JESSICA GILES, EXECUTIVE DIRECTOR OF DEMOCRATS FOR EDUCATION REFORM D.C. ISSUES STATEMENT IN SUPPORT OF PUBLIC EDUCATION

FOR IMMEDIATE RELEASE 

Contact: Vasuki Wilson

202.294.2342

Washington, D.C. (April 25, 2025) — Today, Jessica Giles, executive director at Democrats for Education Reform  D.C. (DFER D.C.), issued a statement in support of public education: 

“DFER D.C. does not support vouchers, education savings accounts, or tax credits for private education. Nor does it support private religious charter schools. While some may frame these policies as a tool for equity, the truth is they funnel taxpayer dollars to private schools that are not accountable to the public and exclude students based on disability, religion, or gender identity. That’s not equity, that’s exclusion. These efforts would siphon public funds away from the education system that serves the overwhelming majority of families, particularly Black and Brown students. Public education is a public promise and public dollars should never be used to break it.

DFER D.C. is and will always be committed to strengthening our public education system, which includes traditional public schools and public charter schools, where all students are welcome and all families deserve a free high-quality option.”

DFER D.C. Issues Statement Condemning House GOP’s Reckless Budget Cuts

FOR IMMEDIATE RELEASE 

Contact: Vasuki Wilson, vasuki@risepublic.com

202.294.2342

Washington, D.C. (March 11, 2025) — Today, Jessica Giles, executive director at Democrats for Education Reform D.C. (DFER D.C.), issued a statement on the continuing resolution introduced by House Republicans that would force the District to immediately cut $1.1 billion from the current FY2025 budget:

“The continuing resolution proposed by House Republicans is a direct attack on students and jeopardizes teacher jobs, student supports, and the resources necessary for thriving classrooms. This reckless move would immediately gut public education, slashing $192 million from DC Public Schools and $166 million from public charter schools. 

Beyond education, these cuts would destabilize essential services that keep our students and their loved ones safe and strong. Congress must stop using D.C. as a political pawn and allow the District to govern itself, just as every other jurisdiction in the country does.”

  
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About Democrats for Education Reform DC 

Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

ERNA DC Testifies to Hold DC Education Leaders Accountable to the District’s Students

Jessica Giles
Deputy Director – DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole performance oversight hearing on:

• University of the District of Columbia

• Public Charter School Board

• Deputy Mayor for Education

• State Board of Education (including Ombudsperson and Student Advocate)

• DC State Athletics Association

Greetings Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Jessica Giles, and I am a proud Ward 7 resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA). ERNA is a non-profit organization dedicated to advocating for a just and equitable public education system. Our north star is ensuring that all students—regardless of background or circumstance—receive an excellent education. But that begs the question: Are students in the District of Columbia receiving an excellent education?

Deputy Mayor for Education

The data shows both progress and persistent challenges. D.C. students have made significant gains, outpacing national trends in reading and math recovery.[1] Chronic absenteeism and truancy have decreased,[2] and college enrollment is up.[3] These are achievements worth recognizing.

But the gaps remain stark. Chronic absenteeism and truancy are still up pre-pandemic. Only 1 in 3 students met grade level expectations in reading.[4] 1 in 5 students in math.[5] That is not the definition of an excellent education.

To truly accelerate learning, the Deputy Mayor for Education (DME) must:

• Ensure year after year fair funding for all public schools by directing all school funding, including teacher pay, through the Uniform Per Student Funding Formula (UPSFF) and maintain the charter facilities allowance increase. No student’s funding should be determined by their school sector.

• Continue to measure and improve student attendance through targeted interventions that bring rates below pre-pandemic levels, including by providing an update on the Department of Human Service’s (DHS) truancy reduction pilot.

• Fully implement structured literacy training for educators and ensure adequate funding for the Early Literacy Education Task Force recommendations.[6]

• Act urgently on math education—the current timeline for the Math Taskforce[7] pushes implementation of recommendations to 2027. That is too late for students struggling now. We know what works: High-Impact Tutoring, Math teacher pipeline development, parent and caregiver support, and high-quality instructional material and professional development.[8]

• Equitably expand college and career pathways and ensure that a student’s zip code no longer determines their opportunities.[9][10]

University of the District of Columbia

The University of the District of Columbia’s (UDC) goal is to raise its six-year graduation rate to 65 percent by 2029. But in 2023, that rate dropped by 14 percentage points to 40 percent at the flagship campus – lower than in 2022. Why? The Student Success Center is slated to open in fall of 2025, but students need urgent support now.[11]

Public Charter School Board

The mismanagement leading to Eagle Academy’s closure must not happen again. The PCSB must strengthen its oversight by:

• Requiring board member training on financial and operational responsibilities.

• Improving direct communication with school boards about financial risks, including notification when schools are placed on Financial Corrective Action Plans (FCAP) or Financial Monitoring Lists (FML).

• Ensuring fairness, transparency, and efficiency in all foreseeable scenarios so that families are fully informed about significant changes at schools before the My School DC Lottery deadlines.

This year, PCSB is set to review 20 public charter schools this spring. It is critical that these reviews prioritize student and family interests, ensuring stability and excellence in the charter sector.

State Board of Education

The SBOE took on critical issues last year, from financial literacy to attendance and math proficiency. Moving forward, it must stay focused on its statutory role—ensuring that state academic standards and policies prepare students for success and providing the necessary oversight of education.[12]

FY26 Budget Considerations As the Mayor and D.C. Council navigate the FY26 budget amid financial challenges, cutting education funding may seem like an option—but ensuring students remain a top priority is essential to sustaining progress. Over the next several weeks, as critical budget decisions are made, we must ask ourselves: Are students in the District of Columbia receiving an excellent education?The only acceptable answer is yes—and that depends on the choices made today. Thank you.

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[1] D.C. ranked first in the nation for academic recovery in math and reading from 2022 to 2024. D.C. is ranked 5th in the country in reading recovery in the full period between 2019-2024 and 32nd in math during the same period. Source: https://educationrecoveryscorecard.org/states/district-of-columbia/

[2] Chronic absenteeism and truancy both decreased by 4 percentage points and 7 percentage points respectively compared to the previous year. Source: https://osse.dc.gov/attendancesy202324

[3] Postsecondary college enrollment within six months of high school has increased by 3 percentage points Source: https://schoolreportcard.dc.gov/state/report#measure-109

[4] 2024 Statewide Assessment Results Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2024-08-22-DCCAPE_MSAA_2324_PublicDeck_with_appendix.pdf

[5] Ibid

[6] Source: Recommendations for Structured Literacy Instruction in the District of Columbia prepared by the Early Literacy Education Taskforce

https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Official%20Early%20Literacy%20Task%20Force%20Report.pdf

[7] Math Task Force Source: https://osse.dc.gov/page/math-task-force

[8] Math 4 All DC Coalition was launched to advocate for a statewide strategy for math proficiency Source: math4alldc.org

[9] OSSE’s dual enrollment consortium, in school year 2023-24,  it shows that wards 1 (8.3 percent), 7 (DS – number is too low to be reported), and ward 8 (8.1 percent) have fewer students enrolled. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/PostSec_DualEnrollment_Handout_Feb7.pdf

[10] Only 18% of students in high school, alternative, and adult programs are taking CTE. “Of the four schools that offer CTE leading to lower median salaries, three are in wards 7 and 8.” Source: https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/CTE%20Access%20Brief.pdf

[11] The stated intent of the Student Success Center is to hire up to 10 additional academic advisors dedicated to increasing student success rates, support the acquisition of early-alert and predictive analytics software to proactively address student needs and improve retention and graduation rates.

[12] “State academic standards that standards meet the following qualifications: specify what children are expected to know and be able to do; contain coherent and rigorous content, encourage the teaching of advanced skills; and are updated on a regular basis;

High school graduation requirements;

Standards for high school equivalence credentials;

State definitions of “adequate yearly progress” and “proficiency” that will be applied consistently to all local education agencies;

State definition and standards for “highly qualified teachers,” pursuant to the Every Student Succeeds Act;

Standards for accreditation and certification of teacher preparation programs of colleges and universities;

The state accountability plan for the District of Columbia developed by the Chief State School Officer, pursuant to the Every Student Succeeds Act ensuring that: (A) the plan includes a single statewide accountability system that establishes ambitious long-term student achievement goals, which include measurements of interim progress toward meeting those goal; and (B) the statewide accountability system included in the plan is based on, but is not limited to, challenging state academic standards, academic assessments, and a standardized system of accountability across all local education agencies;

State policies for parental involvement;

State policies for supplemental education service providers operating in the District to ensure that providers have a demonstrated record of effectiveness and offer services that promote challenging academic achievement standards and that improve student achievement;

The rules for residency verification;

The list of charter school accreditation organizations;

The categories and format of the annual report card, pursuant to the Every Student Succeeds Act;

The list of private placement accreditation organizations, pursuant to Uniform Per Student Funding Formula for Public Schools and Public Charter Schools and Tax Conformity Clarification Amendment Act of 1998;

Approve state rules for enforcing school attendance requirements; and

Approve state standards for home schooling.” Source: https://sboe.dc.gov/page/roles

ERNA DC Advocates for Ending Legacy Admissions & Strengthening Schools

Victor Horton
Deputy Director – DC
Education Reform Now Advocacy

Greetings President Dr. Jacque Patterson, esteemed members of the D.C. State Board of Education, and community members,

My name is Victor Horton, and I am the Deputy Director of the D.C. Chapter of Education Reform Now Advocacy. I am also a Ward 7 resident and former D.C. educator.  Thank you for the opportunity to testify today.

First, I want to voice my strong support for State Resolution 24-16, which calls for an end to legacy and donor admissions in D.C. This unjust and outdated practice overwhelmingly benefits wealthy, predominantly white applicants while disadvantaging first-generation, low-income, and minority students. By eliminating legacy and donor preferences and expanding scholarships, and dual enrollment access, D.C. can ensure fairer college admissions policies. D.C. must lead the way in fostering a fair, equitable, and inclusive higher education system. A recent report by Education Reform Now, Future of Fair Admissions: Issue Brief 5 – Legacy Admissions in 2025, revealed that a strong majority of Americans—three in four—oppose factoring legacy status into college admissions. Currently, fewer than a quarter of four-year colleges in the U.S. consider legacy status, a sharp decline from nearly half a decade ago.Just last year, four additional states joined Colorado in prohibiting legacy preferences in some form, and I hope D.C. will lead the way in 2025.[1]

Second, I want to applaud the Board for taking proactive steps to develop policies that balance the benefits of technology with the need for focused, effective learning environments. In today’s digital world, cell phones and personal devices can either enhance or disrupt learning. 

Third, I want to share our Fiscal Year 2026 budget priorities and urge you to prioritize fair and equitable funding for all public school students.[2] Thanks to the dedication of our students, educators, and families, we are beginning to see promising signs of progress in our schools. Recently, D.C. students demonstrated remarkable long-term gains in Math and Reading on the National Assessment of Educational Progress (NAEP), surpassing national trends. Compared to similar jurisdictions, both demographically and geographically, D.C. posted the highest gains from 2022 to 2024.[3] This achievement is a testament to D.C.’s collective commitment to educational excellence, and we must build upon this momentum by ensuring that all public schools have the resources necessary to sustain and accelerate this progress.

Specifically, all public school funding, including educator compensation, must be distributed equitably across all local education agencies (LEAs) through the uniform per-student funding formula, with a targeted focus on students designated as “at-risk.” Ensuring parity in funding across both of our sectors is essential because all students deserve a high-quality education, and all effective educators deserve a raise in pay.[4]

Additionally, I encourage the Board to support strategic investments in evidence-based programs that have a proven impact on student achievement, including:

1. Improving Literacy Rates

• Fully fund the Office of the State Superintendent’s Early Literacy Education Task Force recommendations to advance early literacy education ($9M over the financial plan).

2. Strengthen math instruction and supports: Invest in a comprehensive statewide strategy for math beginning this year. This investment should include:

• High-Quality Instructional Materials and Professional Development: Fund a pilot program in six DCPS and six public charter schools, each receiving a math coach ($2M total).

• High-Impact Tutoring (HIT): Support evidence-based HIT programs – small-group, intensive tutoring tailored to individual student needs – for students across 90 DCPS and public charter schools ($4.8M).

• Math Teacher Pipeline: Strengthen the pipeline of math teachers trained by local D.C. universities and sustain funding for current programs (ie. OSSE’s Apprenticeship in Teaching ($565K)).

• Parent and Caregiver Support: Implement Power My Learning math family engagement playlists for all elementary school students. (($1.5M in FY26, $700K in FY27).

3. Build college and career pathways: Expand dual enrollment and early college opportunities; and fund the Education Through Employment Data System to enable the publication of essential data dashboards ($2.1M in FY26, $1.5M in FY27).

4. Maintain the charter facilities allowance: Ensure public charter schools have safe and adequate learning environments by maintaining the annual public charter school facilities allowance increase of 3.1% ($17.5M over the financial plan).

5. Strengthen school-based behavioral health (SBBH): Strengthen behavioral health support in schools by: 

• Placing a Community-based organization (CBO) clinician in 204 schools ($18.8M). 

• Fully funding B25-0759, the Child Behavioral Health Services Dashboard Act of 2024 ($485K). 

• Providing a minimum of $1,500 per school year for the SBBH Coordinator role at all 254 schools ($381K per fiscal year). 

By prioritizing these critical investments, we can help ensure that every D.C. student, regardless of background or circumstance, has access to a high-quality public education. I urge the Board to support these funding recommendations and continue championing policies that promote academic success and educational equity across the District.

Thank you for your time and leadership. I look forward to working together to strengthen public education in D.C. and am happy to answer any questions you may have.

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[1] https://edreformnow.org/wp-content/uploads/2025/01/Future-of-Fair-Admissions-5.pdf
[2] https://medium.com/@erndc/erna-dcs-2025-budget-priorities-09e0b06546d0
[3] https://educationrecoveryscorecard.org/states/district-of-columbia/
[4] https://bellwether.org/publications/resource-realities/

NAEP 2024 Scores Show Some Progress for D.C. Students, Remain Below National Averages

Education Reform Now D.C. Calls for Increased Investment in Proven Strategies  

FOR IMMEDIATE RELEASE
Contact: Vasuki Wilson, vasuki@risepublic.com

Washington, D.C. (January 29, 2025) — Today, the National Center for Education Statistics (NCEP) released results from the 2024 National Assessment of Educational Progress (NAEP) Mathematics and Reading Assessments for Grades 4 and 8. The results reveal that D.C. students continue to perform significantly below the national averages across all four assessments, with alarming gaps between racial groups. The data indicates improvement across the four assessments, with the most gains in fourth-grade math, where D.C. tied for greatest improvement nationwide.  

“While we are not where we want to be, these scores highlight that our students are making meaningful progress toward meeting national averages,” said Jessica Giles, executive director of Education Reform Now D.C. (ERN D.C.) “We need to accelerate our efforts and fully fund evidence-based initiatives that build foundational skills in math and reading.”  

ERN D.C. is calling on the Mayor and D.C. Council to fund in the FY 2026 budget:

• A comprehensive statewide plan to strengthen math instruction that includes high-quality instruction materials and professional development, math coaches, parent support, and high-impact tutoring. 

• Structured literacy training for all elementary school educators. Last year’s budget only provided funding for kindergarten educators in up to 20 schools. Proven, evidence-based reading instruction is critical to ensuring every child can develop foundational literacy skills, and it should be available to all District students. 

With the full support of the Mayor and D.C. Council, the District can continue its trajectory of educational improvement and ensure that all students succeed in life, school, and their future career. 

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About Education Reform Now D.C.
ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.

Advancing the Promise of Brown v. Board: LaDan Wallace Johnson’s Fight for Educational Equity

By Minetre Martin

For LaDan Wallace Johnson, education has been more than a pathway to opportunity—it’s been a lifeline. Growing up in Topeka, Kansas, where the Brown v. Board of Education case began, LaDan’s early years were deeply connected to its legacy.

“I grew up in a smaller Midwestern city, which was the base of Brown v. Board of Education, so my background was unique, but I didn’t really know it until I left.”

LaDan (center, striped shirt) during his elementary school years in Topeka, Kansas, where well-funded schools provided him with resources and representation that fueled his dreams.

The decision, which promised equal access to education for Black students, shaped the well-funded public schools LaDan attended. As a Black student in a predominantly white school system, he benefited from resources and representation that were a direct result of the fight for educational equity. “Growing up as a Black kid from a low-income background, I didn’t know it at the time, but my education was fully resourced, and representation was never lacking in the curriculum and materials taught,” he shares.

These experiences fueled his belief in education as a transformative tool—a belief rooted in the progress made by Brown v. Board but tempered by the understanding that the fight for equity was far from over. However, that belief was tested when LaDan attended a historically Black college and university (HBCU).

“I was sleeping on concrete floors with mold buildup and leaky plumbing growing up,” he recalls. “I had worked so hard to reach this milestone, expecting college to be a step toward a better life. Instead, I found myself in conditions no different from the struggles I thought I had left behind.”

Fostering a love for history and leadership: Ladan Wallace Johnson with fifth graders after attending a play about Shirley Chisholm in Anacostia, inspiring the next generation to dream big and lead boldly. (Year: 2021)

The experience shattered the illusion of progress, forcing LaDan to confront how deeply inequities were embedded—even in spaces meant to uplift marginalized communities.

LaDan Wallace Johnson celebrating his college graduation, a pivotal milestone that reinforced his belief in education as a tool for breaking generational barriers.

After over a decade as an educator in the Mississippi Delta and other under-resourced schools, LaDan shifted his focus to higher education, recognizing its potential to help students take ownership of their futures and break generational barriers.

“I saw college education as an emancipation for people who had been mentally, physically, and emotionally subjugated by systems not designed for them to succeed,” he explains.

This passion now drives his work in higher education, where LaDan uses research to influence policy and explore the critical link between physical learning environments and student well-being. His goal is clear: to ensure students aren’t forced to thrive despite their circumstances but are empowered because of them. His findings on poor infrastructure, particularly in underfunded HBCUs, have sparked important conversations among policymakers about equitable school funding.

As an Education Reform Champion, LaDan’s research has helped advance key policies, including a 3.1% increase in public charter school funding, $23 million for secondary pathways to college and career, and the expansion of dual enrollment programs through SR12-13. These achievements reflect his focus as a PhD student at Howard University, where he studies the intersection of student wellness, infrastructure, and equity.

Wilberta Bynum teaching her CTE cosmetology class at Roosevelt STAY Opportunity Academy in 2019. The program prepared students with real-world skills for their future careers.

LaDan with his sibling, embodying the supportive, community-driven values that shaped his early years in Topeka, Kansas.

From Topeka to the forefront of higher education advocacy, LaDan Wallace Johnson’s journey is a testament to resilience and the pursuit of equity. By combining research and advocacy, he honors the legacy of Brown v. Board of Education while paving the way for a future where every student has the tools to succeed and the freedom to dream.

When asked what advice he would give to those looking to get involved in education advocacy, Ladan says:

"Show up.”

“We don’t have all the answers—it’s a collaborative effort. Just be present, put boots on the ground, and don’t let your voice be silenced. The seeds you’re planting will grow, maybe not in your time, but in due time."

ERNA DC Testifies at Public Oversight Hearing on Academic Achievement

Jessica Giles
Executive Director
Education Reform Now Advocacy - DC

Committee of the Whole Hearing: Academic Achievement

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy, a non-profit organization committed to advocating for a just and equitable public education system for all students in the nation’s capital. I am pleased to testify today at the Committee of the Whole’s public oversight hearing on Academic Achievement.

Washington, D.C. can lead the nation in academic achievement. When I speak with education advocates in other parts of the country about D.C., they are amazed at what leaders here have achieved: 

• D.C. educates our youngest learners: D.C. was the first to adopt pre-kindergarten and has the highest percentage of 3- and 4-year-olds enrolled in preschool in the country.[1]

• D.C. invests in students: D.C. has the highest base funding ($14,668 per student) in the country.[2] 

• D.C. supports educators: D.C. has the highest starting teacher salary in the country.[3]

• D.C. commits to adult education: D.C. has one of the largest adult learner populations in the country, if not the largest. 47 percent of adult learners attend publicly funded schools.

There is no doubt about it - funding is essential for academic achievement, but how states and local education agencies (LEAs) use their funding is even more crucial. While there have been slight improvements in academic outcomes since the nationwide COVID-19-related drop in proficiency, D.C. students continue to experience deep disparities in academic achievement between student groups in literacy and math. 

D.C.’s high chronic absenteeism and truancy rates undoubtedly play a significant factor in our low proficiency rates. In the 2023–24 school year, 39.2 percent of students were chronically absent (3.9 percent decrease), and 30.3 percent were chronically truant (6.6 percent decrease).[4] High school students, in particular, continue to struggle with attendance. Last year, 56 percent of high school students were chronically absent, and 31 percent were chronically truant. These challenges, while enormous, can be addressed at the state level, and we are optimistic that recent shifts in policy and practice will continue to yield positive outcomes. 

Improve D.C. Student Literacy Rates

In 2024, about a third of D.C. students met or exceeded grade-level expectations in English Language Arts on the DC CAPE.[5] This represents a 0.3 percent increase over last year. There was a 58 percent point gap between Black and white students and a 50-point gap between Hispanic/Latino and white students. Economically disadvantaged students (18.4 percent), Homeless (15.5 percent), English learners (12.9 percent), and students with disabilities (9.7) lagged behind their peers.

For several years, we’ve been advocating for the District to fully fund science of reading training and coaching for all elementary educators to improve how students learn to read. In the fiscal year 2025 budget, however, the Mayor and D.C. Council funded only some of the Office of the State Superintendent of Education (OSSE) Early Literacy Education Task Force recommendations.[6] Namely, $2.2 million in high-quality instruction materials, and $566k in fiscal year 2025 and $2.9 million in fiscal year 2026-2028 for kindergarten structured literacy training and coaching pilot at up to 20 schools.[7] Still, there are far too many first through fifth educators without coaching and training - grades that are crucial for reading proficiency. 

Our asks:

1. We request that the Committee of the Whole follow up with OSSE today on the implementation of FY 2025 funding.

2. We urge the Mayor and D.C. Council to continue their commitment to D.C. students by funding science of reading training and coaching for all elementary educators and providing strong oversight of implementation efforts, particularly where there are areas to improve.[8]

Strengthen D.C. Students’ Math Proficiency Rates

In 2024, only 22.5 percent of students who took the math DC CAPE assessment met or exceeded grade-level expectations in math, a 0.7 percent increase over last year. There was a 65 percent point gap between Black and white students, and a 51-point gap between Hispanic/Latino and white students. Economically disadvantaged students (8.5 percent), Homeless (7.1 percent), English learners (9.6 percent), and students with disabilities (7.6 percent) greatly lagged their peers. While these scores only represent a snapshot in time, they are a mirror to the deep chasms of inequities that exist in D.C. overall, and in our public schools. Although our students, educators, and parents are confronted with these challenges, we believe that everyone can be a math person. 

We’ve been advocating for D.C. to improve math education for all students in the District with the launch of the Math 4 All campaign.[9] The Math 4 All campaign advocates for the adoption of a statewide strategy for addressing students’ low math skills. D.C.’s statewide strategy must include High-Impact Tutoring, strengthening a math teacher pipeline, providing high-quality instruction materials and professional development, and stong parent/caregiver support. 

• High-Impact Tutoring

• Tutoring that is intensive, frequent, personalized, curriculum-aligned, and delivered by a skilled educator. Research shows that D.C. Economically disadvantaged students, who participated in high-impact tutoring (HIT) programs saw a median increase of three points in math scale scores on the DC CAPE assessment, compared to a median increase of only one point for students who did not participate in HIT programs.[10]

• High Quality instruction Materials (HQIM) and professional learning opportunities that support students with disabilities. 

• D.C. should develop a list of high-quality instructional materials (HQIM) and require LEAs to choose from this approved list. Investing in and adopting high-quality instructional materials provides teachers with easy access to top-tier content and assignments, ensuring that students engage daily with grade-level material. 

• This approach helps students build conceptual understanding, develop procedural skills and fluency, and apply their knowledge to real-world challenges. It is critical that not only do teachers have access to these materials, but they are also trained on how to apply the materials to the classroom. These professional learning opportunities should focus on teaching how to get students on grade level that are already behind.

• A high-quality math teacher pipeline. 

• Teachers are the number one in-school factor for student academic achievement. D.C. is in need of a high-quality math teacher pipeline. In the Office of the State Superintendent of Education’s (OSSE) recent Educator Workforce report, it is revealed that there were slightly less math teachers (12 percent) than English Language Arts teachers (15 percent) in the 2023-2024 school year.[11] Having high-quality educators is essential. 

• Support for parents and caregivers by establishing a list of easy-to-use high-quality tools, resources, and games to support caregivers at home.

• These resources empower caregivers to reinforce classroom lessons, making learning more engaging and accessible for students. By equipping parents with effective strategies and materials, we can help bridge the gap between school and home, fostering a stronger partnership that promotes academic success and supports students' overall development.

Our asks:

1. As OSSE convenes the Interagency Math Task Force, we ask them to adopt the Math 4 All pillars in their recommendations, and for their recommendations to be funded in the fiscal year 2025 budget. 

2. Support the passage of B25-0800 - Mathematics Education Improvement Amendment Act of 2024.[12]

In closing, all students can learn and succeed with the right support. Our District leaders can play an active and instrumental role in improving academic achievement by funding what works, so that D.C. can lead the nation. Thank you for holding this hearing and allowing me to testify. I am available to answer any questions you may have.

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[1] On Its Tenth Anniversary, Here’s Where D.C.’s Free Preschool Program Stands Source: https://dcist.com/story/19/03/15/on-its-tenth-anniversary-heres-where-d-c-s-free-preschool-program-stands/ 

[2] The Uniform Per Student Funding Formula provides funding to all public schools and provides a weighted funding based on student demographics.

[3] National Education Association Educator Pay Data 2024. Source: https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank

[4] District of Columbia Attendance Report - School Year 2023-2024 Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2023-24%20Attendance%20Report%20%28Final%29.pdf

[5] OSSE. 2024 Statewide Assessement Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2024-08-22-DCCAPE_MSAA_2324_PublicDeck_with_appendix.pdf

[6] Early Literacy Taskforce Recommendations. https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf 

[7] B25-0784 - Fiscal Year 2025 Budget Support Act of 2024 Source: https://lims.dccouncil.gov/Legislation/B25-0784

[8] National Council of Teacher Quality. District of Columbia: Recommendations to Strengthen Implementation of the Science of Reading Souce: https://www.nctq.org/dmsView/DCSOTSReadingProfileUpdated

[9] Math 4 All DC Campaign: https://www.math4alldc.org/

[10]  National Student Support Accelerator: Implementation of the OSSE High Impact Tutoring Initiative: First Year Report School Year 2022 – 2023 Source: https://studentsupportaccelerator.org/briefs/implementation-osse-high-impact-tutoring-initiative

[11]  OSSE. 2024 Educator Workforce Report. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2024%20Educator%20Workforce%20Report%20%28Oct%2028%29.pdf

[12] https://lims.dccouncil.gov/Legislation/B25-0800

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From the Delta to DC: How Wilberta Bynum Became a Champion of Change in Education

By Minetre Martin

Wilberta’s belief in transformation is deeply personal. Growing up as the tenth of eleven children in Yazoo City, Mississippi, she experienced firsthand the power of resilience, hard work, and community. Today, as a leading advocate for education reform in Washington, DC, Wilberta’s life is a testament to what’s possible when passion meets purpose.

Raised in a faith-filled home by parents who valued discipline, education, and hard work, Wilberta grew up surrounded by love and resilience. Her mother, a cosmetologist, and her father, a butcher, achieved what seemed impossible in their small Delta town: ensuring all 11 of their children went to college. Wilberta’s childhood was rich with mentors who opened her eyes to life’s possibilities and taught her to dream beyond the limit of her surroundings, whether sewing and cooking with her home economics teacher to performing in show choir.

These early experiences laid the foundation for a lifelong belief in the transformative power of education and community.Wilberta’s professional journey began with a cosmetology degree, leading her to open five successful salons and travel nationwide as an educator for prominent beauty brands like Mizani. However she soon realized that colleagues with advanced degrees were progressing further, sparking her return to school.

Determined to grow, she earned a degree in business administration, studied abroad in Madrid, Spain, developed and ran the study abroad program at Alabama A&M, and later joined Howard University to train as a foreign service officer.

Wilberta outside a Madrid arena during her study abroad program in Spain in 2007. She attended a traditional Spanish bullfight as part of her cultural exploration.

Wilberta’s Purple Diamonds dance team participated as Washington Wizards guests in the Wharf parade. The group’s performance highlighted their dedication and talent.

But her path took an unexpected turn when substitute teaching in DC Public Schools opened her eyes to the profound inequities in education - an experience that ultimately redirected her life’s purpose. In DC, Wilberta witnessed stark inequities plaguing public education across neighborhoods— gaps that left Black, Brown, English Language Learners, and students with special needs without the resources they deserved. Determined to make a difference, she earned her master’s degree in teaching and became a passionate  advocate for families. Her work included guiding families to navigate complex systems and ensuring students received proper evaluations, IEP amendments, and support. Wilberta’s efforts have given parents the tools to advocate for their children and inspired communities to believe in their power to make lasting change. 

During the pandemic, Wilberta created DC’s first virtual cosmetology curriculum, exposing the lack of standardized frameworks in Career and Technical Education. This fueled her mission to push for systemic reforms including curricula designed by minority leaders to reflect the diversity of students they serve.

“Teachers need to see themselves as contributors to the systems they work in.”

Wilberta Bynum teaching her CTE cosmetology class at Roosevelt STAY Opportunity Academy in 2019. The program prepared students with real-world skills for their future careers.

Wilberta mentoring a single-parent student during the Society of Women Engineers’ ‘Introduce a Girl to Engineering’ event in 2023. The program encourages young women to pursue STEM careers.

Wilberta’s  collaboration with Education Reform Now Advocacy (ERNA) has been instrumental in amplifying her voice and building coalitions for change.

“ERNA made me feel like I’m not alone. They’ve given me the tools to fight for the change our students deserve.” 

Wilberta’s journey is a testament to the power of purpose and persistence. She stays grounded through introspection, meditation, and surrounding herself with positive energy. “Seeing families regain hope and students thrive fuels me,” Wilberta says. Her advice to aspiring advocates is simple: “Join a community. Together, we can achieve what feels impossible.”

From Yazoo City to the forefront of education reform in DC, Wilberta Bynum’s journey is a powerful reminder that purpose and persistence can change the world.

8 Education Reform Champions Testify in Support Bill 25-800 “Mathematics Education Improvement Amendment Act of 2024”

On November 6, 2024, Education Reform Now Advocacy DC and members of the #Math4AllDC coalition presented compelling testimonies to the DC Council’s Committee of the Whole in strong support of Bill 25-800, the "Mathematics Education Improvement Amendment Act of 2024." Each testimony highlighted the urgent need for a comprehensive approach to math education that addresses equity, inclusivity, and critical support systems for all DC students.

Here’s a summary of each advocate's powerful message and how they envision a brighter future for math education in DC.

Dr. Kelly Ivy - Assistant Professor of Mathematics Education at UDC
Read Dr. Ivy's Testimony
Dr. Ivy, an assistant math education professor at the University of District of Columbia, shared her personal journey as a first-generation college student and her commitment to fostering equity and inclusion in math education. She emphasized the "Whole Teacher Approach," advocating for professional development that supports teachers’ attitudes, beliefs, and practices, all of which shape students' learning experiences.

Artecka Brown - Ward 5 Resident and Parent Advocate
Read Artecka's Testimony
Artecka, a parent and advocate, spoke from the heart about her children's struggles with math and the impact on their confidence. She called for more funding for math tutoring and a citywide strategy to provide the support and resources all DC students need to succeed.

Gregory Anthony Dear - Civic Leader and Ward 5 Resident
Read Gregory's Testimony
Gregory emphasized math as a pathway to upward mobility and improved quality of life, advocating for a system that empowers students with essential skills for future careers and personal decision-making. He stressed the moral obligation to ensure all students have the foundation to succeed.

Whitney McArthur - Educator and Civic Leader
Read Whitney's Testimony
With 10 years of teaching experience, Whitney highlighted how math skills build resilience and confidence beyond the classroom. She emphasized that a lack of math success can lead to diminished self-esteem, urging for a math education strategy that supports every student’s journey and unique learning style.

Christopher Jewel Charles - Ward 7 Resident and Returning Student
Read Christopher's Testimony
Christopher shared his experiences as a student with learning disabilities and his role at the Latin American Youth Center, where he sees firsthand the challenges students face in math. He advocated for accessible, inclusive math programs that support neurodivergent learners and promote lifelong success.

Kenneth Addo - Ward 4 Resident and Civic Leader
Read Kenneth's Testimony
Kenneth, who identifies as neurodivergent, spoke passionately about the unique challenges math poses for students with diverse learning styles. He called for a system that adapts to neurodivergent minds, advocating for inclusive approaches to math education that empower all students.

LaDan Johnson - Advisor to Aspiring Engineers and Ward 7 Resident
Read LaDan's Testimony
LaDan, who mentors future engineers and computer scientists, highlighted the barriers students face when math foundations are lacking. She shared insights from the CEA Summer Bridge Program, emphasizing the need for a citywide math strategy that prepares students for STEM careers and lifelong learning.

Andre Aina - Ward 7 Resident and Community Advocate
Read Andre's Testimony
Andre provided a comprehensive overview of the bill and stressed the importance of math education for economic equity and workforce readiness. He advocated for high-impact tutoring, professional development, and family support as critical components of a statewide math strategy.

Moving Forward: Supporting Bill 25-800

The Math 4 All coalition believes that Bill 25-800 is essential to creating a math education system that empowers all DC students, regardless of background or ability. We urge the DC Council to pass this legislation and invest in a future where every student has the resources and support they need to succeed in math and beyond.

Read more about each testimony by following the links above and join us in advocating for equitable and impactful math education in Washington, DC.

ERNA DC Deputy Director Victor Horton Testifies at Public Hearing on "Mathematics Education Improvement Amendment Act of 2024"

Victor Horton
Deputy Director – DC
Education Reform Now Advocacy

Committee on Executive Administration and Labor Hearing on:

• B25-800 "Mathematics Education Improvement Amendment Act of 2024"

Good Afternoon, Chairman Mendelson, Councilmembers, as well as community members. My name is Victor Horton, and I am a Ward 7 resident. I am testifying today on behalf of the D.C. Chapter of Education Reform Now Advocacy (ERNA), where I serve as the Deputy Director. ERNA is an organization advocating for a just and equitable public education system for all students in Washington, D.C. Thank you for giving me an opportunity to testify.

I am a former DC math educator with over a decade of experience who has dedicated his career to improving student outcomes and supporting educators. I’ve had the privilege of serving as an instructional coach and math building lead, where I provided hands-on guidance to fellow educators. I have also delivered district-wide presentations on math pedagogy to share best practices and innovative approaches to teaching math. Recognized for my commitment to excellence, I have been honored with several accolades underscoring my deep dedication to advancing math education. In each role I have had, I have seen firsthand the challenges we face in math achievement, as well as the potential that exists when we invest in strategies and resources that truly support our students, their families, and our teachers.

In the District, only 22 percent of students who took the math DC CAPE assessment met or exceeded grade-level expectations. This is slightly higher than in the 2022-2023 school year. The difference in DC CAPE proficiency rates between students who identify as students with disabilities and those who do not is 21 percent. Further, one in three adult DC residents struggle with basic math skills. If adults themselves struggle with math, how can we expect them to effectively support their children’s math learning?

Our math challenges stem from various factors. First, many still believe the problematic myth that math is only for certain “math people”—a mindset that creates anxiety and limits potential. In 2019, cognitive scientist Sian Beilock wrote in a Harvard Business Review article, “Americans Need to Get Over Their Fear of Math.” Beilock found that nearly half of first- and second-grade students said they are “moderately nervous” or “very, very nervous” about math, and a quarter of college students report moderate or high levels of math anxiety.

Second, students need additional support in school and at home. Culturally, parents are much more likely to read to their children than to practice math. Further complicating this, each math skill level builds on the previous one—to understand multiplication and division, a student must learn addition and subtraction—and there are many more levels of explicit skill knowledge in math than in reading. Once a student falls behind, it takes time to catch them back up. As you well know, the pandemic exacerbated inequities, and learning was impacted, with an 11 percent drop in math proficiency rates from 2019 to 2022. 

Although our students, educators, and parents are confronted with these challenges, we believe that everyone can be a math person. Several schools are doing an incredible job of supporting their students with growing math skills. In EmpowerK12’s DC Bright Spots for Math Growth 40 schools are highlighted.

Still, without a clearly defined or well-funded statewide math strategy, however, we fear that DC is allowing a near-crisis in our education system to unfold. This urgent situation demands a unified and strategic approach from the Mayor and DC Council to make a real, lasting impact. Otherwise, we are putting our students' futures at serious risk.

Bill 25-800 “Mathematics Education Improvement Amendment Act of 2024

I am supportive of the bill itself. It will ensure that the District puts students first and develops a statewide strategy. However, any such strategy should include the following 4 pillars:

• High-Impact tutoring

• Tutoring that is intensive, frequent, personalized, curriculum-aligned, and delivered by a skilled educator. Data shows that DC Economically disadvantaged students, who participated in high-impact tutoring (HIT) programs saw a median increase of three points in math scale scores on the DC CAPE assessment, compared to a median increase of only one point for students who did not participate in HIT programs.

• High-Quality Instruction Materials (HQIM) and professional learning opportunities that support students with disabilities. (ZEARN)

• DC should develop a list of high-quality instructional materials (HQIM) and require that LEAs choose from this approved list. Investing in and adopting high-quality instructional materials provides teachers with easy access to top-tier content and assignments, ensuring that students engage daily with grade-level material. 

• This approach helps students build conceptual understanding, develop procedural skills and fluency, and apply their knowledge to real-world challenges. It is critical that not only do teachers have access to these materials, but they are also trained on how to apply the materials to the classroom. These professional learning opportunities should focus on teaching how to catch students up who are already behind.

• A high-quality math teacher pipeline. 

• DC is in need of a high-quality math teacher pipeline. In the Office of the State Superintendent of Education’s (OSSE) recent Educator Workforce report, it is revealed that there were slightly less math teachers (12 percent) than English Language Arts teachers (15 percent) in the 2023-2024 school year. Having high-quality educators is essential. Teachers are the number one in-school factor for student academic achievement.  

• Support for parents and caregivers by establishing a list of easy-to-use high-quality tools, resources, and games to support caregivers at home.

• These resources empower caregivers to reinforce classroom lessons, making learning more engaging and accessible for students. By equipping parents with effective strategies and materials, we can help bridge the gap between school and home, fostering a stronger partnership that promotes academic success and supports students' overall development.

It is my understanding that the OSSE is currently convening an interagency Math Task Force that is modeled after the success of the Early Literacy Education Task Force. I am delighted to learn that there will be some alignment with this bill given its focus on access to high-quality instructional materials, effective professional learning supports, the student math experience, on-the-job support for math educators, and family engagement strategies. These recommendations are essential.  I am concerned that the task force plans to meet for 10 months, before offering recommendations. If this is the case, then students will have to wait a full year before District leaders coalesce around a citywide strategy that includes investments. Instead, the task force should convene no later than February and issue budget recommendations in time for the Mayor to propose the FY2026 budget. 

Later today, you will hear from members of the Math 4 All Coalition - a growing group of individuals and organizations calling for urgency from District leaders to change how math is taught and supported in the District of Columbia. I urge the DC Council to follow their recommendations, support the bill, and make the necessary investments. I appreciate the opportunity to testify and am available to answer any questions you may have.

The Stakes for D.C. public schools in the 2024 Presidential Election

Jessica Giles, Executive Director, DFER DC

As we near Election Day, it is vital for D.C. voters to know what’s at stake. Donald Trump has said he would “take over” D.C. if elected and would take the capital “away from the mayor.” This raises significant concerns about the autonomy of the District’s local affairs and the direct management of D.C.'s educational system.

Unlike the 50 states, Washington, D.C. is under the direct jurisdiction of Congress. This means a future Trump administration could reshape D.C.'s public education system without considering the wishes of local residents.

One way this takeover could manifest is through the reinstatement of the Financial Control Board, an authority appointed by the president that took control of local D.C. matters from 1995 to 2001. Some D.C. voters might recall what happened eighteen years ago. In 1996, the financial control board fired the leadership of D.C. public schools and instated a retired Army general and a new board of trustees. The Control Board lies dormant right now, but a new Congress with the support of a new president could amend the law to reinstate a five-member authority to manage the day-to-day operations of the D.C. government, undermining the Mayor and D.C. Council at every chance.  The new Congress also could seek to repeal the District’s home rule outright.  Bills already have been introduced in the House and Senate to do just that.

The renewed debate surrounding the role of the U.S. Department of Education (DOE) is also cause for concern, with some voices calling for its dismantling under a conservative agenda known as Project 2025. In the past few weeks, Donald Trump has repeatedly said that he will shut down the agency if he returns to the White House. This idea has serious implications for the residents of Washington, D.C. 

The DOE has invested more than $3.6 billion to strengthen education across the District under the Biden-Harris administration. This includes $629 million to support students with disabilities, $386 million to address the impacts of COVID-19 on students and schools, $192 million for high-need students, and $38 million in Pell Grants to support higher education. 

For D.C., these federal funds are a lifeline. D.C. public schools rely on Title I funding, IDEA funds, and Pell Grants to ensure equitable access to quality education for all students. If the DOE is dismantled, D.C. would lose this critical support, threatening the progress the city has made and limiting educational opportunities for low-income families.

The DOE also serves as the nation’s protector of civil rights in education. Its Office of Civil Rights (OCR) is crucial in addressing complaints of discrimination and harassment in schools. The DOE’s oversight is essential to protect D.C.’s students from discrimination. Under Project 2025, these protections would be weakened or eliminated.

Additionally, the DOE produces the National Assessment of Educational Progress, or the Nation's Report Card, which offers insights into student achievement across the country. For D.C., losing access to this data would hinder the ability of local policymakers to track student outcomes and make evidence-based decisions to strengthen the city’s schools. It would become much harder to close achievement gaps that persist.

Kamala Harris' agenda offers a stark contrast to the Republican platform’s priorities. Her education policy recognizes that a strong public education system is essential for upward mobility. Her running mate, Minnesota Governor Tim Walz, is the first former educator in decades to join a major party ticket. Their approach to education reform includes promoting multiple pathways for students through higher education and work-based learning opportunities. Their plan centers on coalition-building, and in D.C., this means empowering parents, local leaders, and community advocates to make decisions about their schools, while ensuring that federal support is available to help all students succeed.

The stakes for this election could not be higher for D.C. Instead of federal overreach and ideological meddling, D.C. needs partners who are committed to creating a brighter future for all students. Instead of dismantling the DOE, DC needs to push for evidence-based, student-centered policies that directly address voters' concerns and enhance our public education system.

While D.C. is not a battleground state, every D.C. voter should understand that this election is critical for our students - federally and locally. We owe it to our community to know that on November 5, we did everything possible to protect their future. 

DC Council’s Committee of the Whole Hearing on B25-741 “Vocational Education for a New Generation Act of 2024”

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy
Committee of the Whole Public Hearing on:

Bill 25-741, “Vocational Education for a New Generation Act of 2024”

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put the needs of students first and we’re steadfastly focused on advocating for evidence-based strategies that improve student attendance, high-quality public school choice, literacy, math, and secondary pathways to college and career. 

DC must build a system that allows every student the opportunity to receive high-quality, work-based learning opportunities from middle school through high school. Children should have exciting opportunities to explore careers from 10-14 years of age, prepare for careers 14-16 years of age, and launch into careers from 16 years of age onward. We envision an integrated education-employer ecosystem that allows every young person the opportunity to graduate from high school with up to two years of college credit, rewarding career experience, and an industry-valued credential in a pathway of their choosing. 

For FY 2025, we were delighted to see that the Mayor proposed and the DC Council supported significant investments in college and career, including $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats.[1][2] Additionally, the DC Council invested an additional $150,000 in the Career and Technical Education and Dual Enrollment Reporting and Career Pathways Study Amendment Act of 2024.

Still, we know there are many gaps. Only 18 out of 100 9th-grade cohort students complete a college degree six years after high school[3] and just 18% of DC students in high school, alternative, and adult programs are taking CTE courses.[4] There are also disparities in opportunity depending on the school that a student attends or where they live.[5]

Bill 25-741, the Vocational Education for a New Generation Act of 2024

We want to thank Councilmember Robert White for introducing Bill 25-741, the “Vocational Education for a New Generation Act of 2024.” This bill establishes a local fund for new and expanded CTE and Workforce Ready Programs, allows flexibility for funding to cover essentials like transportation, training, and student wages, and requires student demand assessment and reporting, which are all valuable. 

The DC Council should strengthen the legislation by ensuring:

• Advancing equity: Through the Office of the Deputy Mayor for Education’s study, we learned that three of the four CTE programs leading to lower median salaries are in Wards 7 and 8. DC needs to expand high-quality, high-earning opportunities East of the River so it is convenient for our students and families, and ensure that all of our programs have a focus on serving our marginalized students well. Any expansions should be focused on these student populations.

• Connecting data to our ETE System: The Education to Employment Pathways (ETE) Data System is designed to build a longitudinal picture of how DC residents are served by education and workforce programming throughout their lifetime. The DC Council must continue to connect data to this system, and restore capital budget funding ($2.1M in FY26 and $1.5M in FY27) so that the ETE Data System can build public-facing tools and dashboards. 

• Incentivizing and supporting strong employer engagement: DC should continue to forge strong partnerships with employers to support our economic growth and increase the number of native Washingtonians in our workforce.  With employers at the table driving decision-making, local funding should be used to broaden the diversity of employers, support an effective intermediary, and prioritize those connected to high-demand, high-wage sectors by providing wage offsets in existing long-term internships or apprenticeships or tax credits for hiring apprentices.[6]

Overall, DC Council should require outcomes-based funding for workforce-related programs. In fiscal year 2022, D.C. had 84 workforce-related programs in the District totaling $139 million.[7] It is not clear what the outcomes are for these programs or how DC is measuring quality. The DC Council should require a return on investment analysis so that all funding is going to high-quality programs that yield great outcomes for youth and DC residents.

We urge the DC Council to consider our recommendations to enhance the bill. Thank you for allowing me to testify today and for putting our students first. I am available to answer questions now and in the future.

[1]  LIMS. B25-0784 - Fiscal Year 2025 Budget Support Act of 2024. Source: https://lims.dccouncil.gov/Legislation/B25-0784 b

[2] LIMS. B25-0785 - Fiscal Year 2025 Local Budget Act of 2024. Source: https://lims.dccouncil.gov/Legislation/B25-0785

[3] D.C. Policy Center. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/ .

[4] Office of the Deputy Mayor for Education. 18% of DC Students in High School, Alternative, and Adult Programs are Taking CTE Courses. Sources: https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/CTE%20Access%20Brief.pdf 

[5] Ibid

[6] Industry Engagement Incentives. Source: https://excelined.org/wp-content/uploads/2021/02/ExcelinEd.PathwaysMatter.KeyPolicyStateExamples.EmployerEngagement.IndustryEngagement.pdf

[7] DC Workforce Investment Council. Fiscal Year 2022 - Expenditure Guide. Source: https://dcworks.dc.gov/publication/fiscal-year-2022-expenditure-guide 

Democrats for Education Reform D.C. Announces 2024 General Election Candidate Endorsements

Four Candidates Align with DFER DC's Vision for Student Success

FOR IMMEDIATE RELEASE
Contact: Victor Horton, victor@dfer.org

Washington, DC (October 10, 2024) — Today, Democrats for Education Reform D.C. (DFER D.C.) endorsed four candidates in the general election who align with key educational priorities, including enhancing literacy, math skills, student attendance, college pathways, and public school choice.  

"In this critical election year, with D.C. students lagging behind their peers nationwide in proficiency and with widening opportunity gaps for Black and brown students, the stakes for education and home rule couldn't be higher," said Jessica Giles, executive director of DFER D.C. "The leaders we choose at every level must be ready to fight for the educational rights of all D.C. students. These endorsed candidates are equipped to lead and are deeply committed to advocating for substantial and equitable improvements in public education.”

2024 General Election Endorsed Candidates:

Wendell Felder, D.C. Council, Ward 7

Wendell Felder is a proud fourth-generation Washingtonian and dedicated community leader in Ward 7. He is committed to ensuring all students have access to a variety of high-quality educational programming, including dual enrollment, vocational education, special education, and dual language. Beyond his professional role as the Director of Regional Affairs at Howard University, Felder has actively enhanced literacy through partnerships with Little Free Libraries D.C. and by chairing the Washington Literacy Center's Advisory Group. Mr. Felder is poised to continue the legacy of Councilmember Vincent C. Gray, advocating tirelessly for the needs and opportunities of Ward 7’s children and families once elected. 

Dr. Jacque Patterson, D.C. State Board of Education, At-Large (Re-election)

With over 25 years dedicated to education reform, Dr. Jacque Patterson has a remarkable record of community service, from serving five terms as an Advisory Neighborhood Commissioner in Ward 8 to his impactful roles in local education agencies and community organizations like Martha’s Table. As the current Vice President of the State Board of Education, he has effectively championed dual enrollment programs, including the introduction and passage of SR12-13, “Recommending a Greater Commitment to Dual Enrollment Programs.” He helped to lead an update of social studies standards and is pushing for a high-quality education to be considered a civil right, ensuring that students from all backgrounds have access to the resources they need to succeed. Dr. Patterson’s unwavering commitment to educational excellence and equity makes him the ideal candidate to continue fighting for the academic success of every student in the District.

Allister Chang, D.C. State Board of Education, Ward 2 (Re-election)

Allister Chang is one of the foremost voices for literacy in D.C. Recognizing the critical drop in English Language Arts scores during the pandemic, Chang spearheaded a comprehensive overhaul of literacy education across the District, and actively advocated for high-impact tutoring an evidence-based strategy to support students’ academic recovery. His efforts include leading the Early Literacy Education Task Force and the successful passage of SR-22-12, "On Early Literacy Priorities." Chang's global contributions to education have also been notable. As the former executive director of Libraries Without Borders, he significantly expanded access to educational resources for underserved communities worldwide.

LaJoy Johnson-Law, D.C. State Board of Education, Ward 8

As a dedicated advocate and mother of a school-age child, Johnson-Law has experienced firsthand the gaps in our public education system, particularly in underserved areas east of the river. For over twelve years, Johnson-Law has served in many leadership positions, including as a Boundary Study Advisory Member, PAVE Board Member, and E.L. Haynes Public Charter School Board Member. She is deeply committed to enhancing parental engagement and choice, ensuring equitable funding, and improving special education supports and services. With her focus on accountability, resource equity, and a student-centered approach, LaJoy Johnson-Law is poised to be a transformative force on the D.C. State Board of Education.

Earlier this year, DFER D.C. also proudly announced endorsements for Brooke Pinto, D.C. Council, Ward 2, and Dr. Adeoye “Oye” Owolewa, U.S. Representative, who will also be on the November ballot. 

###

About Democrats for Education Reform DC 
Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

Champion for Change: Christopher Charles's Advocacy Journey

By Kyle Myers

For six years, Christopher Charles has passionately pursued education reform, striving to cultivate an equitable, diverse, and supportive learning environment for students in Washington, D.C. His journey through his role as the director of the Wards 1 & 2 Prevention Center at the Latin American Youth Center in D.C. highlighted stark disparities and resource gaps in education. These challenges spurred him into action, guiding other young adults as a mentor and influencer, and equipping them with tools for mental stability, resource access, and long-term success.

In an interview, Charles detailed his major initiatives, including the expansion of the sexual health curriculum across district middle schools to better equip older students to handle peer pressure and advocate for themselves. His commitment to a peer-to-peer model stands out, creating a network that embodies the "each one teach one" philosophy to empower and guide youth toward positive futures.

Charles also noted the gaps in connectivity between students and before- and after-school programs, which provide enrichment, safety, and support. 

"To help youth see new possibilities for growth, community-based organizations need to expand their programs, providing more positive outlets and showcasing opportunities in DC.," said Charles. 

As an Education Reform Champion, Charles has shared his vision with the State Board of Education and the D.C. Council, pushing for robust career pathways for youth and adults. He advocates for comprehensive support addressing education, employment, income, housing, transportation, food, medical care, outdoor environment, and community safety.

C. Charles testifying at the SBOE meeting on, advocating for mathematics educations and dual enrollment opportunities. (April 2024)

C.Charles (back row, third from left) pictured with other education reform champions advocating for a just and equitable education for all students at the State Board of Education public meeting. (April 2024) 

"One day, I want to see every one of my neighbors able to afford school and access an equitable education,” said Charles. “All students deserve the best opportunities as they grow into adulthood and build their futures."

We are grateful for his relentless dedication to fostering a just education system. His work exemplifies the profound impact that dedicated individuals can have on student outcomes. We eagerly anticipate his continued influence and achievements in our community.

Champion of Change: How Yolanda Corbett Advocates for D.C.'s Most Vulnerable Students

By Minetre Martin

In Washington, D.C., numerous advocates champion various causes, but Yolanda Corbett’s voice is distinct. A second-generation Washingtonian and Ballou High School alumna, Corbett significantly influenced education reform., particularly for students with disabilities and their families. Her advocacy has enhanced Individual Education Plan (IEP) support for parents, out of school time programming, mental health resources, and—critical areas that align closely with our mission for equitable education.

Behind this advocacy lies a personal story of resilience. "Troubled yet triumphant" is how Corbett describes her journey from the southeast D.C.’s streets to leading education advocacy for the past 15 years.

She recalls overcoming early life challenges like frequent moves and family health crises, which left her feeling uncertain about the future. "When I was younger, I had no vision of what the long term looked like," she reflects. "The constant instability and being counted out built up anger and rage as I grappled with people not seeing me as more than my zip code." These challenges fueled her passion to be a voice for others facing similar struggles.

Y. Corbett (far left) pictured with her twin brother and little sister during a family birthday celebration, capture at their home, circa 1989.

Y. Corbett embraces her son Tyler before his first school dance.

A turning point in Corbett's life arrived when she became a single mom at the age of 23. Her son, Tyler’s autism diagnosis at age 5 transformed her into a fierce advocate. Starting as a volunteer at Tyler's school, she became PTO president and a crucial bridge between families, school boards, and community leaders.

Today, Corbett’s roles include Education Reform Champion and executive director of The Caregivers D.R.E.A.M., a nonprofit advocating for families of children with disabilities. Her commitment to advocacy and leadership became more personal after Tyler, now 17  with ADHD, was brutally attacked at school on her birthday. This incident highlights the ongoing challenges over 15,000 students with disabilities face in DC, who often endure bullying and discrimination. an immense burden on their families.

“These incidents aren't just personal tragedies," they're a call to action.

 This commitment is evident in her push for inclusive, understanding, and safe educational environments.

Y. Corbett (middle) testifying at the SBOE meeting with her son Tyler (right), advocating for more time for students to board OSSE buses.

“Every child deserves to feel safe and supported in school, particularly the most vulnerable. Don't wait for someone else to speak up.”

Volunteer with The Caregivers D.R.E.A.M., and take it further by becoming an Education Reform Champion. Your voice and experiences are critical to our grassroots movement in fighting for the needs of our students regardless of the school they attend or the neighborhood they live in. 

To learn more about her impactful work, check out this  article by Sam P.K. Collins in the Washington Informer.

DFER DC Welcomes Victor Horton as Deputy Director

WASHINGTON (September 16, 2024) — Democrats for Education Reform DC (DFER DC), along with its partner Education Reform Now Advocacy and affiliate non-profit organization Education Reform Now DC, proudly announce the appointment of Victor Horton as Deputy Director.

Horton previously served as Director of Leaders of Color DC and is a former Advisory Neighborhood Commissioner in 7E. His dynamic blend of experience in organizing communities, empowering Black and Brown leaders to pursue community leadership roles, and shaping informed education policies has solidified his role as a leader in educational reform. 

"Stepping into the role of Deputy Director at DFER DC marks a profound opportunity to impact student and family lives directly in my hometown," said Horton. "I am committed to using my extensive policy, politics, and community engagement background to further our mission of advancing educational equity and broadening the opportunities for every individual we serve."

"Victor's deep-rooted understanding of our mission, through his pioneering work with Leaders of Color, has made him an essential thought leader within our team,”  said Jessica Giles, Executive Director of DFER DC. “His expansive knowledge in public policy and political consultancy, and passion for community empowerment, will amplify our efforts to ensure that every student in DC. can access a just and equitable education."

A native Virginian, Horton has been a part of the Washington DC community for nearly a decade, where he has also made significant strides on Capitol Hill, managing education portfolios and aiding non-profits. His tenure as Commissioner saw him spearheading major civic projects, including public library renovations, advocating for equitable school funding, and leading neighborhood beautification initiatives.

Horton holds a Bachelor’s degree in Business Administration from Virginia State University, a Master of Public Administration from Virginia Commonwealth University, and a Master of Education specializing in Public School Leadership from Columbia University.

About Democrats for Education Reform D.C. 

Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. With a network of over 10,000 District residents and supporters, we’ve propelled 24 candidates to run for local offices and trained over 100 candidates and campaign staff. More information can be found on our website at www.dferdc.org.

ERNA DC Testimony Before SBOE on Legacy Admissions

Cesar Toledo
Deputy Director
Education Reform Now Advocacy - DC

President Thompson, Board members, and staff of the Board of Education. My name is Cesar Toledo. I am a Ward 6 resident and the Deputy Director of the DC Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all DC students. 

I am here to speak in support of SR24-16, the State Board of Education’s Resolution Calling for an End to Legacy and Donor Admission Preferences in Postsecondary Education. These preferences exacerbate challenges native DC students face in accessing college, and they should be banned. 

We have yet to have a complete data-backed understanding of the negative impacts of the disastrous Supreme Court ruling striking race-conscious admissions, but estimates show that it could lead to a 10% drop in Black and Latino student enrollments nationwide. [1]

As a first-generation Latino raised by immigrant parents who came to this country at a very young age, I see my story reflected across the thousands of Latino DC students who face unprecedented hurdles in escaping the poverty cycle by completing a college degree. Nationally, the gap in degree completion between Latinos and their White peers has increased [2] and in DC, our Latino students have the lowest postsecondary enrollment compared to their peers at 44% [3]. With an estimated 40% of the city’s population foreign-born [4], we must dismantle racist barriers that disproportionately impact our most vulnerable neighbors. 

It’s time for DC leaders to step up and join Virginia and Maryland in making college access equal and based on merit, not on familial bloodlines that disproportionately benefit the white elite class.

There is notable support for ending legacy admissions. For example:

• 70% of DC voters support banning this practice [5]  

• Eight organizations, including the NAACP, signed onto ERN DC’s letter opposing legacy admissions [6]  

• Nearly 500 DC residents across all 8 Wards, including students at Georgetown University, George Washington University, and Howard University, signed a petition to ban legacy admissions

• Georgetown University students have been leading on this issue for years, collecting hundreds of signatures, but have been stonewalled by the university administration [7] 

• National leaders have spoken out against legacy, including 

• President Biden [8], and First Lady Michelle Obama [9]  

• Members of Congress, including Sens. Elizabeth Warren and Bernie Sanders [10], and Reps. Alexandria Ocasio-Cortez [11] and Barbara Lee [12] 

• NAACP President and CEO said, “Legacy and donor admissions have long served to perpetuate an inherently racist college admissions process.” [13] 

Postsecondary Crisis for DC Students

We believe DC should support efforts to increase the number of students who finish high school and complete college. [14] Just 18 out of 100 ninth-grade students earn a degree six years after graduating high school. [15] Most jobs in DC require postsecondary training, which limits DC natives’ job prospects. [16] Ultimately, native Washingtonians’ average income doesn’t reach a living wage level. [17] DC must do more to ensure students are equipped to thrive in life.

Legacy Admissions Are Part of the College Access Problem

Legacy preferences in admissions give an unfair advantage to applicants with family members who previously attended the university, disproportionately favoring white and wealthy students. This is a clear example of systemic racism. 

Legacy admissions are widespread across the U.S. A 2020 survey of four-year colleges found that nearly half consider legacy status in their admissions process. [18]

Four major universities (Catholic, Georgetown, George Washington, and Howard) in DC use legacy preference. These institutions do not pay property or income taxes [19] and receive millions in city contract dollars each year. [20] 

In Students for Fair Admissions v. Harvard, the Supreme Court banned the consideration of race, and when combined with legacy preferences, this may reduce the enrollment of students of color in colleges. 

Additionally, there is some early evidence that eliminating the legacy preference created more seats for students with Pell Grants, particularly at John Hopkins University and Amherst College. Hopkins went from 12.5% of freshmen that were legacies and just 9% Pell-eligible pre-elimination to 3.5% legacy and 9.1 % Pell-eligible post-elimination. Amherst's legacy percentage went from 11% to 6% and they hit their highest Pell share ever this past year. Every legacy student represents a lost chance to enroll one more student with financial need.

Increasing Resistance to Legacy Preference

Despite the prevalence of this unfair policy, there are encouraging signs of change. Since 2015, around 400 colleges and universities [21], including Johns Hopkins and George Mason University [22], have stopped considering legacy status in admissions. The Department of Education’s Office for Civil Rights is currently investigating Harvard and Penn to determine whether providing a legacy preference violates Title VI of the Civil Rights Act. [23] At highly selective colleges such as Harvard, Cornell, Georgetown, and Princeton, most undergraduates, including legacies, oppose passing an admissions advantage along family bloodlines. [24] Additionally, seven out of eight admissions office leaders believe that legacies should not receive an admissions advantage. [25]

There is widespread, bipartisan public opposition to legacy preference. Three-quarters of Americans think that colleges and universities should not consider who an applicant is related to as part of its admissions process. [26] Notably, 70% of D.C. voters supported banning legacy admissions, according to a September 2023 poll. [27] 

Other states, including DC’s neighbors, have already taken legislative action against this injustice. Maryland banned legacy admissions at both public and private institutions, while Virginia banned the practice at public institutions. Colorado and Illinois have also banned legacy admissions at public institutions. Additionally, six states (California, Connecticut, Massachusetts, Minnesota, New York, and Rhode Island) have introduced legislation to ban legacy admissions, with Illinois passing a bill that is awaiting the governor's signature.

In addition, Sens. Tim Kaine (D-VA) and Todd Young (R-Indiana) [28] and Sen. Jeff Merkley (D-OR) and Rep. Jamaal Bowman (D-NY) [29] proposed bills banning the practice nationwide.

End Legacy Preference

Too few DC native students are attending and graduating college and can access family-sustaining jobs. As a city, we must urgently address this crisis. 

DC should ban legacy preference as a concrete strategy to increase college access for DC students furthest from opportunity. We must take action to remedy this inequitable practice.

Privileged students should not get preference in admissions at the detriment of Black and Latino first-generation students. Let’s give all our students a fair shot by ending legacy admissions.

Thank you. I welcome your questions.

ERNA DC Provides Written Testimony on Child Behavioral Health Services Dashboard

Minetre Martin

Organizing Manager, DC

Education Reform Now Advocacy

Committee on Health Hearing on:

• B25-0692 – “Enhancing Mental Health Crisis Support and Hospitalization Amendment Act of 2024”

• B25-0759 – Child Behavioral Health Services Dashboard Act of 2024

• B25-0696 – Advancing the Range of Reproductive Options for Washingtonians Amendment Act of 2024

• PR25-0840 – Board of Dentistry Dr. Eric Bradshaw Confirmation Resolution of 2024

• PR25-0841 – Board of Dentistry Dr. Jonelle Anamelechi Confirmation Resolution of 2024

Good afternoon, Chairperson Henderson, Councilmembers, and staff of the Committee on Health. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Thank you for holding this hearing. I am here to provide comments on B25-759, the Child Behavioral Health Services Dashboard Act of 2024, introduced by Councilmember Zachary Parker.

ERN-DC supports B25-0759, which requires the Deputy Mayor for Health and Human Services to create a public dashboard of behavioral health services in DC by September 30, 2025. The dashboard would include features such as the ages the provider serves; what services/therapies provided and whether the service is LGBTQIA+ friendly; the provider’s language(s), ethnicity, and gender; the types of insurance accepted; and the zip code where services are provided (and whether telehealth is offered). Baltimore and Philadelphia have similar dashboards.[1] 

For families seeking behavioral health care for their children, navigating providers’ websites and calling their offices to determine potential fit can be extremely time-consuming. Creating a public dashboard is a common-sense solution to anyone who has ever had to find a speciality provider. 

Consider the challenges of a typical teenager in our District struggling with undiagnosed anxiety or depression. With 38% of students exposed to at least one adverse childhood experience[2] and only 68% of our schools having full-time clinicians,[3] many students in general education classrooms without an Individualized Education Plan (IEP) or a 504 plan lack access to school based mental health services due to staff shortages, according to interviews I’ve conducted with clinicians. This teenager may be one who doesn’t get support at school. Her working parents might spend months searching for an external provider while her condition worsens. A centralized dashboard could rapidly connect families to suitable providers, potentially preventing months of academic declines and emotional distress for our vulnerable youth, such as this teen.

For families whose students face behavioral health challenges, making it easier to access care may help improve students’ attendance and outcomes in the classroom. This is important because nearly half of our students are still missing significant instructional time due to chronic absenteeism.[4] In addition, DC student outcomes on the 2023 PARCC were very low:  just 22% of students met grade level mastery in math and 34% in reading.[5]

For these same reasons, ERN-DC also supports investments in school-based behavioral and mental health services. I testified earlier this year before this Committee regarding school-based recommendations.[6] Specifically, practitioners in schools need more training and resources to support students. Local educational agencies (LEAs) should also seek diverse community partners in planning behavioral health supports and interventions. Finally, LEAs must provide competitive compensation for school-based behavioral health professionals to ensure they have sufficient staff to serve students’ needs.

In conjunction with the development of a dashboard, we urge the Committee on Health to encourage the Department of Health Care Finance to change DC’s Medicaid claiming policy, as at least 25 states have done in the past two years,[7] so that LEAs can bill Medicaid for all covered health services delivered to all students enrolled in Medicaid. By expanding the Medicaid claiming policy, LEAs can generate more funds that could then be used to deliver supports, like behavioral health services, to all students.

1. https://www.bhsbaltimore.org/ and https://healthymindsphilly.org/

2. https://www.dcpolicycenter.org/publications/community-violence-exposure/#:~:text=According%20to%20the%202020%2D2021,they%20are%2018%20years%20old

3. Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.https://lims.dccouncil.gov/Hearings/hearings/247

4. https://osse.dc.gov/publication/dc-attendance-report-2022-23-school-year

5. https://osse.dc.gov/assessmentresults2023

6. https://dferdc.org/archive/minetre-martins-testimony-on-dbh-performance-oversight

7. https://healthyschoolscampaign.org/blog/school-medicaid-expansion-publications/

Cooking Up Change: David Reed's Recipe for Student Success in DC Schools

By Minetre Martin

In our nation's capital, an estimate of about 30,000 students are in Out of School Time (OST)  programs and many of them face a stark reality each day: limited access to a nutritious dinner. But David Reed, a visionary educator, is rewriting this narrative with a recipe for change that is deeply personal and has been transformative for many students in Title 1 schools east of the river. 

Reed’s journey from a hungry student to a champion of nutritional equity is a testament to how meaningful his program is for students who are at-risk. Born in DC and raised in Miami, he navigated the challenges of being a high school athlete while his single mother worked three jobs to keep food on the table. Often, that food was more about survival than nutrition, leaving Reed grappling with its impact on his academic and athletic performance like many students in OST programs .

Reed experienced firsthand how poor nutrition affected his mood and eventually his behavior leading to a run in with the Miami juvenile system at 14 that almost derailed his future. Instead, it became the catalyst for change. A summer diversion program at Howard University opened his eyes to the transformative power of education and mentorship. Working alongside professors and deans in the university chapel, Reed discovered his calling in youth development.

This experience set the stage for his college years, where he truly understood the link between nutrition and success. With access to a comprehensive meal plan, he experienced a dramatic uplift in his academic and athletic performance. This contrast fueled a passion that helped to refine his purpose: ensuring that no student's potential is limited by lack of nutritious food.

Today, with over six years of experience serving students in Title 1 schools in DC and a deep understanding of nutrition's role in student success, Reed is spearheading the Ward 7 Community Health program. This initiative combines hands-on cooking classes, health and wellness education, and advocacy for after-school meal programs. 

Reed's approach goes beyond just improving menu options. He's involving students in the cooking process, teaching them about nutrition, and equipping them with valuable life skills. 

However, there is still an issue at hand for children who are not age appropriate in preparing their own meal. Which is why Reed also advocates for funding for OST programs to provide meals to youth. 

"We're not just feeding bodies; we're nourishing futures," Reed explains. "We must provide students with nutritious meals and the knowledge to make healthy choices.”

The impact of his work is already evident. Students are bringing ingredients for smoothies, eager to learn and participate in their own nutritional journey. But for Reed, this is just the beginning. His goal is to see every OST program in DC offering nutritious meals for students like the meal pictured above.

Nutritious Lunch meal prepared by students: Sauteed green beans with onions, smothered chicken breast with wild rice. David Cooking class," photo provided by David Reed, January 2024

David Reed pictured with a student preparing a smoothie, June 2024

Reed's journey from struggling student to transformative educator underscores a powerful truth: when we nourish our students, we cultivate a brighter future for all. That is why his first call to action is to urge our State Board representatives to update the health standards to include cooking skills for appropriate grade levels.

You can make a difference too. Contact your SBOE representative today and urge them to hold a panel discussion about this initiative to help ensure every DC student has access to nutritious meals and the knowledge to make healthy choices. Together, we can nourish the future of our city.

FY2025 Budget Wins for Students

FY2025 Budget Wins for Students  

FOR IMMEDIATE RELEASE 
Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (June 26, 2024) — In response to the D.C. Council’s final vote on the FY 2025 Local Budget Act of 2024 and Budget Support Act of 2024, Jessica Giles, Executive Director of Education Reform Now DC (ERN DC), released the following statement:

“Earlier this year, ERN DC launched an advocacy campaign called “District Heroes” to urge the Mayor and DC Council to invest in tomorrow’s heroes—our students. Through digital advocacy, grassroots organizing, and dozens of conversations with the DC Council, this campaign galvanized critical support from Education Reform Champions for four important education investments: student attendance, literacy, secondary pathways, facilities, and math. 

Yesterday’s final budget vote marked a major victory for our students. Building on Mayor Bowser’s proposed investments, the Chairman and DC Council doubled down on reforming our public education system.

The Fiscal Year 2025 Budget and Financial Plan includes a 12.4% increase to the Uniform Per Student Funding Formula, along with an increase to the weight for at-risk students. Additionally, there are several impactful investments from our advocacy campaign: 

Supports student attendance by funding:

• $2.7 million for grants to address truancy, a case manager to expand the Addressing Truancy Through Engagement and Negotiated Dialogue (ATTEND) truancy prevention program, and to maintain investments in “nudge technology” to address chronic absenteeism at the District’s public schools

Provides innovative and evidence-based early literacy investments by prioritizing:

• $2.2 million for high-quality literacy instructional materials 

• $566k in FY25 and $2.9M in FY 26-28  for kindergarten structured literacy training and coaching pilot at up to 20 schools

Ensures safe and conducive learning environments by securing: 

Funding for the 3.1% annual increase to the public charter facilities allowance ($17.5 million across the financial plan)

Builds secondary pathways to college and career by providing:

• $150,000 for the subtitle, “Reporting Requirements for Career and Technical Education and Dual Enrollment,” which includes a youth-focused career preparation study

• Funds for the establishment of the Office of Education through Employment Pathways to implement a data system to provide key insights into education and workforce outcomes

• Significant investments to expand dual enrollment opportunities, including $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats

Giles continued, “In the coming months, we look forward to supporting the implementation of these critical investments so that all of our students are put on the path to success. We will also focus on ways to address our math education problem. When more than three out of four students are struggling in math, it is clear that our work is far from over.”

# # #

About Education Reform Now D.C. 

ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.