7, 2021, followed by final approval on December 21, 2021, after which Mayor signed the bill into law, citing the nominees' direct ties to the school's desegregation as justification despite criticisms that the renaming overlooked Wilson's progressive domestic reforms like the . The change took effect on March 15, 2022, marking the culmination of a process driven by equity advocates but contested by alumni groups arguing it prioritized selective historical framing over Wilson's full legacy, including his role in establishing and labor protections.

Post-Renaming Implementation and Reactions

The renaming of High School to Jackson-Reed High School became official on March 15, 2022, following congressional review of the D.C. Council's approval in December 2021. The transition primarily occurred over the summer of 2022, with interim principal Gregory Bargeman expressing excitement about leading under the new name honoring Edna B. Jackson, the school's first teacher, and Vincent E. Reed, D.C.'s first schools superintendent. Implementation included replacing exterior signage, such as a temporary vinyl banner at the entrance and a 20-by-4-foot stone sign, alongside updates to the electronic marquee, gymnasium markings, football field end zones, and . Interior changes addressed "Wilson"-labeled flooring, artwork, and infrastructure, funded through the D.C. Public Schools' (DCPS) DC FACES initiative for commemorative expressions. Athletic uniforms cost approximately $98,000 to $160,000, with procurement delayed until the 2022-2023 school year; spring 2022 teams competed as "Wilson," while fall teams used "Jackson-Reed." The school's College Entrance Examination Board (CEEB) code remained unchanged to ensure continuity for college applications, addressing parental concerns about transcript recognition. Pre-ordered 2022 graduation gowns and certificates retained the old name due to prior procurement. The school's mascot (tiger) and colors (green and white) were retained post-renaming. Additional updates encompassed academies with new logos, producing merchandise like T-shirts and lanyards, and migrating the website from wilsonhs.org to a Jackson-Reed domain by late 2022. Reactions within the school community were generally adaptive, with students and staff occasionally slipping into using "Wilson" during the adjustment period. Senior Hadley Carr described it as "a journey of acceptance," while assistant principal Marc Minsker noted it was "taking a while for people to check themselves." By October 2022, the administration reported broad embrace of the change amid ongoing renovations, with no widespread post-implementation controversies documented in local reporting. The process aligned with broader D.C. efforts to reassess historical figures tied to segregationist policies, though some had previously voiced preferences for alternative names during deliberations.

Admissions and Student Body

Enrollment Policies and Attendance Boundary

Jackson-Reed High School admits students primarily through the District of Columbia Public Schools (DCPS) framework, granting guaranteed ("by-right") enrollment to residents within its designated attendance boundary and those advancing via its feeder pattern from assigned elementary and middle schools. Out-of-boundary applicants may seek admission via the centralized My School DC lottery if seats remain after priority assignments, though the school maintains capacity as DC's largest with approximately 3,000 students. Enrollment applications for grades 9-12 open annually in December through the My School DC portal, with in-boundary and feeder students receiving priority over selections. The attendance boundary for Jackson-Reed covers northwest Washington, D.C., primarily Ward 3 neighborhoods such as Tenleytown, American University Park, Chevy Chase (D.C. portion), and parts of Friendship Heights and Wakefield, as delineated in DCPS high school boundary maps. This zone feeds into the school alongside specific elementary and middle schools: elementaries include Bancroft, Hearst, Janney, Lafayette, Murch, and Shepherd; middle schools are Deal and Oyster-Adams Bilingual School. Approximately 67% of students enroll from within this boundary or feeder pattern, higher than the citywide high school average of 20%, reflecting strong local participation amid citywide choice options. Recent boundary adjustments stem from the 2023 DCPS Boundary and Student Assignment Study and the 2024 opening of MacArthur High School, which diverts portions of the former Jackson-Reed feeder (e.g., from Hardy Middle School). Phase-in policies preserve enrollment rights at Jackson-Reed for students completing 8th grade at Hardy through school year 2024-25, siblings of current enrollees, and select geographic holdovers, with full transitions to MacArthur phased by 2026-27. These changes aim to balance enrollment loads but have prompted parental concerns over feeder stability in the Jackson-Reed cluster. DCPS maintains interactive tools for verifying addresses against boundaries, with no major high school boundary alterations announced for 2025-26 beyond elementary feeder tweaks. As of the 2023-2024 school year, Jackson-Reed High School enrolls approximately 1,994 students in grades 9 through 12, making it the largest high school in the of Columbia Schools system. The student body is racially diverse, with students comprising 36%, or African American students 28%, or Latino students 26%, Asian students 5%, and multiracial or other groups 5%. This composition reflects a minority enrollment of 64%.
Racial/Ethnic GroupPercentage
36%
/African American28%
/Latino26%
Asian5%
Multiracial/Other5%
Data for 2023-2024 school year. Enrollment has trended upward over the past decade, rising from 1,483 students in 2010 to a peak of 2,153 in 2023 before a slight decline to 1,994 in 2024, driven in part by the school's boundary expansions and appeal in northwest Washington neighborhoods. Racially, the proportion of students increased from 23% in 2010 to 36% in 2024, while /Latino representation grew from 17% to 26% over the same period, indicating shifts influenced by gentrification in the area and broader demographic changes in the District. In contrast, earlier data from 2020 showed a higher share at 39%, with students at 29% and /Latino at 22%, suggesting minor fluctuations possibly tied to enrollment policies and local migration patterns post-renaming. Socioeconomic indicators vary across sources, with estimates of students eligible for free or reduced-price lunch ranging from 13% to 48% in recent years, reflecting challenges in measurement amid universal free meal provisions in DCPS since 2017; however, the school's attendance zone includes affluent areas, contributing to relatively lower rates compared to averages.

Academic Selectivity and Entry Standards

Jackson-Reed High School functions as a non-selective comprehensive public high school in the District of Columbia Public Schools (DCPS) system, admitting students without academic entry requirements such as minimum grade point averages, standardized test scores, or entrance exams. Enrollment prioritizes residents within the school's attendance boundary, primarily in Ward 3 of northwest Washington, D.C., verified through proof of residency during the My School DC application process. The school maintains zero lottery seats for grades 9 through 12, meaning in-boundary applicants are guaranteed placement absent capacity constraints, unlike selective DCPS high schools that impose criteria like a 3.0 GPA or essays. Out-of-boundary enrollment is permitted via the citywide choice process but represents a smaller portion of the student body, with boundary participation rates exceeding the city average by a factor of three as of recent analyses. This structure supports broad access, drawing from feeder elementary and middle schools such as Hearst, Janney, and Lafayette elementaries. Within the school, small learning academies—such as those focused on or —require separate applications after general admission, but these do not affect initial entry and lack explicit academic thresholds for participation. Overall, the absence of selectivity fosters a diverse enrollment of approximately 3,000 students, emphasizing neighborhood access over competitive filtering.

Academic Programs and Performance

Core Curriculum and Advanced Offerings

Jackson-Reed High School's core curriculum adheres to (DCPS) graduation standards, requiring students to earn 24 Carnegie units, including 4.0 credits each in English, , , and ; 2.0 credits in ; 1.0 credit in fine arts; 1.0 credit in and ; and additional credits in electives such as career and technical education. In English, students complete four sequential courses—English I through IV—with opportunities to substitute (AP) English Language and Composition in junior year and in senior year. mandates Algebra I, , Algebra II/Trigonometry, and Pre-Calculus, all offered at honors level as part of the school's "Honors for All" initiative, plus one additional upper-level credit. requires four credits, with pathways emphasizing exposure to , chemistry, , and , available in honors or AP formats. includes World History I and II, U.S. History (or AP equivalent), U.S. Government (or AP equivalent), and District of Columbia history and government. Advanced offerings emphasize college-level preparation through an extensive AP program spanning 30 subject areas, including AB/BC, , AP Physics C: Mechanics, AP Comparative Government, , and AP courses in core disciplines like , English, and sciences. Over 48% of students enroll in AP courses, with a 55% pass rate on AP exams, reflecting broad access to rigorous instruction. The school structures advanced study within small learning academies, such as the Academy of Engineering (focusing on , , , and principles) and Biomedical Sciences Academy, which integrate AP-aligned coursework with career-technical education pathways requiring four specialized courses alongside core classes. These programs, open to freshmen and sophomores, emphasize hands-on projects like STEM fairs and prepare students for postsecondary credentials, though participation remains elective beyond core mandates. AP courses culminate in exams for potential college credit, with prerequisites ensuring readiness.

Standardized Testing and Proficiency Rates

In the District of Columbia, high school students at Jackson-Reed High School participate in the DC Comprehensive Assessment Program (DC CAPE), which includes end-of-course exams in English language arts (ELA), , , and , succeeding the assessments. These tests measure proficiency levels from 1 (did not yet meet expectations) to 4-5 (met or exceeded expectations). For the 2022-23 school year, 25% of Jackson-Reed students demonstrated proficiency in , surpassing the district-wide high school average of 11.2%. ELA proficiency at Jackson-Reed stood at 58% for the same period, again exceeding the district high school rate of 33.2%. Post-pandemic recovery showed gains, with school-level math proficiency rising 5 percentage points and ELA by 7 points from the prior year, outpacing district-wide increases of 3 points in both subjects—though still below pre-2019 levels (district math 8.2% lower, ELA 3% lower). Subgroup data reveals disparities: proficiency rates for Black and Hispanic students lag behind overall averages, with historical PARCC results showing 16% in math and 11% in ELA for these groups, though recent improvements apply district-wide. Academic growth metrics indicate students made 49% progress toward ELA proficiency targets and 34.1% in math, reflecting moderate advancement relative to peers. These outcomes position Jackson-Reed above DC Public Schools averages but highlight ongoing challenges in achieving national benchmarks, where math proficiency typically exceeds 30-40% in comparable urban districts.

Graduation Outcomes and Post-Secondary Placement

The four-year adjusted cohort graduation rate at Jackson-Reed High School stood at 93.3% for the most recent reported cohort, surpassing the District of Columbia Public Schools (DCPS) average of 75.3% for school year 2022–23. This figure reflects the percentage of students earning a standard within four years of entering , calculated via cohort tracking that accounts for transfers and other movements. Five-year extended graduation rates, which allow additional time for completion, are typically higher but not separately detailed in the latest state reports for the school. Post-secondary enrollment data indicate that 74% of Jackson-Reed graduates from the class of 2021–22 pursued or vocational programs within six months of graduation, according to state-tracked outcomes. This rate aligns with the school's emphasis on advanced coursework, including (AP) programs where 88% of students participate and 59% pass at least one exam, contributing to readiness. Average scores among graduates include SAT scores of 1210 and ACT scores of 29, based on student-reported data, which support applications to selective institutions. Specific destinations are not centrally aggregated in public reports, though anecdotal evidence from school forums suggests placements at a range of universities comparable to peer DCPS high schools. DCPS graduation metrics have faced for potential through practices like credit recovery, with district-wide audits in prior years revealing discrepancies; however, Jackson-Reed's consistently above-average performance relative to the system suggests robust outcomes for its cohort. Post-secondary tracking relies on state databases linking diplomas to enrollment records, providing verifiable but not exhaustive insight into long-term persistence.

Extracurricular Activities

Athletic Programs

Jackson-Reed High School fields an extensive athletic program comprising over 30 sports with more than 40 competitive teams operating at freshman, junior varsity, varsity, and club levels year-round through the District of Columbia Interscholastic Athletic Association (DCIAA) and affiliated leagues. The program emphasizes broad participation, engaging approximately 900 student-athletes per season across 21 major sports, representing one of the highest involvement rates among (DCPS) institutions. Teams compete in staples such as , soccer, , , , football, , , cross country, and , with the latter maintaining the sole rowing program among DC public high schools and fielding four squads (varsity boys, varsity girls, novice boys, novice girls) for over 100 participants. The program stands out for sustained dominance, securing its 32nd consecutive DCIAA championship on May 7, 2025, via a 12-2 victory over School Without Walls High School, extending a streak that predates the school's 2023 renaming from High School. Earlier successes include dual DCIAA and DCSAA titles in 2024, underscoring consistent excellence in pitching, hitting, and team depth. has also yielded national recognition, with the boys' varsity team posting a 33-3 record in the 2023-24 season en route to the DCIAA crown. Historical highlights from the Woodrow Wilson era include a football city championship in 1952 under coach Joe Carlo, defeating St. John's 24-6. Recent efforts in football address participation challenges, with the 2025 season focusing on strategic improvements amid league competition. Participation rates remain robust overall, bolstered by an Academy of , that integrates athletic development with academics, though football saw the lowest proportional involvement among DCPS schools offering the sport in 2023. Facilities support these activities via on-campus fields, gyms, and courts, supplemented by external venues like the for crew; the program mandates academic eligibility, including no more than six unexcused absences per term and on-site presence for game-day participation. Nearly 80% of athletes maintain honor roll status, reflecting alignment between sports and scholastic performance.

Team Sports and Achievements

The Jackson-Reed High School athletic program fields teams in football, boys' and girls' basketball, baseball, softball, boys' and girls' soccer, lacrosse, volleyball, cross country, track and field, ultimate frisbee, bowling, cheerleading, and crew, competing primarily in the District of Columbia Interscholastic Athletic Association (DCIAA). The baseball team maintains an unparalleled dominance, securing its 32nd consecutive DCIAA championship on May 7, 2025, with a 12-2 victory over School Without Walls High School; this streak, originating under the school's prior name, extends back over 23 years without a loss to another D.C. public school opponent. The team also claimed the DCIAA regular-season title in 2025. Boys' has captured five DCIAA conference championships, appeared in five DCSAA state championships, and won one state title. In a standout year, the program contributed to the school's haul of 11 DCIAA titles across multiple sports, including boys' . Girls' soccer won a DCIAA championship in the same multi-title season, alongside successes in girls' , girls' and boys' cross country, , , boys' indoor and outdoor track, , and girls' track. The boys' soccer team posted an 8-1 league record and 13-6 overall in a recent season, ranking fifth in the state. The ultimate frisbee team achieved first place at the DC/VA Regionals and DC State Championships, while finishing 11th at the national High School Championships. The crew team, a D.C. public school program, won the Scholastic Rowing Association of America's national championship in 2019. Football has faced challenges, recording a 1-9 finish in the 2024 season and 1-7 the prior year. Track and field athletes hold school records, such as Romell Randolph's 6.59-second indoor 60-meter dash in 2024.

Facilities and Participation Rates

The athletic facilities at Jackson-Reed High School include a gymnasium, outdoor fields such as Deal Field used for sports like , and specialized spaces integrated into recent renovations that added 71,000 square feet of new construction, incorporating dedicated athletic centers alongside academic and arts facilities. These upgrades, completed by GCS-SIGAL, enhanced the infrastructure for competitive team activities across multiple levels. The school supports over 30 sports programs, fielding more than 40 competitive teams at , junior varsity, varsity, and club levels, covering a range of interscholastic and intramural options governed by the DC Interscholastic Athletic Association (DCIAA). More than 1,200 students participate in these athletic teams annually, including over 490 female athletes and 570 male athletes, reflecting broad engagement in a student body of approximately 2,000. This level of involvement exceeds typical high school averages and supports pathways to collegiate athletics, with over 10% of each graduating class intending to continue in sports at the college level—far above the national average of 1-1.5%.

Non-Athletic Activities

Student Publications and Media

Jackson-Reed High School's primary student publication is The Beacon, the school's independent student , which covers news, sports, features, opinions, and school events through multiple issues each academic year, such as Volume 90 Issue 2 released on October 14, 2025. The operates as a platform for student journalism, with staff producing content on topics including administrative policies and campus life, and it maintains an online presence with articles, videos, and updates. Additionally, the school produces a annually, managed by student editors who compile photographs, achievements, and memories from the school year. Tiger TV Live serves as the student-run media outlet for video content, including announcements and broadcasts, contributing to the school's communication ecosystem.

Clubs, Arts, and Community Engagement

Jackson-Reed High School supports over 60 non-athletic clubs and organizations, spanning academic, cultural, service-oriented, and recreational interests, with meetings typically held during lunch, after school, or on specific days. Academic clubs include Math Club for skill-building competitions, for STEM events, for engineering projects, and Model UN for simulating international diplomacy. Cultural and identity-based groups encompass Unión Latina for Latino student unity, Muslim Student Association for community support, Jewish Student Union for cultural celebration, and Filipino Club for heritage events. Service and advocacy clubs feature Red Cross Club for disaster relief, Hearts In Action for volunteering, Club for civil liberties education, and Greenhouse Club for initiatives like maintaining campus green spaces. In the arts, the Jackson-Reed Players produce student-led theater performances, including annual musicals such as with live orchestra accompaniment. Visual arts clubs offer workshops in , , and , while performing ensembles include concert choir, recognized as one of the district's most dedicated vocal groups, alongside and for concerts and events. Community engagement extends through clubs like Speech and Debate for tournaments, for leadership and service recognition, and TEDxYouth Inspired for idea-sharing events, fostering broader civic involvement. These activities emphasize student initiative, with guidelines requiring advisor oversight and alignment with district policies on organizations.

Student Publications and Media

The Beacon is the primary student-run newspaper at Jackson-Reed High School, publishing eight print issues annually from the first month of the school year through June. It features sections on news, opinions, features, sports, style, and Spanish-language content, alongside digital "websclusives" and multimedia elements accessible via its website. The publication maintains active social media accounts on Instagram, X (formerly Twitter), and Snapchat, as well as a YouTube channel for interviews, sports coverage, and other videos. Subscriptions are offered for $35 per year, delivered via email to support production costs. The Beacon has received recognition from the American Scholastic Press Association, including first place with special merit for outstanding sports coverage in the 2018–2019 cycle by staff members Noam Jacobovitz and Aaron Rosenthal. As a student-led outlet, it emphasizes amplifying diverse student voices and school representation through varied storytelling. The school also produces an annual yearbook, managed through a dedicated club or activity, with orders processed online for $65 per copy using access code 5676. The 2024–2025 edition sold out due to high demand, prompting consideration of a second printing based on further interest surveys. Student media extends to video production via the Academy of Audio Video Production, a National Academy Foundation (NAF) program certified on November 22, 2022, which trains students in audio-visual skills and operates ventures like Tiger TV Live for school broadcasts and content creation. This academy fosters student-run media businesses, including under handles such as @TigerMediaAuthority on social platforms. No student radio station or additional print publications beyond The Beacon and yearbook are documented in school resources.

Clubs, Arts, and Community Engagement

Jackson-Reed High School offers over 200 student clubs and extracurricular activities, enabling broad participation in non-athletic pursuits that foster skill development and peer connections. Students are encouraged to join existing groups or initiate new ones, with activities spanning arts, cultural interests, and service-oriented initiatives. The school's performing arts programs emphasize music and theater, providing structured opportunities for creative expression. The instrumental music program includes Concert Band, Jazz Ensemble, and String Orchestra, while vocal music features choral ensembles that perform show music and jazz styles. The theater department produces fall and spring shows, with recent student-led and school productions including Into the Woods, Les Misérables, Rent, and Matilda. Visual arts clubs complement these efforts; the Visual Art Club focuses on technique improvement and community building among artists, while the Photography Club engages in projects exploring empathy and perspective, such as collaborations with the Phillips Collection in 2023. Additional groups like Cinematography Visual Arts Club analyze films for artistic meaning, and Fashion Club promotes design interests. Community engagement occurs through service-focused clubs and volunteer opportunities that emphasize leadership and local impact. Hearts in Action, a community service club, organizes volunteerism and projects to address community needs, meeting weekly. Other groups include Red Cross Club for health and disaster response, Eco Club for environmental cleanups in Washington, D.C., and Community Help Club for outreach and charity. Students earn service hours via events like neurodiversity workshops, card-making for nonprofits, or collaborations with organizations such as We Are Artistic, which promotes art-based upliftment. The Community Coalition for Change, founded by students in 2019, examines local history and social justice issues through community projects. These activities align with D.C. Public Schools guidelines, prioritizing verifiable impact over unstructured participation.

Campus and Infrastructure

Physical Layout and Historical Buildings

Jackson-Reed High School occupies an eight-acre campus at 3950 Chesapeake Street NW in Washington's neighborhood, at the intersection of Chesapeake Street and Nebraska Avenue NW. The site features seven buildings arranged to accommodate the , with the original structures designed in to integrate with the irregular terrain. The school's core historic buildings, constructed primarily between 1933 and 1935, exemplify in a Federal style, characterized by multi-story brick facades organized around a central . Municipal architects Albert Harris and Nathan Wyeth oversaw the design, emphasizing , classical proportions, and durable materials suited for educational use. The layout includes clustered buildings that form enclosed spaces for classrooms, administrative functions, and communal areas, reflecting early 20th-century public school planning principles focused on light, ventilation, and . These buildings, including the main academic structure, were engineered to address the site's unique shape, with stepped elevations and oriented entrances to maximize and views. The brick construction, combined with detailing, underscores the era's emphasis on permanence and civic presence in public architecture. Five of the original buildings underwent preservation efforts during later modernizations to retain their historic integrity while adapting to contemporary needs.

Modern Upgrades and Renovations

The campus underwent a $115 million modernization completed in August 2011, which renovated approximately 300,000 square feet of existing historic structures across seven buildings while adding 75,000 square feet of new construction. This effort, led by architects Cox Graae + Spack, reorganized the eight-acre site into three primary zones—academic, athletic, and arts—enhancing functionality without fully demolishing the 1930s-era core. Key additions included a central glass atrium entrance, upgraded laboratories, expanded classrooms, and improved energy-efficient systems, preserving elements like the original brick facades and while integrating modern infrastructure. The 2011 upgrades emphasized sustainability, earning Leadership in Energy and Environmental Design (LEED) certification for features such as high-efficiency HVAC systems, natural lighting, and green roofs, alongside the U.S. Department of Education's Green Ribbon School award for and health-focused design. Athletic facilities were bolstered with new gyms housed in the repurposed original power plant and adjacency to the Wilson Aquatic Center, which includes an Olympic-sized pool and leisure pool for competitive and recreational use. Subsequent maintenance addressed wear from use; the Wilson Aquatic Center closed in August 2023 for targeted repairs to its HVAC and cooling systems, reopening in January 2024 after a $2.5 million project to ensure operational reliability and compliance with safety standards. These interventions reflect ongoing efforts to maintain the post-2011 infrastructure amid increasing enrollment and facility demands.

Accessibility and Safety Features

Jackson-Reed High School maintains multiple elevators throughout its facilities to ensure mobility for students with disabilities, fulfilling requirements under the Americans with Disabilities Act (ADA) for vertical access in multi-story buildings. To enhance entry , the school deploys metal detectors, x-ray machines for bag screening, and on-site security officers, measures implemented to detect prohibited items and prevent incidents involving weapons. These protocols have demonstrated effectiveness, as evidenced by the detection of a in a student's belongings during routine weapons abatement procedures on September 18, 2024. The school's recent capital improvements, including a 71,000-square-foot and of 300,000 square feet of existing space completed around 2020, reorganized the campus into independent academic venues, supporting safer circulation and modern infrastructure standards. preparedness includes staff training in evidence-based cardiovascular resuscitation guidelines, aligned with national standards for school health responses. Student conduct policies in the 2025-2026 emphasize compliance with directives from adults, adherence to rules, and behavioral monitoring to foster a secure environment, with violations addressed through disciplinary processes. Despite these features, the large enrollment of over 2,000 students has prompted discussions on scaling security amid urban safety challenges in The renaming of High School to Jackson-Reed High School stemmed from widespread criticism of President 's legacy, including his administration's policies of in the federal government and endorsement of the film , which glorified the . In 2020, following national protests against racial injustice, the District of Columbia Public Schools (DCPS) formed the DCFACES renaming committee, which recommended changing the name to High School after the Pulitzer Prize-winning playwright. However, this proposal faced opposition from school alumni, faculty, and community members who argued that lacked direct ties to , or the school's history, preferring figures with local educational impact. Disputes intensified when the D.C. Council introduced Bill 24-286 in May 2021, initially aligned with the suggestion but amended by October to Jackson-Reed High School, honoring Edna B. Jackson—the school's first teacher, hired in 1954 amid desegregation efforts—and Vincent C. Reed, the first principal there in 1968 and later DCPS superintendent. Community surveys reflected divided preferences, with 36% supporting Jackson-Reed compared to 29% for , alongside advocacy for single-name options like Edna Jackson alone to highlight gender equity in recognition. Some parents and residents resisted any renaming, citing the desire to retain the established reputation associated with the Wilson name, while proponents emphasized celebrating educators' roles in integration over a national figure without school-specific contributions. The conflict highlighted tensions between administrative recommendations and grassroots input, with the Council's choice prevailing as a compromise avoiding confusion with other historical figures like . The D.C. Council approved the Jackson-Reed designation on December 7, 2021, with the change taking effect on March 15, 2022. Regarding costs, DCPS confirmed sufficient funding within its FY 2022-2025 budget to cover signage replacement, uniforms, and other rebranding elements, though exact figures were not publicly detailed; structural updates, such as exterior signage removal, were prioritized and funded by . Community concerns focused on potential disruptions and expenses but did not halt implementation, as the process aligned with broader DCPS efforts to address historical naming without additional taxpayer burden beyond allocated resources.

Ongoing Lawsuits and Administrative Issues

In April 2024, the Arab Student Union at Jackson-Reed High School, represented by the ACLU of D.C., filed a federal lawsuit against the District of Columbia and Principal Sah Brown, alleging violations of First Amendment rights and the District of Columbia Human Rights Act through censorship of pro-Palestinian activities. The suit claimed the administration removed posters criticizing Israel's actions in Gaza, denied permission for a lunchtime screening of the documentary Gaza Fights for Freedom (produced by Al Jazeera and criticized by the American Jewish Committee for containing antisemitic tropes), and imposed vague prior approval requirements that stifled speech. An interim settlement in May 2024 permitted screening of an alternative Palestinian-themed film, The Time That Remains, averting a preliminary injunction hearing; the case fully resolved on September 9, 2025, with D.C. Public Schools (DCPS) paying $95,000 in attorneys' fees and issuing revised guidelines to clarify approvals for student events while prohibiting content deemed discriminatory or disruptive. Separately, in May 2024, the (FCA) sued DCPS, asserting that the derecognition of its Jackson-Reed chapter violated the Equal Access Act by discriminating against religious viewpoints. The action stemmed from FCA's requirement that leaders adhere to biblical standards limiting sexual relations to heterosexual marriage, which school officials viewed as incompatible with DCPS non-discrimination policies on . On July 11, 2024, U.S. Jia Cobb granted a preliminary mandating recognition of the chapter; FCA meetings resumed by October 2024, though litigation continued as of that date without further public resolution reported by October 2025. These disputes reflect broader administrative tensions over approving student-led activities on geopolitics, religion, and sexuality, with critics arguing the principal's office applied inconsistent standards favoring avoidance of controversy over free expression. A June 2025 Beacon editorial, citing multiple instances including teacher silencing on related topics, described an ongoing pattern of suppression when issues "become controversial." DCPS defended actions as necessary to maintain neutrality and prevent harassment, per court filings. Administrative operations have encountered operational hurdles, including a December 2024 error in Aspen software that erroneously deducted hours from some records, requiring manual corrections and parent notifications. For the 2025-2026 school year, DCPS imposed a total cell phone ban during instructional time, with Jackson-Reed's implementation—enforced via pouches or storage—drawing complaints over emergency access and enforcement feasibility, though Principal Brown emphasized alignment with district goals to reduce distractions. Security remains a concern, highlighted by a September 2024 incident involving a found with a on , prompting enhanced protocols amid recurring threats.

Broader Criticisms of School Policies

Criticisms of Jackson-Reed High School's policies have centered on restrictions on student expression, particularly regarding politically charged topics and group activities. In February 2024, the administration prohibited the Arab Student Union from screening the documentary Israelism, which critiques aspects of Israeli policy and features pro-Palestinian perspectives, citing concerns over potential disruption; this action prompted allegations of prior restraint and viewpoint discrimination. In April 2024, the group, represented by the ACLU of DC, sued the District of Columbia and the principal, claiming violations of First Amendment rights and DCPS policies on student-led activities, as the school required pre-approval of resources and ultimately blocked the event despite initial permissions. The lawsuit settled in September 2025, with DCPS paying $95,000 and issuing revised guidelines to clarify approvals for student programming, though critics argued the policies still risked overreach by mandating submission of all materials. Parallel concerns arose over policies on recognizing student groups with specific ideological or religious views. In July 2024, a federal judge ruled that Jackson-Reed's denial of official recognition to the —due to the group's requirement that leaders adhere to traditional Christian teachings on sexuality, conflicting with DCPS nondiscrimination policies protecting LGBTQ students—unconstitutionally burdened the group's religious exercise under the First Amendment and . The court ordered the school to grant recognition and access to facilities, highlighting tensions between equity mandates and free association rights. Student-led commentary has identified a broader pattern in school policies favoring administrative caution over open discourse on controversial issues. A June 2025 opinion in the school's newspaper, The Beacon, described repeated instances of suppressing speech from both students and when deemed divisive, attributing this to a risk-averse approach that prioritizes avoiding complaints over fostering debate, as evidenced by the handling of events tied to international conflicts. These episodes reflect wider critiques of DCPS policies, which emphasize inclusive environments but have been challenged for inconsistently applying free speech protections across viewpoints.

Achievements and Recognitions

Academic and Athletic Honors

Jackson-Reed High School's academic programs emphasize college preparation, with more than 90% of graduates enrolling in postsecondary institutions and recent classes receiving acceptances to over 200 colleges and universities. The school hosts a chapter of the , which admits students based on demonstrated scholarship, service, leadership, and character, aligning with the organization's national standards for recognizing high-achieving youth. State assessment data indicate proficiency rates of 18% in mathematics and 54% in reading proficiency, positioning the school above average among District of Columbia public high schools per independent evaluations. In athletics, the Tigers compete in the of Columbia Interscholastic Athletic Association (DCIAA) and have established dominance in several . The program holds a record 32 consecutive DCIAA championships as of May 2025, extending a streak unbroken since 1994, alongside DCSAA state titles in 2018 and 2024. Boys' has secured five DCIAA titles and one DCSAA championship, earning recognition as the premier public school program in the with periodic national rankings. The softball team has won 11 straight DCIAA championships entering the 2024 season, while the team's 2024 DCSAA victory capped a season that included both conference and state honors. These accomplishments reflect sustained and program investment, though recent losses, such as in the 2025 DCIAA basketball final, highlight competitive pressures from rivals like Cardozo High .

Community Impact and Rankings

Jackson-Reed High School, as the largest public high school in with approximately 2,000 students, serves a diverse student body from the neighborhood and surrounding areas, contributing to local educational access for families in Ward 3. The school's boundary adjustments, including the planned opening of MacArthur High School in 2025, will redirect some in-boundary students from Hardy Middle School, potentially alleviating overcrowding and enhancing neighborhood-specific schooling options. In terms of rankings, the school performs above average among D.C. high schools. According to Niche, it ranks #5 among 41 high schools in of Columbia and #2 for diversity among 43, with an overall rating of B based on 485 reviews. SchoolDigger places it 4th out of 33 D.C. high schools, awarding 5 stars and noting it outperforms 87.9% of D.C. high schools statewide. rates it 7/10, indicating above-average performance relative to comparable D.C. and charter schools. ranks it #10 in D.C. and #2,278 nationally as of August 2025, reflecting solid college readiness metrics including an 89% graduation rate.
Ranking SourceD.C. RankNational RankKey Metrics
Niche (2026)#5/41 (Public HS)Not specifiedB overall; High diversity
SchoolDigger#4/33Not specified5 stars; 87.9% outperform
Above average (7/10)Not specifiedRelative to D.C. peers
U.S. News (2025)#10#2,27889% graduation
The school's initiatives, such as the Hearts in Action Club, foster student volunteerism and leadership to address local needs, promoting positive among participants. Counseling programs emphasize holistic student development, including career internships that provide exposure to professional fields, thereby supporting long-term community economic contributions through alumni preparation. However, administrative policies like the zero-tolerance cell phone ban have sparked debate over their effects on student communication and learning, as covered by the school's student newspaper, The Beacon.

Notable Alumni and Faculty

Notable alumni include (class of 1945), who served as U.S. Secretary of the Navy from 1972 to 1974 and as a U.S. Senator from from 1979 to 2009. (class of 1964), co-founder and CEO of , a major , graduated from the school before earning degrees from and pursuing a career in law and business. (class of 1995), a political journalist and television host known for programs on MSNBC, attended the school prior to studying at . Paul D. Miller, known professionally as (class of 1988), an electronic musician and multimedia artist, began developing his interests during his time at the school. Aquil Abdullah (class of 1991), the first Black American to row for the U.S. Olympic team in 2004, started rowing at the school's program on the . Yvette Alexander (class of 1979), a former member of the D.C. Council representing Ward 7 from 2007 to 2019, completed her secondary education there. Among faculty, Edna Burke Jackson served as the first African American teacher at the school starting in 1954, following desegregation efforts after Brown v. Board of Education, and taught history until her retirement. Vincent Reed became the school's first African American principal in 1969 after prior roles as a teacher and administrator in D.C. Public Schools, later advancing to superintend the entire district from 1974 to 1979.

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