#BLACKATPDS Alumni Petition for Change
To the Princeton Day School Board of Trustees, and PDS Community —
On June 17th, the @BlackAtPDS Instagram page brought to light the institutional challenges and interpersonal affronts Black students of Princeton Day School have faced in the decades since the first Black student joined the PDS community.
Since then, members of the Black PDS community have participated in at least six town halls and five focus groups in which they recounted all too similar experiences of discrimination and bias within the halls of PDS. We listened as our fellow Black alumni, parents, and students told stories of mistreatment and misrepresentation to an administration that for too long either ignored, disregarded, or under-addressed these pervasive realities. In a June 22nd town hall with PDS alumni, Head of School Paul Stellato said that he “did not know” the true effects of racism at PDS, but as alumni pointed out, we have never been silent. It is only now, when faced with public pressure and a growing national movement toward uprooting racism, the school has chosen to listen.
The PDS website states: “We seek diversity of cultures, views, and talents to promote the intellectual growth and moral development of our students...Our students leave Princeton Day School well equipped for college and beyond: prepared to act knowledgeably, to lead thoughtfully, to share generously, and to contribute meaningfully.” It also states that the school’s mission is to “...nurture the mind, body and character of each student.” But as is apparent from the @BlackatPDS Instagram page and stories shared by Black students, parents, and alumni during recent town halls (and over the past several decades), PDS currently is not nurturing the mind, body and character of every student. If PDS is sincere about playing a role in confronting systemic, institutional racism, then profound change is not optional. This moment calls for much more than performative allyship. PDS needs to commit to becoming a school that sends students out into the world well equipped with the information and tools to challenge White supremacy and anti-Blackness in all forms; and to also challenge misogyny, homophobia, transphobia, etc., wherever they encounter it, including within themselves and amongst their family and friends. The school needs to understand how these issues threaten the stability and survival of the nation and the world. PDS cannot continue to send White students into society when they, too often, have never been made aware of their privilege and the depth of exploitation that America was built upon and continues to thrive on.
As of August 5th, the school has yet to submit a detailed action plan for how it will address these issues to the wider community despite other New Jersey independent schools such as Blair Academy, Packer Collegiate Institute, and even our neighbors at Stuart Country Day School already committing to action. In the meantime, a community of Black & Brown PDS alumni — in consultation with current students — have decided to take the lead as part of a newly formed PDS Black Alumni Society. Our personal experiences at PDS make us uniquely suited to direct the school towards the actions it must take to begin eradicating discrimination against Black people and moving toward an anti-racist culture — i.e., a culture that actively identifies and eliminates racism by changing systems, organizational structures, policies, practices, and attitudes, so that power is redistributed and shared equitably.
Our demands emphasize equity over equality, because we know that not all Black students are the same.
Our demands emphasize accountability over vague promises, because we believe that the Black students of PDS deserve more than vague commitments.
Our demands emphasize representation over tokenization, because we know all too well how “checking a box” can so often be used to deflect and distract from the need for real change.
Finally, our demands are divided between those we believe the school must act on immediately (0-3 months) and those that must be acted on in the long-term (3-12 months). While true change cannot happen overnight, we wanted to underscore those actions that are fundamental to the Black students of PDS’ present ability to be “valued, known, and celebrated” at the coming start of the school year. To truly nurture the mind, body, and character of each student that walks through its halls, PDS must first act knowledgeably, lead thoughtfully, share generously, and contribute meaningfully to transforming itself.
Our demands directly address those areas of the school called out by Head of School Paul Stellato in his June 28th letter to the Princeton Day School community, specifically:
- Changes to the Pre K-12 curriculum that increase anti-racist education opportunities and amplify marginalized voices.
- Updates to the Standards of Conduct, Honor Policies, and Student and Employee Handbook(s) which address racial harassment, discrimination, and hate speech.
- The creation of anti-racism cultural competency education for students, faculty, staff, and parents.
- The creation of hiring, retention, and evaluation policies and programs that foster transformative diversity, equity, and inclusion.
- The commitment of resources and fundamental understanding of the needs of students of color in the areas of student life, college counseling, and athletics.
- Strategic planning and commitment to the recruitment and retention of students of color.
- The creation of a robust program of outreach to Black PDS parents and families.
- A response from the school which reflects active and ongoing efforts toward accountability and demonstrable transparency.
We believe that all members of the PDS community have a responsibility to face the hard truths of racism and discrimination in this country. That is why we are calling on the entire PDS community, regardless of race, class, or creed, to sign these demands in solidarity with their fellow Black alumni, classmates, parents, teachers, and staff, and join us in the fight against institutionalized and interpersonal discrimination. We must all demand action and accountability from the school’s Board of Trustees and administrative leaders, and we must share these demands widely so that PDS knows we will not accept performative measures as an answer. We expect that these demands be reviewed immediately by the Board of Trustees, and we demand their public, written response by August 21st.
After many hours of discussion, reflection, and research, we would like to present this list of demands to Princeton Day School’s leadership and community. PDS cannot wait to change, it must act now.
I. THE PRE-K - 12 CURRICULUM
To ensure that all PDS students receive a diverse, fair, and modern education rooted in historical truth that reflects the full breadth of experiences in the U.S., PDS must make sweeping changes to its curriculum. As it pertains to racial justice, PDS is not only failing to protect and empower its Black students and students of color but it is also failing its White students’ “moral development” and ability to “lead thoughtfully” by not teaching critical parts of American History. PDS’ curriculum too often centers Whiteness; and in a multicultural society and world, this is unacceptable and actively dangerous. This can no longer be tolerated. To not teach the histories and stories of oppressed peoples in their own words is, at best, grossly irresponsible and, at worst, actively violent and a source of educational trauma for children. Schools are stewards of culture because they help mold young, impressionable minds. As such, PDS has a serious responsibility to steward culture in a manner that’s anchored in truth and that drives out ignorance and hate. PDS cannot call itself the best-of-the-best without teaching children in a holistic way that represents all people.
- Hire an independent third party (e.g., a reputable equity & inclusion consultant and/or a child psychologist with expertise in teaching children about race relations) to focus solely on facilitating a top-to-bottom review of the curriculum, from Lower School through Upper School. They should help ensure that the contributions and stories of all communities are equally represented in every class subject in ways that are age-appropriate, safe, and supportive.
- This curriculum review should not only examine English and History course materials, but include STEM subjects like Science Math, and the Arts—selecting textbooks and documentaries that acknowledge marginalized histories/experiences and highlight inventors, researchers, mathematicians, writers, and activists of marginalized backgrounds. More texts by people of multicultural backgrounds need to be incorporated in all courses.
- Keep Black Alumni informed of any changes to the curriculum that are being discussed and considered so they may review and opine as needed.
- Create a mandatory DEI elective requirement within the Upper School curriculum and add more elective courses related to the histories of marginalized groups, taught by multicultural teachers who have completed cultural competency training. Examples of further elective History/English course topics to consider adding to the course offerings include:
- Examining Whiteness/White Privilege; African-American History; Gender and Sexuality Studies; Histories of Marginalized Peoples in the United States; Black Literature; Latinx Literature; Asian and Asian-American Literature; Asian-American History; Native American History; The Americas, Africa, and Latin America Before 1492
- Add anti-racism texts and articles to summer reading lists and syllabi in all class subjects. Faculty and staff should be required to read books from these lists to work at PDS. Order age-appropriate children’s books for all Lower School classrooms. Sample reading lists include the following:
- For Children & Teens: https://www.nytimes.com/wirecutter/reviews/antiracist-books-for-kids-and-teens/
- For Children: https://www.readbrightly.com/new-authors-of-color-writing-for-kids/
- For Teachers: https://www.weareteachers.com/anti-racism-professional-development-books/
- Other Anti-Racism Texts: https://bit.ly/2PlaV7v, https://bit.ly/3k4qS01
II. STANDARDS OF CONDUCT, HONOR POLICIES, AND HANDBOOKS
Although PDS’ handbooks at all school levels stand against harassment, it is clear that racial harassment, hate speech, and acts of racism have been overlooked and under-addressed in PDS’ halls. To ensure that “discriminatory conduct of any kind is not tolerated,” we demand the following actions be taken by the school:
- Investigate open allegations of racism made on the @BlackAtPDS Instagram page. Of the 72 stories and incidents shared by Black members of the PDS community, 11 of those incidents were reported by current Princeton Day School students. These incidents should be responded to, investigated, and addressed immediately.
- Make all Student Handbooks public to the entire PDS community and potential families researching Princeton Day School. All handbooks should be accessible via the school’s website.
- Add the school’s “Our Diverse Community” mission to the school’s mission statement.
- Institute a clear and formal procedure for reporting discriminatory harassment or abuse in the LS, MS, and US handbooks. Not unlike the formal process and policy established for sexual misconduct as PDS, the school must create a policy that addresses and makes public how students, faculty, and other community members might address incidents of racism. A clear policy should include, but not be limited to, a clear definition of discriminatory harassment with an outline of specific examples; protections against retaliation for those who report, experience, or assist in the investigation of incidents; the outlining of the formal ways in which students and other community members might report incidents which must include means by which community members might report incidents anonymously, and an outline of how incidents will be investigated and addressed in a timely manner. Additionally, the policy must:
- Institute an Investigative Board to address discriminatory instances committed by students which should be led by the Director of Diversity, Equity, and Inclusion (DEI) and the Community and Multicultural Development Team.
- Institute clear disciplinary procedures for any educators and staff members who commit acts of discrimination.
- Require that, with the precedent set by the school’s Sexual Misconduct policy, “any member of the faculty or staff of PDS who witnesses or otherwise becomes aware of discrimination, harassment, hazing, or bullying in violation of this policy or who becomes aware of retaliation against a student who provides information concerning a violation of this policy, is required to report it immediately to Head of School, Associate Head of School, or a Division Head,” and that “A member of the faculty or staff may not make promises of confidentiality to a student or parent who informs him/her of an allegation of harassment, discrimination, hazing, bullying, or retaliation.”
- Identify and hire an independent investigator with specific expertise in addressing harassment and discrimination in educational settings. This investigator will address, investigate, and adjudicate all discriminatory incidents committed by school employees or board members.
III. ANTI-RACISM AND CULTURAL COMPETENCY EDUCATION FOR STUDENTS, FACULTY, STAFF, AND PARENTS
Racism is the creation or maintenance of a racial hierarchy, supported through institutional power. Schooling in the United States has a history driven by racialization and racism, and that history has left a deep influence on schools across the country, including PDS. Although PDS has, in the past, stated its commitment to “diversity,” discussions around diversity often maintain systemic racism because these discussions fail to consider, analyze, critique, and oppose imbalances of power. The idea that diversity is a solution for inequality and systemic racism is premised on the belief that equality and equal access already exists among groups. This premise is false. For decades, the school has ignored the suffering of Black students, and now, it must move forward to establish anti-racist practices. To eradicate anti-Black racism in a meaningful and lasting way, we demand the following actions be taken by the school:
- Schedule Truth and Reconciliation events for the entire PDS community in which PDS staff, faculty, and administrators acknowledge and take responsibility for the decades of racism and discrimination that has been permitted to fester within the school. Though these conversations have now been had amongst Black and BIPOC students, the entire school must acknowledge and learn from the recent revelations.
- Institute annual, mandatory implicit bias & anti-racist training for all educators. For the educators of PDS to perform at their very best in an excelling world, they must become aware of their implicit biases and actively learn to dismantle them. An appropriate program for this professional development must include: 1) multiple annual, mandatory anti-racism trainings and focus groups for administrators, faculty, and staff facilitated by non-PDS faculty, and 2) separate, quarterly anti-bias training for school leadership.
- Create a Diversity & Inclusion speaker series. Bring in external speakers (anti-racist thought leaders, activists, etc.) for mandatory assemblies on a bi-monthly basis to educate students, faculty, and staff about White privilege, anti-racism, misogyny, etc. to supplement classroom teachings.
- Develop ongoing DEI (Diversity, Equity, and Inclusion) focused programming for the LS, MS, and US. As stated by Techsling, “The underlying principle behind imparting an anti-bias education is to foster a positive environment in the schools where students will have a healthy self-identity and learn to work closely with their peers that will help them to perform at their level best.” Although the burden of education should not fall solely to Black students, Black alumni and students (including the BLSU) must be involved in the development of these programs. Programming must include:
- Incorporation of DEI into current school divisional programming like MS Mini-Week, Peer Group, Community Service projects, etc.
- Community service commitments across the school should be focused on local organizations that engage in issues of social justice, racial equality, and anti-racism. US students should be guided towards these organizations when seeking to fulfill their service requirements.
- Host regular anti-racist seminars hosted by professionals within the field of anti-racism education. These seminars should be open to local schools and the surrounding community, and must be chosen with consultation from Black and other BIPOC students.
- Implement an action plan for educational responses to instances of racism. If a racially charged incident occurs in the PDS environment or amongst the PDS community, the school has a responsibility to, first, ensure that a guided discussion be had with all students involved and, second, take action to respond with a wider educational discussion.
- Create a more robust DEI and anti-racism webpage within the school site that can be accessed by the entire school with information and direction on the anti-racism movement. This webpage might include resources like anti-racist reading lists and resources, information about reporting discriminatory incidents, and explanations of the school’s ongoing commitments and actions.
- Commit to investing in the local community, specifically the Black Trenton and Princeton communities, by giving back. To promote anti-racism, the school must first take the lead and show that it has a financial stake in the process of identifying and eliminating racism in Central New Jersey. We demand that PDS pledge a consequential amount of their endowment fund to locally-led organizations that serve and/or organize Black Trenton and Princeton communities. We believe that the creation of a free tutoring program for Black & Latinx students will support this demand as well.
IV. HIRING, RETENTION, AND EVALUATION POLICIES AND PROGRAMS
Black students in educational settings benefit tremendously from having a Black teacher: they have higher test scores, retain better views of their schools, and excel in harder classes. In fact, a 2016 research study conducted by New York University showed that students of all races prefer teachers of color who more often draw on their own experiences to address the problems facing their students regardless of the class subject. Despite these facts, PDS has just seven Black faculty members across its three divisions. To “increase and enhance the diversity of faculty, staff, and leadership across the School” while also ensuring an environment that welcomes and retains Black employees, we demand the following actions be taken by the school:
- Create and publish a plan to strengthen the recruitment and retention of Black, and other diverse, faculty and staff of color at all school levels including leadership. This plan must include target numbers and dates, and should be measured by school division. Of the seven Black faculty members, for example, the MS and LS only have one Black faculty member each. We suggest that target numbers mirror the local Mercer County population as reported by the federal census. Further, the school must commit to diversifying its leadership. Greater diversity within a school results in higher expectations, lower discipline referral rates, and better academic results for all students — these are the expectations the PDS community has come to expect of the school. Only the integration of more BIPOC and minority leadership will make those expectations true for all the school’s students.
- Introduce the requirement that at least one Black, one womxn, and one non-Black POC candidate be interviewed for each open position at the school. We suggest that to accomplish this, the school institutes longer hiring windows and employs diverse recruiters.
- Evaluate interviewing procedures to ensure that all faculty and staff, regardless of race, are committed to working in a diverse and anti-racist educational environment. As shown through the @BlackAtPDS page, a bad experience with a staff or faculty member can tarnish a Black student, staff member, or faculty member’s experience at PDS. The school must take active, preventative steps to ensure that it is only hiring employees who are committed to equality. A revitalized interviewing procedure must include mandatory questions for each candidate about their views on equity and diversity.
V. STUDENT LIFE, COLLEGE COUNSELING, AND ATHLETICS
According to a 2016 Washington Post article, New Jersey independent schools are some of the most White and segregated independent schools in the nation. To combat this fact, PDS must not only diversify its student body but also facilitate the connection between its Black students and the Black PDS community. Additionally, the school must go out of its way to ensure that the mental health and futures of its Black students are not compromised by the pressures of attending a predominantly White institution. To “provide equal opportunity and benefit” for Black students, we demand the following actions be taken by the school:
- Formalization of and support for the Black and Latino Student Union network. It is pertinent that the school invest more in this affinity group which is one of the few safe havens for Black students. The school must:
- Provide that the group receive funding equivalent to that of other clubs.
- Allow the club to host events as a part of the Diversity & Inclusion speaker series, and independently, for the Upper School, including the reinstating of the Anti-Hate Teach-In program that was canceled during the 2019-2020 school year, while also providing the necessary resources to host such events including access to alumni, local leaders, and funds.
- Consult the group on all student programming (including assemblies, teach-ins, Black and Latinx history month events, and all other events) that deal with diversity, race, discrimination, or representation.
- Facilitate the student and alumni-led connection between the BLSU and alumni of color, which may include sharing contacts, supporting mentorship opportunities, and sponsoring events.
- Reinstate and facilitate a Buddy System that connects younger and incoming Black students across all-levels with older and current Black students. A buddy system must also extend to the connection of Black families. Some past and current systems by which this may be done with recommitted support include the 4th Grade Friend program, the Big Brother/ Big Sister program, and a pre-school Student of Color meetup hosted by the Director of DEI.
- Increase college guidance initiatives for Black, POC, and low-income students. PDS must do its part in closing the income and race gaps when it comes to the college application process. Resources and initiatives the school must provide include:
- Providing ample SAT/ACT/College prep to all Black, POC, and low-income students. SAT/ACT prep is vital to scoring well and or improving standardized testing scores. The ACT official website says so itself, claiming that of the 30 published studies on the “impact of test preparation on admissions test scores” results consistently show a gain of 25-32 points on the SAT and comparable results in other tests. However, the ACT official website also states that year after year, the lowest average scores were those students from families making less $20,000 a year while highest average scores came from families making more than $200,000.
- Expanding the number of college tour trips offered to low-income students.
- Covering college application fees for low-income students who need support.
- Expansion of mental health services and counseling for all students, with a particular emphasis on counseling that addresses the needs of Black students. According to the National Alliance on Mental Illness, 1 in 6 U.S. youth aged 6-17 experience a mental health disorder each year and 50% of all lifetime mental illness begins by age 14. Yet mental health has been widely disregarded by American schools; not until 2020 did New Jersey, for example, pass into law a requirement for public schools to teach mental health education. While all students deserve adequate mental health resources, Black students, in particular, must receive such access to address the emotional repercussions of racism, discrimination, and inequity. Despite these pernicious realities, Black Americans are significantly less likely than the general population to receive medication or psychotherapy. To combat these gaps and to provide all PDS students with fair mental health access, PDS must:
- Mandate that PDS’ Director of Wellness and the entire Wellness team take on regular training to address the specific needs of Black and other marginalized students.
- Commit to expanding the wellness team & hiring a BIPOC mental health professional with expertise in addressing BIPOC mental health & support.
- Require that all College Guidance counselors are formally trained on counseling first-generation & low-income students. As stated in a 2020 Forbes article “our economy and employment trends have changed significantly for high school students,” and these changes are only set to continue in a post-pandemic world. PDS prides itself on its college matriculation statistics but, as many current and former students have expressed in recent weeks, they often felt that PDS’ College Guidance process was inadequate and — at worst — unfair. The College Board has outlined specific ways in which schools can better address the needs of first-generation & low-income students, and PDS must commit to ensuring its entire College Guidance team receive regular, mandatory training on these matters.
- Utilize Black alums as a resource to Black students in the college admission process. This process, which should be done under the leadership of Black alumni and students, may include organizing tours and info sessions with current students, bringing alums to PDS campus to discuss their college experiences and give advice, as well as connecting recently admitted students with alumni to provide details on their school experiences in advance of enrollment.
VI. ADMISSIONS AND RETENTION
A common sentiment that many former and current Black PDS students expressed throughout the past month’s town halls, focus groups, and social media posts, was a desire for more representation throughout the student body. This diversity is present in the surrounding community — in 2010, over 20% of Mercer County residents identified as African-American, for example—yet that level of racial diversity has never been present within PDS’ halls. Beyond PDS not being representative of its surroundings, it also is not up to par with a changing and diversifying society. Ethnic diversity makes students more creative and better at solving problems. According to The Century Foundation, students can learn better how to navigate adulthood in an increasingly diverse society—a skill that employers value—if they attend diverse schools. We believe a push for inclusivity cannot happen without intentional goal setting and representative leadership. To allow for PDS’ “school enrollment to reflect more fully the communities from which its students are drawn”, we demand the following actions be taken by the school:
- Create and publish a plan to strengthen the recruitment and retention of Black students, and other diverse students, at all school levels. This plan must include target numbers and dates, and should be measured by school division. We believe that a fair plan must reflect the racial demographics of the surrounding Mercer County community.
- Audit interviewing and admissions procedures to create a more equitable and inclusive admissions process. For example, studies show that requiring admissions officers to write a paragraph explaining their admissions decisions decreases biases in admissions and forces officers to think more deeply about their decisions. Similarly, eliminating historically biased prioritizations such as legacy admissions can make more equal chances for diverse candidates. Changes like these and others must be considered as a part of an overall audit.
- Expand the admissions team to create a permanent Director of Multicultural Recruitment officer. Diverse admissions teams are necessary to expand a school’s diversity. According to Research and Higher Education, “Admissions officers from historically underrepresented groups were more likely to admit low-SES applicants.” Because of this, we believe this role must be filled by a locally-based BIPOC with expertise in diverse recruitment and the surrounding Mercer County area. Taking the lead from schools like Peddie School, this role should be equipped with resources to lead an effort to recruit and advocate for Black and POC students and should utilize alumni as a key resource.
VII. PARENT AND FAMILY OUTREACH
The Black families that make up a key part of the PDS community deserve equitable and fair attention from the school. To “welcome and connect Black families and families of color to Princeton Day School”, as well as take active steps to ensure those families feel welcome, we demand the following actions be taken by the school:
- Empower Black alumni to connect with and mentor current Black PDS families. This should and will be an alumni-led initiative, but the school must do all it can to support these initiatives including sharing contacts, supporting mentorship opportunities, and sponsoring events.
- Reiterating the suggestion given by Black PDS parents in their July 6th letter to the Head of School and Board of Trustees, the school must implement and fund “an annual family gathering (post-pandemic restrictions) for the Black students, families, and alumni with a day of team building, bonding, and aligned school planning and initiatives.”
- Feature articles in the Fall and Spring Journals about the experiences of Black families at PDS. Representation is essential to making PDS’ Black families feel welcome.
- Increase Black Representation in the PDS Parent’s Association. This process must be done by rethinking how meetings are scheduled to avoid work conflicts for working parents, creating an internal PA BIPOC affinity group, and creating a leadership role within the PA for a representative of that newly instated affinity group.
VIII. TRANSPARENCY & ACCOUNTABILITY
Finally, in addition to the areas outlined by Mr. Stellato, we Black alumni and students would like the school to commit to a transparent, swift, and responsive action in the wake of the @BlackAtPDS Instagram page, the letters, responses, and petitions sent in by Black members of PDS community, and the information gleaned from the Town Halls. To ensure this happens, we demand the following actions be taken by the school:
- Respond immediately to the entire Black At PDS movement, which must include but not be limited to: an itemized response to this petition, a report on findings from the Town Halls and Dr. Artis’ focus groups, and a stated plan of financial commitment to these new DEI initiatives. The school has historically been able to raise upwards of $7M for school improvement campaigns and, to be truly transparent, the school must publicly show that it is committed to raising equitable sums for these initiatives.
- Commit to the creation of an Annual Anonymous Student and Employee Satisfaction & Campus Climate Survey with results to be published publicly. This survey should include the entire PDS employees community as well as all US and MS students. The survey must find out how many community members have experienced discrimination, and what kind (race, ethnicity, religion, gender, sexuality, class).
- Commit to publicly publishing the findings and initial recommendations of Dr. Artis’ school-wide audit.
- Give the entire Black PDS community the power to select its representatives for the Black Alumni Council and DEI Task Force. Every Black PDS community member must have the opportunity to volunteer and be voted on by the Black community. Additionally, the school must share publicly the role, duties, and powers of the Black Alumni Council and Task Force.
- Ensure that the Black Alumni Council is empowered with access to leadership and an ability to steer the school’s DEI initiatives by granting the Council a permanently reserved seat on the Board of Trustees. We also recommend that the same be done for other BIPOC alumni.
- Commitment to creating an Annual PDS DEI Report, with the first issue to be published by the end of 2020. These reports must be published publicly so that the entire PDS community can hold the school accountable. This annual report must include:
- A detailed DEI action plan in response to this petition, as well as target dates and metrics used to measure these actions. Along with this plan, there must be an accountability report with stated progress on all other recommendations by Dr. Artis and demands mandated by this petition.
- Racial Makeup Metrics (measured YoY) including:
- The percentage of Black students, as well as Latinx Students, APID students, Indigenous Students, and Muslim Students at all school levels.
- The percentage of newly admitted Black students and the other above mentioned races & ethnicities.
- The percentage of applicants from the other above-mentioned races & ethnicities.
- The percentage of faculty and staff members from the other above-mentioned races & ethnicities at all school levels & by department.
- The percentage of leadership members from the other above-mentioned races & ethnicities at all school levels.
- The percentage of Board of Trustee members from the other above-mentioned races & ethnicities at all school levels.
- A report on updates to the curriculum and the number (YoY) of DEI-specific courses.
- A report on the results of the Annual Anonymous Student Satisfaction & Campus Climate Survey.
- Create a committee that will review the anti-racism action plan annually. This committee can, and should, be born out of the Task Force. It must include alumni, faculty, and current students. Additionally, the committee must publish an annual, public response to the Annual DEI Report.
PDS Black Alumni Society
Alexis Davis ’17
Asante Brooks ’06
Ayana Brooks ’96
Ayana Dawkins ’12
Brandon Glover ’14
Cabral Brooks ’98
Cami McNeely ’13
Chase Lewis ’17
Chris Bonnaig ’11
Daphnée Warren ’11
Davon Reed ’13
Deante Cole ’14
Esther Apedo ’20
Harper Joseph '15
Jasmin Smoots ’12
Jordan Page ’12
Joshua O. Meekins '10
Karen M. Turner ’72
Kelsey Scarlett ’13
Lynch Hunt Jr. ’85
Naiyah Ambros ’13
Natesa Bland ’13
Nick Banks ’12
Paris McLean ’00
Shayla Stevenson ‘17
Suveer Bhatia ’14
Tavante Brittingham ’13
Taylor Smith '17
Tracy R. Eskridge ’82
Zach Banks ’14