Felton has supported the school system's goal of Success for Every Student by establishing a workforce that more closely mirrors the racial composition of the student body. While president, Felton strongly advocated increased hiring of minorities, resulting in Board approval of a revised policy on workplace diversity and affirmation of a commitment to fairness and equal employment. 

Under his direction, a number of unique teacher-recruiting programs have been designated to provide encouragement, training and support for African American and other under-represented groups interested in careers in teaching. Among them is a partnership with George Washington University that encourages graduates with potential to earn a graduate degree in education while acquiring experience in the classroom as long-term substitute teachers. A videotape, recently produced with the financial assistance of 11 local businesses, has been distributed nationwide to more than 200 colleges and universities with education programs, thus creating for the school system a relationship with much larger national pool of potential teachers. In addition, an initiative to increase the number of business contracts with minority-owned businesses has met with initial success. 

Felton has encouraged strengthened relationships between schools and community, providing leadership in the Board's approval of a policy for greater parental involvement in the educational process and more active participation of the communities surrounding school facilities. His most important goal has been to ensure an educational climate that encourages academic excellence for all students. A number of statistics on student performance in Montgomery County Public Schools point to the success of programs and policies in place during his watch: 

• Scores on the Scholastic Assessment Test (SAT) have increased to 933 for African-American students 76 points higher than the national average for that ethnic group.

• The percentage of county African-American students enrolled in honors and advanced placement courses has increased significantly, and the performance gaps by race or ethnicity on the state's required functional tests have nearly disappeared or narrowed to extremely small differences.

• At the elementary school level, reading scores for African-American students in grade three, for example, while still lower than the average for the county, mirror the national average for all racial and ethnic groups.

• Resources to hire additional teachers are being targeted to reading instruction to support high performance for all students in this skill so critical for academic success. Similarly, additional teachers are expected to be targeted to middle school mathematics to improve the percentage of students in all ethnic groups completing Algebra 1 by the end of grade nine or even before high school.

Felton currently holds a senior executive position in the United States Department of the Navy. After graduating from Howard University, he earned a Master of Science degree at Tulane University. He has been vice president for programs in the Montgomery County branch of the NAACP. He is past chairman of the Silver Spring Center Citizens Advisory Board.