The Building Blocks to Success: Putting Youngest Learners First Pays Dividends
Kim Jackson, EdD ’24, found an alignment of purpose when choosing the Doctor of Education program at American University’s Linda A. and H. Kent Baker School of Education (BSE). Guided by the school’s mission to prepare leaders who transform society, Jackson saw an immediate parallel to her life’s work.
“For me, society is the school,” Jackson says. “Being a part of the Early Literacy Initiative was phenomenal. I love early literacy, and from literacy, we can expand and strengthen all other subject areas.”
That foundational belief in the power of reading — and the educator ecosystem required to nurture it — has defined Dr. Jackson’s career. From her roots in the classroom to her leadership as the District of Columbia Public Schools’ (DCPS) chief of schools, and now as interim chancellor of the district, Jackson has built a career centered on supporting students and empowering the educators who serve them.
A Legacy of Teaching and a Passion for Early Literacy
Teaching is in Jackson’s DNA. Raised in a family of educators — spanning her mother, grandmother, and great-grandmother — entering the classroom felt less like a career choice and more like a calling.
She began her career as an elementary teacher, spending significant time teaching fourth grade and special education. Throughout her years in the classroom, which also included teaching ninth-grade English language arts, Jackson developed a deep fascination with how children acquire reading skills.
“Once a child learns to read and those connections happen, there’s nothing you can do to take that away,” she explains. “From reading, they can learn math, science, or whatever their heart desires. But it’s intricate. The science of reading isn’t just comprehension and vocabulary — it’s orthographic mapping, phonemic awareness, and all of those pieces coming together in real time.”
Reflecting on her early years as a teacher, Jackson recalls her desire for in-school coaching that is critical for educator growth. To get that support, she had to seek advanced degrees outside her school building. That experience stayed with her and ultimately shaped her doctoral research at American University.
From Research to Practice: Elevating Instructional Coaches
While serving as principal at DCPS’ Seaton Elementary School, Jackson recognized that driving student success required addressing the needs of classroom teachers, and that the most direct path to supporting them was through high-quality instructional coaching.
Her dissertation at BSE examined the specific barriers that instructional coaches face and identified the structural supports they need to thrive. Her research revealed a clear imperative: coaches require intentional, sustained professional development, protected schedules free from non-coaching duties, and dedicated time for collaboration and feedback.
“Supporting teachers starts with supporting coaches,” Jackson said. “Coaches need professional development, they need coaching themselves, and they need schedules focused on the needs of students and teachers. It’s a big responsibility, and they need that extra support.”
As Chief of Schools for DCPS, Jackson directly applied her research findings districtwide. She spearheaded initiatives like the Early Literacy Institute — developed with key support from American University — to train coaches and early-grade teachers in the science of reading. She also oversaw the expansion of the DCPS Reading Clinic, the Capital Math Collective, and the Mary Jane Patterson Aspiring Principal Fellowship to cultivate school leaders.
Leading DCPS into the Future
Jackson assumes the interim chancellor role at a pivotal moment for the district. DC leads the nation in math and literacy growth since the pandemic, a milestone demonstrated on the Education Scorecard.
To sustain this momentum, Jackson is focused on expanding opportunities and overcoming challenges. Academic initiatives like the DCPS Reading Clinic and Capital Math Collective continue to show strong results, and the district remains committed to addressing truancy.
Jackson is committed to advancing DCPS’ Strategic Plan: Capital Commitment 2023-2028, which includes prioritizing academic success and ensuring students feel deeply connected to their school communities.
Central to that vision is strengthening higher education partnerships — including a meaningful connection with her alma mater. DCPS’ dual enrollment program with American University allows local high school students to take college courses free of charge, providing a bridge between K–12 education and higher education success.
“I am very happy with the partnership between DCPS and American University,” Jackson says.
“It makes my heart happy to see my alma mater and DCPS students working together. Dual enrollment sets our students up for great success beyond graduation as we prepare them for what’s next.”
From researching coaching frameworks at the BSE to leading a large urban school district, Jackson’s trajectory reflects her belief that transformational change begins with foundational support. By investing in early literacy, instructional coaching, and institutional partnerships, she continues to shape an educational system where both teachers and students meet their potential to thrive.
Learn more about American University's Doctorate in Education in Education Policy and Leadership here.