By Ulysses “Uly” Navarrete

For nearly three decades, the Association of Latino Administrators and Superintendents (ALAS) has been the national home for Latino education leaders: the superintendents, administrators and rising leaders who wake up every day thinking about how to serve the more than 14 million Latino students in America’s public schools.

The organization’s mission is simple: to develop, connect, and empower the leaders who will close opportunity gaps for Latino youth, wherever those students sit in a classroom.

Through its flagship leadership programs like the Superintendents Leadership Academy (SLA), the National Principals Leadership Academy (NPLA), and the newest Central Office Administration Academy (COAA), ALAS has built, and continues to build, a pipeline of leaders who understand that not only does representation in the front office matter, so does everything a student experiences on the way to that office, including the building itself.

That is where a partnership between ALAS and ���سԹ� comes in, and why it matters right now.

Too often, conversations about educational equity stop at curriculum, staffing and funding formulas. While these are all critical issues, the physical spaces where Latino students actually learn go unexamined. The research tells a consistent story: students are less likely to learn and thrive in buildings with poor air quality, overcrowded rooms, and outdated labs and libraries. That burden isn’t shared equally.

A vast majority of Latino students attend schools in districts with the oldest facilities and the smallest capital budgets. Districts where bond measures fail more often, where deferred maintenance piles up for decades, and where the gap between what a building offers and what a child deserves keeps widening.

ALAS members lead many of these districts. They are the superintendents standing in front of school boards making the case for a new roof instead of a new gym, the administrators walking reporters through buildings with intermittent air conditioning, the leaders trying to explain that a modern career tech wing isn’t a luxury; it is the difference between a student graduating ready for a skilled trade or falling through the cracks. They know, better than almost anyone, that facilities policy is equity policy.

A partnership with ���سԹ� means our collective voice can now be amplified to help shape how architects, planners and school boards set construction priorities that address our Latino students. It means that ALAS members gain a trusted, expert voice on what quality construction and design should look like, and how to fight for it. Once decision makers see that leaking roofs in a majority Latino-serving district are not simply line items, rather, they are potential barriers toward bridging the achievement gap then priorities can start to change.

Our students deserve a sense of belonging shaped daily by knowing that the building in which they learn in says loudly and clearly that they are not an afterthought, they are seen and they matter!

We at ALAS are not construction experts, but we are the experts on what Latino students and the leaders who serve them need and we know that better buildings and better leadership have to move forward together. This is a story worth telling, together.

Ulysses “Uly” Navarrete is the Executive Director of the Association of Latino Administrators and Superintendents (ALAS).

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By��Sarah Eynon

The modern classroom is no longer defined by��the typical��four walls and a chalkboard. Today’s students learn across physical and digital environments simultaneously, and the spaces designed to support them must evolve accordingly. As schools continue to balance in-person and remote learning, equity has become the central design challenge��ensuring every student, regardless of where or how they learn, has access to the same quality of��accessibility,��technology, and experience.��

Energy Efficiency & Addressing Aging Infrastructure��

At the foundation of classroom equity is energy efficiency and infrastructure modernization. Many school buildings across the country, particularly in urban centers like Washington, D.C., date back to the early 1900s. These facilities were never designed to support today’s electrical demands, digital tools, or climate requirements. In some cases, classrooms still rely on open windows for ventilation��or��operate��using��a limited number of electrical outlets, constraints that directly affect learning outcomes.��

Energy-efficient upgrades are essential not only for sustainability, but also for reliability and comfort. Net-zero energy��buildings, (those that��produce as much energy as they��consume),��are becoming a benchmark for new construction. Achieving this requires comprehensive HVAC upgrades, proper ductwork, and building systems that support consistent indoor air quality. In D.C., new buildings must meet strict energy efficiency standards, reinforcing the need for solutions that are both compliant and adaptable over time.��

Technology Integration & Space Adaptability��

Addressing aging infrastructure often requires a range of strategic approaches.��Some projects involve removing interior walls to create flexible, open learning environments, in an effort to��preserve��historic exteriors.��Others require full replacements of outdated��electrical��and HVAC systems to meet modern educational demands. For buildings constructed in the 1960s through the 1980s, demolition and rebuilding may be the most practical option when renovation is no longer��feasible��when comparing cost benefits.��

Technology integration is another critical��component��of��equitable��classroom design. Today’s classrooms are expected to support smart boards, projectors, speaker-tracking cameras, and robust Wi-Fi infrastructure as standard tools, not��just as��enhancements. These technologies enable hybrid learning models that allow remote students to��participate��meaningfully alongside those in the room��and provide the accessibility needed.��

Technology alone, however, is not enough. Staff training is essential to ensure tools are used effectively and consistently. Recorded training sessions, user manuals, and accessible resources��allow educators to learn at their own pace and revisit materials as needed. Environmental controls also play a key role. Dimmable lighting��and quiet HVAC systems reduce distractions and give students greater control over their surroundings.��Sound equity is particularly important��as��students should never have to ask a teacher to speak louder due to poor acoustics.��Similarly, having an adaptable sound or lighting environment is conducive for those that have visual or learning sensitivities.����

Beyond technology, classrooms must be��malleable��for the��range��educational learning platforms.��A single space may host lectures, arts programming, or STEM activities throughout the day. Portable furniture and modular layouts allow rooms to transform quickly, while dedicated maker spaces and outdoor learning environments support experiential learning and student engagement.��

Funding & Policy Considerations��

Funding and policy considerations add another layer of complexity, especially in Washington, D.C. Unlike municipalities that rely on bonds, D.C. school funding is partially provided by the federal government in two-year increments, requiring careful phasing and long-term planning. Projects must also pass through multiple regulatory bodies, including the Historic Preservation Board and the Commission of Fine Arts. Even demolition and new construction often require historic evaluations that affect schedules and budgets.��

As a result, budget planning is a critical success factor.��Inadaquate��cost forecasting can derail even the most well-intentioned projects.��It is advisable to have��a full-time cost consultant��to help��schools align funding cycles with realistic construction timelines and long-term operational goals.��

Equity, Community, and Stakeholder Engagement��

Equity also extends beyond students to the broader community. Schools increasingly serve as community hubs, hosting afterschool programs, arts events, and civic gatherings. Designing spaces that are welcoming, flexible, and accessible ensures facilities support both educational and community needs. Inclusive classrooms prioritize accessibility and participation, allowing remote learners to engage fully rather than��observe��passively.��

Stakeholder collaboration is essential in achieving these outcomes. Educational projects involve administrators, teachers, students, parents, engineers, designers, and preservationists, each with distinct priorities. Transparent communication and clear expectation-setting help manage feedback and build consensus, particularly when translating complex construction concepts for non-technical audiences.��

Challenges & Looking Ahead��

Looking ahead, schools are increasingly open to emerging technologies, including AI-driven tools, with minimal resistance. The focus is on balancing technological fluency with the development of��critical thinking skills.��Ultimately, classroom��modernization is not about technology for its own��sake,��it is about creating environments that are engaging, inclusive, and future-ready, where every student has an equal opportunity to learn,��participate, and succeed.��

Sarah Eynon is Senior Director with MGAC.

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