As a school founder and former principal who spent decades immersed in the resilient spirit of an inner-city school serving primarily low-income African American students in Southeast, DC, and as someone deeply invested in the nuances of education policy, Juneteenth holds a significance that extends far beyond a historical date. It is a day that, properly understood, is a powerful call to agency, self-determination, and the relentless pursuit of black excellence.

Imagine the brutal heat of a Texas summer in June of 1865. The Civil War long over and the Emancipation Proclamation previously signed two and a half years earlier. Yet in Galveston, enslaved men, women, and children continued to toil in bondage, drenched in sweat from the Galveston sun, utterly unaware that they were already free. 

The Union General Gordon Granger’s arrival on June 19th, issuing General Order No. 3, was not just an announcement; it was the completion of one of the greatest emancipations of enslaved people in the long, all too frequent history of slavery around the world. This was the moment the last of the enslaved in the rebellious states were finally, truly free. It was the final act in the beginning of the end of slavery, not just in the United States, but around the world.

One wonders if those freed that day were angry over the loss of two years of freedom, and the pain of forced servitude when freedom had already been secured; or, were they so overjoyed with their new freedom, that the grievances of their delayed justice was almost an afterthought? This, according to historical records, was the primary emotion, with the evidence seen in the resulting parades, singing and celebration. Truthfully, this second Independence Day historically marked the triumphant joy of finally knowing true freedom and the hope it gave for a more prosperous future.

For my students, for their families, and for the community, Juneteenth is not merely a historical footnote highlighted at the annual school history fair; nor is it just a symbol of delayed justice or the systemic barriers that persisted for decades after, but it marks the beginning of the opportunities available to all through freedom and the start of black exceptionalism (a topic on which I have written previously). 

To me, this poignant historical narrative holds a parallel that resonates deeply with the challenges faced in many of our poor urban communities today. I have seen a profound, often unspoken sadness in knowing that so many individuals, particularly people of color, live as if they are still bound by invisible chains—chains of dependency, of a victim narrative, of a sense that their fate is perpetually controlled by external forces or historical racial grievances. They, like those in Galveston, are often unaware of the profound freedom and agency that is already theirs for the taking. They haven’t been truly “told” that they are unbound, filled with intrinsic power, and capable of bettering their lives and their communities. They have been misled to believe that the success they witness in those from their community is the exception, not the rule.

This is where the conversation must pivot unapologetically, from grievance to genuine empowerment. While acknowledging historical injustices is important for understanding the present (and ensuring it is never repeated), dwelling solely on victimhood and external dependence traps individuals and communities in a cycle that denies their inherent strength. Juneteenth, in its essence, is about the moment when the last chains were broken, when the opportunity for self-determination was finally unleashed. It’s a celebration of survival, yes, but more importantly, it’s a profound declaration of future possibilities, a blueprint for seizing the freedom that is already yours.

My experience in education has taught me that true liberation comes from within, buttressed by solid support systems that empower. Most importantly, it stems from the realization that one possesses inherent agency — the capacity to act independently and make one’s own free choices. For too long, narratives surrounding marginalized communities have emphasized a reliance on external forces, be it government assistance, reparations, or perpetual grievance. While support systems and historical acknowledgement are important, they cannot replace the fundamental belief in one’s own power to shape one’s own destiny.

This concept of agency is powerfully underscored by research into what is often called the “success sequence.” Studies have consistently shown that young people who follow a few key principles dramatically increase their likelihood of achieving economic stability and avoiding poverty. These principles are: (1) completing high school, (2) securing a full-time job, and (3) getting married before having children. While not a guarantee, and recognizing that some barriers do still exist, adhering to this sequence has been shown to be a robust pathway to upward mobility for the vast majority, regardless of their background. It highlights the profound impact of foundational choices and personal responsibility in shaping one’s life trajectory.

Furthermore, as articulated by thinkers like the American Enterprise Institute’s Ian Rowe in his work on the “FREE” agenda (Family, Religion, Education, and Entrepreneurship), these four pillars represent the mediating institutions that empower individual agency and foster self-sufficiency. Family provides the foundational support and values; Religion offers a moral compass, community, and hope; Education equips individuals with knowledge and skills; and Entrepreneurship fosters innovation, economic independence, and the ability to create opportunities for oneself and others. These are not merely abstract concepts; they are tangible frameworks within which individuals and communities can cultivate resilience and build lasting prosperity.

Education policy, when crafted correctly, can be a powerful lever for fostering this agency. It means providing high-quality school options in every neighborhood from which parents can choose. It means curricula options that address specific needs while cultivating critical thinking, problem-solving, and an entrepreneurial spirit. It means equipping students with the skills to navigate complex economic landscapes, to innovate, to lead, and to build wealth within their communities.

The spirit of Juneteenth should be about understanding that true freedom is not merely the absence of oppression, but the presence of opportunity coupled with the capacity and will to seize it. We must teach our children that while the path of their ancestors was undeniably hard-fought, their legacy is one of triumph over adversity. They stand on the shoulders of giants who built entire communities from scratch, created vibrant cultural expressions, and fought for every inch of progress, often with little to no external assistance. This is the narrative of agency. This should be the enduring lesson of Juneteenth.