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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ERNA DC Testifies Against Redundant Governance Proposals and for Equitable Education Reforms

Jessica Giles
Executive Director
Education Reform Now Advocacy - DC

Good evening Executive Director Butler, State Board Representatives, Student Representatives, and staff. My name is Jessica Giles. I am a ward 7 resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy (ERNA), an organization advocating for a just and equitable public education system for all students. I am pleased to testify today.

Panel on Education as a Civil Right

“Under Federal law, States and local educational agencies are obligated to provide all children – regardless of immigration status – with equal access to public education at the elementary and secondary level.”[1] This, however, does not guarantee all residents the right to a “quality” education or even a “high-quality” one. (In fact, I’m a long-time DC resident, but I’m originally from South Carolina, and its constitution states that students should only receive a minimally adequate education, which is reprehensible.)

Ensuring students have a civil right to high-quality public schools is an approach worth considering. However, there are some questions that need to be answered to ensure this approach is more than just an aspirational mandate.

First, it would be important to know how the standard of education is defined. In other words, what are high-quality schools? 

• Second, are there going to be penalties that will be associated with D.C. public schools’ failure to provide “high-quality” public schools? If so, what are they? What direct or indirect impact would that have?

• Third, how would this standard and penalties impact our court system, D.C. agencies, and funding for public education as a whole?

Any resolution and forthcoming legislation would need to clearly address all three of these questions. Finally, despite the State Board’s goal to prevent or limit lawsuits challenging the new standard, this type of guaranteed civil right would ultimately be challenged in court.

SR24-25 Establishing the State Board Authority Working Group

I urge the SBOE members to vote “no” on SR24-25, Establishing the State Board Authority Working Group. In February of 2021, the State Board established an ad-hoc Board Governance Committee. For two years, the State Board conducted research and engagement on the issue of state board authority, which included surveys, focus groups, and community feedback. I remember because I provided feedback, encouraged my community to share comments, and also testified on this issue. The State Board then created a report and voted on the Changes to Education Governance in DC at the last public meeting in 2022.[2] Further discussion on this topic is not necessary. We’ve been here before, and it's starting to feel like Groundhog Day. 

In closing, we’ve had major setbacks in academic proficiency because of the pandemic, our city is facing less revenue than we have in the past, and we are going into next year under a new President and Congressional members with zero respect for public education or for individuals that have been historically marginalized. I’d urge the State Board to focus its efforts on ensuring that all public schools provide students with a high-quality education by advancing evidence-based practices that improve student attendance, public school choice, literacy, math, and secondary pathways to college and career. Thanks for allowing me to testify.

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[1] United States Department of Education. Source: https://www.ed.gov/sites/ed/files/policy/rights/guid/unaccompanied-children.pdf

[2] 2022-12-21-SR22-17-SIGNED-Recommendations on Changes to Education Governance in DC.pdf

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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.

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 

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/

ERNA Provides Testimony on Student Attendance Bills

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

• Bill 25-740, “Truancy Reduction for Student Success Act of 2024”

• Bill 25-754, “Chronic Absenteeism and Truancy Reduction Amendment Act of 2024”

• Bill 25-758, “The Showing Up for Students Amendment Act of 2024”

• Bill 25-791, “Utilizing Partnerships, Local Interventions for Truancy and Safety (UPLIFT) Amendment Act of 2024”

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 DC Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable public education system for all DC students. Thank you for holding a hearing on B25-740, B25-754, B25-758, and B25-791.

Across the nation, chronic absenteeism, or missing more than 10% of a school year, has risen sharply in the past few years. The crisis is especially acute in Washington, DC. Last school year, 43% of DC students were chronically absent and three out of five high school students were chronically absent.[1] 37 percent of DC students were truant meaning they accrued ten or more unexcused absences per year. Shockingly, several schools have chronic truancy rates at or above 80 percent.[2]

While both chronic absenteeism and truancy rates in DC fell slightly in the past year, trending in the right direction, nearly half of our students are still missing significant instructional time. And this is a problem. Chronic absenteeism is associated with missed early learning outcomes, increased rates of high school dropout, and poor outcomes later in life, from poverty and diminished health to involvement in the criminal justice system. In short, students need to attend school to learn and live productive lives.

So why are so many students chronically absent and truant? The causes are complex – issues such as safety, transportation, health, among other factors – affect student attendance. Indeed, the Office of the State Superintendent of Education (OSSE) found that excused absence totals in SY22-23 remained similar to the prior year.[3]

Any legislation that the Mayor and DC Council move forward must strengthen student absentee reporting, improve the referral process, and provide students and families with evidence-based interventions.

Improve reporting of student attendance

Student absentee data must be shared in a timely, accurate, and actionable manner. DC Council should require more frequent reporting of absenteeism and average daily attendance by school, at least once per month, which could help OSSE and local educational agency (LEA) leaders learn more quickly what is working or intervene timely to support schools with the greatest challenges. Additionally, DC Council should require LEAs to report to OSSE on the reasons for students’ absences (such as illness, funeral, court proceedings, religious observance, etc.).[4] This data would provide valuable insights into school and neighborhood trends to inform policymaking and the allocation of resources. This should come with citywide recognition for schools and agencies that make needed improvements to student attendance.

Strengthen the referral process

Prior hearings on chronic absenteeism and truancy have revealed that our referral system is broken. When LEAs refer students with significant attendance challenges to agencies, too often, students and families do not receive immediate and meaningful help. The DC Council must ensure that agencies charged with providing support to families have appropriate resources to do their work and are held accountable for providing services in a timely manner.

Additionally, the referral process must be updated. Investing in a single, streamlined technological tool that LEAs and city agencies share would allow for tracking agencies’ service delivery timelines and building a culture of improving support. Further, the DC Council must give agencies and LEAs enough time and resources to implement changes with fidelity.

Support students and families through evidence-based practices

Most importantly, our students and families need greater support. We should analyze what schools are doing to improve student attendance and replicate best practices. For example, the DC Policy Center’s recent analysis of chronic absenteeism changes between SY22-23 and SY23-24 – thanks to OSSE’s new mid-year attendance brief – showed that some schools, such as Smothers and Perry Street Prep, reduced chronic absenteeism significantly[5]. What’s their secret sauce? Additionally, the Mayor and DC Council should continue to invest in evidence-based practices, like home visiting[6] and nudge communications[7].

The bottom line is that no single solution can fix student attendance. It will take thoughtful legislation, sustained investments in evidence-based practices, strong oversight, and strategic support for students and families when needs arise. It will also take our entire community underscoring the value of consistent school attendance.

My written testimony provides some comments on each bill. I am available to answer any questions you may have.

Bill 25-740 – Truancy Reduction for Student Success Act of 2024

(Introduced by Councilmember Robert White)

The primary focus of this bill is to require OSSE to post student absentee data monthly, by school in the School Year 2025-26 (SY25-26). The current code requires OSSE to report absentee data annually, within 60 days after the school year ends[8], limiting the ability for the data to inform timely changes to practice. Other states, such as North Carolina, post attendance data monthly[9], enabling policymakers and practitioners to respond in real-time.

However, we suggest the DC Council go beyond reporting on absentee data by mandating OSSE report average daily attendance by school on a similar timeline so that the field can determine which schools are “bright spots” among attendance. For example, the DC Policy Center’s recent analysis of chronic absenteeism changes between SY22-23 and School Year 2023-24 (SY23-24) showed that some schools, such as Smothers and Perry Street Prep, reduced chronic absenteeism significantly.[10] While this year-over-year analysis was helpful, more frequent reporting could help state and LEA leaders learn more quickly what is working or intervene timely to support schools with the greatest challenges.

Additionally, we recommend that the Council mandate LEAs report to OSSE on the reasons for students’ absences (such as illness, funeral, court proceedings, religious observance, etc.). This data could provide valuable insights for city-wide policymaking and resource allocation.

Bill 25-754 – Chronic Absenteeism and Truancy Reduction Amendment Act of 2024

(Introduced by Councilmember Charles Allen)

• Schools with a chronic absenteeism rate of 20% and above are designated as priority areas for the  Safe  Passages  Safe  Blocks program by  School  Year  2027-2028. While expanding safe passage is needed, schools have high rates of chronic absenteeism for a variety of reasons that may be unrelated to safety. We support further expansion of the Safe  Passages  Safe  Blocks program only when there is evidence of great public safety needs.

• A new funding category is added to school budgets specifically to address chronic absenteeism. We oppose this. DC has been challenged with chronic absenteeism and truancy for many years; any additional funding that LEAs receive should be given only if schools are adopting evidence-based practices.

• School principals are given the authority to choose how to use additional at-risk or chronically absent funding allocated to the school. We oppose the specific mandates regarding DC Public Schools in this bill. The bill proposes that DC Public Schools (DCPS) post at-risk plans and send them to DC Council by February 1. DCPS’ budget development timeline is driven by the executive’s budget process; DCPS should not be held accountable to a deadline outside its control. In addition, DCPS has documented its methodology for the use of UPSFF funds for students designated as “at-risk”[11]. Asking school principals to create these additional plans is burdensome and unnecessary.

• Schools are mandated to intervene after five or more unexcused absences in a marking period prior to a referral. We commend requiring this kind of sensible support, as many school campuses are already providing it.

• Requires the Department of Human Services (DHS) to report monthly to schools and the Office of the Attorney General (OAG) to provide annual reports. We support the bill’s aim of having DHS and OAG provide reports on its progress in supporting students and families.

Bill 25-758 – The Showing Up for Students Amendment Act of 2024

(Introduced by Councilmember Zachary Parker)

• Expands the set of valid excuses to include specific or presumed threats of violence, the serious illness of a family member, housing displacement, and absences relating to family and immigration court proceedings. We believe a valid excuse should include when OSSE fails to provide transportation, but we believe schools already have discretion regarding additional explanations they consider to be valid.

• Modifies the process for engagement with families of students who accrue unexcused absences. Overall, any changes to agency referrals should be streamlined, minimize the burden on LEAs, school campuses, and agencies, and come with sufficient resources. Namely, the bill shifts truancy referrals for 14-17-year-olds from schools to OSSE might have unintended consequences because schools have a relationship with the students and families that OSSE won’t have. Additionally, the bill requires that DHS staff conduct home visits for any student with more than 20 unexcused absences. DHS staff may not be the best choice to conduct home visits, as they lack existing relationships with many families and may not have support options suitable for all students. Instead, building on the successes of DCPS’ home visit program, which leverages trusted educators’ relationships to boost achievement[12], we recommend the DC Council instead allocate resources to LEAs or programs that do this work well.

• Tasks District education agencies to provide greater analysis, support, and interagency coordination to reduce absenteeism and truancy. Overall, we are supportive of the intent of these provisions but question whether this is duplicative of current efforts that the Deputy Mayor for Education is leading with Every Day Counts.

• Adjusts the District’s neglect and child supervision standards and defines the existing concept of educational neglect. Determining educational neglect is likely more of an art than a science, so we encourage the DC Council to establish a community-driven process to define it that strikes the right balance between providing families with support when challenges arise and holding them accountable for unaddressed truancy.

• Requires more detailed reporting and root cause deliberation. These provisions are worthwhile.

Bill 25-791 – Utilizing Partnerships and Local Interventions for Truancy and Safety (UPLIFT) Amendment Act of 2024

(Introduced by Mayor Muriel Bowser)

This bill modifies the referral process for unexcused absences by shifting the timing of the referral process as well as the referral agency from the CFSA to DHS for children 14-17 years of age with 15 unexcused absences and to OAG if they have 25 or more. Overall, any changes to agency referrals should be streamlined, minimize the burden on LEAs, school campuses, and agencies, and come with sufficient resources. We are curious about the extent to which DHS has the staff capacity to handle referrals effectively.

Regarding Title I-III, we are wary of punitive approaches that limit discretion in responding to youth and that expand the definition of a weapon. Further, Title IV of the bill allows for placement of youth in grades 6-12 in an alternative setting for 11-45 days. We would want to hear more about how such a program would effectively support students in staying on track academically and reintegrating into their home schools.

[1] Ibid

[2] https://osse.dc.gov/publication/dc-attendance-report-2022-23-school-year

[3] Ibid.

[4] https://osse.dc.gov/page/attendance-and-truancy-resources-schools and https://code.dccouncil.gov/us/dc/council/code/sections/38-203#:~:text=(e)%20Any%20person%20convicted%20of,or%20both%20for%20each%20offense

[5] https://www.dcpolicycenter.org/publications/chart-of-the-week-schools-on-track-to-improve-chronic-absenteeism/

[6] https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4597&display=1

[7] https://dme.dc.gov/node/1660471

[8] https://code.dccouncil.gov/us/dc/council/code/sections/38-203

[9]https://www.dpi.nc.gov/districts-schools/district-operations/financial-and-business-services/demographics-and-finances/student-accounting-data#PrincipalsMonthlyReportPMR-955

[10] https://www.dcpolicycenter.org/publications/chart-of-the-week-schools-on-track-to-improve-chronic-absenteeism/

[11] https://dcpsbudget.com/budget-model/at-risk-funding/

[12] https://flamboyanfoundation.org/resource/jhu-evaluation-of-the-family-engagement-partnership/

ERNA DC Jessica Giles Testimony Youth Employment

Jessica Giles
Executive Director – DC
Education Reform Now Advocacy

Committee on Executive Administration and Labor Hearing on:

• B25-0353- Middle School Career Exploration Pilot Amendment

• B25-0744- Pay Our Youth a Fair Summer Wage Amendment Act of 2024

• B25-0745- Youth Work Permit and Employment Protection Act of 2024

Chairperson Bonds, members, and staff of the Committee on Executive Administration & Labor,

My name is Jessica Giles. I am a ward seven resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy (ERNA), a non-partisan, non-profit organization fighting for a just and equitable public education system for all DC students. I am pleased to submit this statement for the record for the Committee’s May 30, 2024, hearing on B25-0353, B25-0744, and B25-0745.

We believe DC should support efforts to increase the number of students who finish high school and complete college.[1] Just 18 out of 100 ninth-grade students earn a degree six years after graduating high school.[2] Most jobs in DC require postsecondary training, which limits DC natives’ job prospects.[3] Ultimately, native Washingtonians’ average income doesn’t reach a living wage level.[4] While more long-term data on students is needed to understand the impact of students’ education and training on their careers, it is clear that DC must do more to ensure students are equipped to thrive in life.

B25-0353 – Middle School Career Exploration Pilot Amendment

ERNA DC supports B25-0353, which enables the Department of Employee Services (DOES) to offer programs for students ages 9-13 to help them learn about careers before they are eligible to participate in the Marion Barry Summer Youth Employment Program (MBSYEP) and provide them a safe summer experience. Career exploration during the middle grades can help students begin planning for their future at a time when they are at risk of disengaging from school.[5] Further, researchers have found student motivation and behavior in middle grades to be predictive of students’ eventual readiness for postsecondary education.[6] In particular, we support the bill’s approach of piloting programming, surveying participants about their experiences, and reporting findings to the DC Council. We suggest the DC Council consider requiring DOES to share individual participant data with students’ local educational agencies (LEAs). In addition, we suggest the DC Council consider ways to structure greater collaboration among agencies such as DOES, Workforce Investment Council DC, Office of the State Superintendent of Education, Deputy Mayor for Education, LEAs, and others to build alignment and coherence among college and career programs from preK-12 to career.

B25-0744 – Pay Our Youth a Fair Summer Wage Amendment Act of 2024

While we support the intent of B25-0744, we have strong concerns about the program overall. The DC Council should strengthen[7] MBSYEP, which is the nation’s largest summer youth program per person[8],  to provide more meaningful career opportunities and job skills for students and ensure the program is beneficial for more employers.[9] Specifically, we recommend the following changes::

• Require an external evaluation of MBSYEP outcomes. Since program participants are overwhelmingly Black and the majority hail from wards 7 and 8, ensuring that the program is high-quality and provides pathways to future employment is paramount. As the DC Fiscal Policy Institute has outlined, more data is needed to understand the efficacy of MBSYEP.[10] An external evaluation has not been completed since 2020 when COVID drastically affected MBSYEP delivery.[11] Findings from an external assessment should inform ongoing program design and refinements.

• Require DOES to increase the number of jobs aligned to in-demand industries/build in-demand skills. In the FY23 performance oversight hearing response, DOES shared that 3,555 jobs of the 13,520 in which students began working were in the DC government.[12] While it is commendable that students further the mission of city government and experience that sector, DOES should be held accountable for its liaising with industries that lead to high-wage, in-demand careers for students. When accessed on June 13, 2024, the MBSYEP site does not include content overviewing what employers gain from participating in the program.[13] Additionally, MBSYEP could require employers to note a few key skills participants will learn or utilize in the program; this would help students identify suitable matches and help them continue to build awareness of their strengths in an increasingly skills-based economy.

• Require MBSYEP to ensure equitable access (e.g., access for English learners. Currently, application materials are offered in English and Spanish. English learners who speak other native languages may be excluded from the program. Virginia recently passed legislation convening a work group to make recommendations on reducing barriers to paid work-based learning programs for English learners; DC should follow suit in ensuring all students may participate.[14]

• Provide incentives for employers in high-demand industries. In addition to paying MBSYEP student wages, the city could offer subsidies or tax credits to employers in high-demand industries to encourage them to participate in MBSYEP. At least 28 states – but not DC – provide financial incentives for work-based learning.[15] In the last year, more states expanded incentives for offering work-based learning: Arkansas and Florida offered reimbursements to employers for workers’ compensation, and Florida and North Dakota created tax credits for employers hiring apprentices and pre-apprentices.[16] Beyond targeting high-demand industries, incentives could be further targeted to small-, minority-, and local-owned businesses. Such incentives would make it easier for these smaller operations to host MBSYEP students.

• Expand “Earn & Learn” programs. MBSYEP has partnered with Trinity Washington to offer program wages and enrollment in a credit-earning course to prepare students for college. MBSYEP should explore expanding such partnerships, including opportunities to partner with other higher education institutions to offer credit for other work placements.  

B25-0745 – Youth Work Permit and Employment Protection Act of 2024

We support B25-0745. The common sense language protects youth and makes the process for employers to hire youth more straightforward. We also recommend that the DC Council charge DOES to inform employers of the shifts to encourage youth employment. We suggest that DOES liaise with employers with opportunities in high-demand fields to build pathways for youth to eventual careers.

Thank you for holding this hearing. You may contact me at jessica@ernadvocacy.org with any questions.

###

[1] Education Reform Now DC. November 2023. D.C.’s Quiet Crisis in College Access & Completion

[2] D.C. Policy Center. March 8, 2024. 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/

[3] D.C. Policy Center. June 30, 2020. Transition to college or career for the District’s high school students. Source: https://www.dcpolicycenter.org/publications/student-transition-college-career/

[4] Ibid.

[5] Association for Career and Technical Education. February 2018. “Career Exploration in Middle School: Setting Students on the Path to Success.” Source: www.acteonline.org/wp-content/uploads/2018/02/ACTE_CC_Paper_FINAL.pdf

[6] National Council on Measurement in Education. 2015. “Performance, Perseverance, and the Full Picture of College Readiness” Source: https://eric.ed.gov/?id=EJ1065364

[7] DC Office of the Auditor. March 21, 2017. Internal Control Weaknesses Found in Marion S. Barry Summer Youth Employment Program Source: https://s26552.pcdn.co/wp-content/uploads/2017/03/MBSYEP.Internal.Controls.Final_.Report.3.21.17.pdf

[8] https://mayor.dc.gov/release/mayor-bowser-highlights-pathways-health-careers-during-mayor-marion-s-barry-summer-youth

[9] Department of Employment Services. 2024 Mayor Marion S. Barry Summer Youth Employment Program 2024. Source: https://does.dc.gov/service/mayor-marion-s-barry-summer-youth-employment-program

[10] DC Fiscal Policy Institute. Lawmakers Should Require Third Party Evaluation of Marion Barry Summer Youth Employment Program. February 21, 2024. Source: https://edreformnow.org/wp-content/uploads/2023/10/ERN-DC_QuietCrisisPostSecondaryReport_NOV2023.pdf

[11] https://does.dc.gov/service/mayor-marion-s-barry-summer-youth-employment-program

[12] https://dccouncil.gov/wp-content/uploads/2023/03/DOESPOHATT.pdf

[13] https://summerjobs.dc.gov/page/employers

[14] https://lis.virginia.gov/cgi-bin/legp604.exe?231+sum+SB1430

[15] https://www.ecs.org/50-state-comparison-work-based-learning/

[16] https://www.americanprogress.org/article/k-12-work-based-learning-opportunities-a-50-state-scan-of-2023-legislative-action/

Minetre Martin’ Testimony to the DC Council Committee of the Whole’s Budget Oversight Hearing

Minetre Martin

Organizing Manager

Education Reform Now Advocacy DC

DC Council’s Committee of the Whole Budget Oversight Hearing:

• “Fiscal Year 2025 Local Budget Act of 2024”

• “Fiscal Year 2025 Federal Portion Budget Request Act of 2024”

• “Fiscal Year 2025 Budget Support Act of 2024”

• “Fiscal Year 2024 Revised Local Budget Emergency Adjustment Act of 2024” 

Good afternoon, Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. 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. Today, I am here to urge the DC Council to:

1. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million across the financial plan.

2. Fund the Mathematics Education Improvement Amendment Act of 2024 at $300,000 ($3 per public school student).  

3. Restore the 3.1% increase to the charter facilities allotment funding at $11.66 million ($246 per public charter student) over the financial plan.

The urgency of our situation is clear. 78% of our students can’t do grade level math, 66% aren’t proficient in English Language Arts, and there is a shocking 49.8% illiteracy rate for adults in wards 7 and 8. That is relevant to our community because we want to empower our residents to thrive in life and D.C. families demand change.

A recent poll of 325 DC public school parents revealed that 87% agreed that Mayor Bowser and the D.C. Council must prioritize investments in math education. This cuts across racial lines, with 81% of Black parents and 73% of Latino parents ranking math as the most important subject for their children's future.

Two years ago, Chairman Mendelson, Councilmember Pinto, and the DC Council passed legislation into law that would create the Early Literacy Education Taskforce, and now the DC Council must finish what it started by making targeted investments in strengthening reading by supporting access to high-quality instructional materials and providing evidence-informed training for teachers in the science of reading. Additionally, an investment in a math task force now would allow us to course correct and revolutionize how math is taught in DC and perhaps even chart a course for reforms across the country. We applaud Councilmember Zachary Parker for introducing the Mathematics Education and Improvement Amendment Act of 2024 and Councilmembers Anita Bonds, Christina Henderson, Janeese Lewis George, Brianne Nadeau, Brooke Pinto, and Robert White for co-introduction.

Let’s not just be a city that talks about equity but rather one that puts its money where its mouth is, investing in the programs and supports that truly make a difference in our student’s academic acceleration.

Additionally, we are asking the DC Council to restore the 3.1% increase to the charter facilities allotment funding at $11.66 million over the financial plan. Maintaining the facilities allotment is crucial for public charter schools to find, construct, and/or renovate buildings to create safe and well-maintained learning environments for our students. This funding is necessary to keep pace with rising costs and is integral for accessing large-scale projects.

So I'm asking you, Council members, to be the heroes of this story. 

1. Fully fund the Early Literacy Education Taskforce recommendations. (The Mayor proposed $2.2 million for some training and high-quality instruction materials.) 

2. Fund the Mathematics Education Improvement Amendment Act of 2024.  

3. Restore the 3.1% increase to the charter facilities allotment over the financial plan. 

Before I close, it is also important that we maintain the Mayor's proposed investment in secondary education initiatives that provide students with greater access to college-level courses and career-readiness programs. These investments include $668,000 for the Office of Education through Employment, which will work to create seamless transitions from high school to postsecondary education and the workforce.

Thank you for your time and I welcome any question you may have.

###

School year 2022-23 PARCC Assessment Results Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

 OSSE. 2022-23 Assessment Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/

 Education Reform Now DC. Majority of DC Parents Want to Overhaul Math Education, New ERN DC Survey Reveals. Accessed April 4, 2024. Source: https://edreformnow.org/2024/03/11/majority-of-dc-parents-want-to-overhaul-math-education-new-ern-dc-survey-reveals/

Recommendations for Structured Literacy Instruction in the District of Columbia. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf

Civic Leader LaDan Johnson Advocates for FY2025 Investment in Math

LaDan W. Johnson
Civic Leader 
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole Budget Oversight Hearing:

“Fiscal Year 2025 Local Budget Act of 2024”

“Fiscal Year 2025 Federal Portion Budget Request Act of 2024”

“Fiscal Year 2025 Budget Support Act of 2024”

“Fiscal Year 2024 Revised Local Budget Emergency Adjustment Act of 2024”

Good afternoon, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. I am LaDan W. Johnson, a resident of Ward 7 and an employee and Ph.D. student in Higher Education Leadership and Policy Studies at Howard University. As a civic leader for Education Reform Now Advocacy D.C., I advocate for equitable educational opportunities in Washington, DC. Tonight, I am here to urge you to: 

1. Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student).  

2. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

3. Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. 

In my current role as the Student Affairs Specialist and Advisor for Computer Science at Howard University, I find access to math, literacy, and early college through dual enrollment increases persistence for students pursuing higher education. This is true for many of the students whom I advise in the computer science program who participated in dual enrollment prior to enrolling at Howard. Many of my advisees who participated in dual enrollment and had solid math and literacy skills have excelled in the computer science program.

Math and literacy proficiency are essential for success in higher education and the workforce. They provide the critical thinking and communication skills needed to thrive in today's economy. Dual enrollment and early college programs, in turn, help students build on these foundational skills while addressing stagnant college participation rates and socioeconomic disparities in educational attainment.

Despite some progress, only 30% of adults in D.C. have obtained a bachelor's degree over the past two decades, and educational attainment gaps persist. With just one in four young adults holding a degree, yet 58% of jobs requiring one, the need for strengthening math, literacy, and dual enrollment programs is clear. Currently, only 7% of public high school students participate in publicly funded dual enrollment programs.

Our asks:

We urge the DC Council to build on the Mayor's proposed investments by taking decisive action to:

• Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student). 

• The Task Force will be comprised of local and national experts to recommend implementation of a statewide math strategy that includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers.

• Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

• The Mayor has proposed $2 million to implement high-quality instructional materials and some training for teachers based on recommendations from the Early Literacy Task Force. Additional funding is needed to support the full adoption of training as well as literacy coaches

• Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. These investments include the following: $668K for the Office of Education through Employment Pathways; and $22 million for investments in the Advanced Technical Centers, dual enrollment, Reimagine High School, and internships. Still, there is much-needed progress that is needed to ensure these investments are well-spent:

• Enhance marketing for these programs.

• Provide robust data collection on student outcomes and transparently share.

• Develop strategies for expanding in-person, cohort-based dual enrollment programs, especially for students facing significant barriers.

• Incentivize employers to hire students in high-demand, high-wage careers.

My experiences in education policy and practice have deepened my commitment to addressing challenges in the American educational landscape, advocating for diversity, and eliminating inequitable practices. Thank you for considering these crucial steps toward a more inclusive and equitable educational system in Washington, DC.

Thank you for your attention to this important matter.

Jessica Giles’ Testimony to the DC Council Committee of the Whole’s Budget Oversight Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council Committee of the Whole’s Budget Oversight Hearing on:

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

• District of Columbia State Athletic Association

• Public Charter School Board

• Deputy Mayor for Education (Government Only)

• University of the District of Columbia

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. With limited time today, I want to discuss two topics. 

Equitable Funding for Students

At ERNA, we prioritize students’ needs—no matter where they live or which school they attend. That is why we are particularly concerned about subtitle (IV)(A), which delays equitable funding between DCPS and public charter schools until fiscal year 2029 and subtitle (IV)(K), which repeals the public charter facility allowance after fiscal year 2025.

Subtitle (IV)(A) – Funding for Public Schools and Public Charter Schools Increase Amendment Act of 2024
This subtitle sets a bad precedent for the next four years and reverses DC Council’s incredible work last year to provide the same level of funding for schools across sectors. We urge you to strike this language.

Subtitle (IV)(K) – Charter School Facility Allowance Amendment Act of 2024
This subtitle repeals the public charter facilities allowance after next year. All students need safe, well-maintained buildings in order to learn. The facilities allowance helps schools make needed renovations and keep up with rising costs and inflation. We urge you to strike this language. 

Strengthening Student Supports at the University of the District of Columbia (UDC)

As D.C.’s only public university, UDC is a critical partner in ensuring residents are able to earn an affordable degree and launch a career that allows them to thrive. With low student enrollment (3,855 – Fall 2024, compared to 5,1188 – Fall 2014) and completion rates (35% combined for bachelor and associate degrees), it is imperative that UDC strengthen its student support services.1 ERNA’s affiliate organization, Education Reform Now DC released a report last November titled, “D.C.’s Quiet Crisis in College Access & Completion.”2 It enumerates several recommendations UDC should adopt and we are pleased that the University’s strategic plan is aligned with them.

• Launch a support model to incentivize on-time degree completion. 

• Provide grant-based aid sufficient to move part-time students to full-time status. 

• Provide student advising services that include fully utilizing early warning systems to target supports to students at risk of getting off track.

• Reduce student debt by eliminating loans for first-year students. 

• Establish articulation agreements within the University (Workforce Development & Lifelong Learning to associate to bachelor’s) and between the Community College and other local universities, so that students can transfer their credits and earn a bachelor’s degree or credential.

• Provide free corequisite courses with wraparound support.

• Immediately end the practice of withholding student records and transcripts. 

• Deepen dual enrollment investments.

The Mayor’s proposed budget includes three student-first investments that are important, and we hope to hear more discussion about them today:

• $1.65 million to maintain a scholarship program at the University of the District of Columbia for residents who seek a career pathway within behavioral health

• $1.1 million for UDC to bolster student success and outcomes 

• $4 million in capital improvements for a Customer Relationship Management (CRM) system that will enhance the University’s ability to attract, enroll, retain, and graduate the District’s residents

We would also like to hear more from UDC about their efforts to expand dual enrollment and whether the proposed budget supports this. Thank you for allowing me to testify today. I am available for any questions you may have.

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1 University of the District of Columbia. “2024 UDC Performance Oversight Hearing Responses.” 22 February 2024. Source: https://lims.dccouncil.gov/Hearings/hearings/242
2 Education Reform Now DC. “D.C.’s Quiet Crisis in College Access & Completion.” 1 November 2023. Source: https://edreformnow.org/2023/11/01/new-report-highlights-d-c-s-quiet-crisis-in-college-access-completion/

Civic Leader Vonique Bolluck Advocates for FY2025 Investment in Math

Vonique Bolluck
Civic Leader
Education Reform Now Advocacy D.C.

DC Council Budget Oversight Hearing on:
University of the District of Columbia
District of Columbia Public Charter School Board
State Board of Education
Office of Student Advocate
Ombudsman for Education
District of Columbia State Athletic Association
Deputy Mayor for Education (Government Witnesses Only)

Greetings Chairman Mendelson, members, and staff of the Committee of the Whole. My name is Vonique Bullock, and I live in Ward 7.  I’m here as a parent, educator, community member, and a civic leader with the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to discuss the importance of ensuring all of our students have strong math skills. 

Mathematics is more than solving problems to get the right answer. It is imperative that we educate our children in mathematics by giving them the tools and resources of reasoning, problem-solving skills, and critical thinking which allows them to have a broader understanding of the world around them. It also opens up college and career opportunities. In the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet or exceed expectations.1

As a previous 4th-grade teacher, I’ve observed that many students do not have fact fluency and number sense, which makes it difficult for them to understand fractions and decimals. These are just some of the concepts needed for students to be ready for Algebra. I and my team, used many interventions, such as, Reflex(a fact fluency app) and Kathy Richardson, a researched resource for small groups to catch students up. I believe more support is needed for our educators and, ultimately our students. 

Currently, there is no funding in the Mayor’s proposed FY 2025 Budget and Fiscal Plan for a statewide strategy for supporting all students with math. There is no comprehensive, statewide PreK-8 mathematics strategy and with that how do we know our children are receiving high-quality math content? How are teachers delivering daily math instruction with instructional materials?  Are there designated teachers and blocked times for math interventions? Lastly, what support are we giving to families and caregivers if there is no comprehensive statewide Prek-8 mathematics strategy? 

I am asking for the DC Council to fund the establishment of a Mathematics Innovation and Research Task Force (“Task Force”) comprised of local and national experts to support pre-K-8th grade students, educators, and families with math. These experts can implement a statewide math strategy that includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers to support math instruction at home (or learn math themselves). This is needed so that DC Public Schools and public charter schools all utilize the best strategies to support students. This taskforce is particularly important as the DC Public Charter School Board gets ready to implement its new ASPIRE Academic Accountability Framework2 and schools are again held accountable for providing their students with excellent math education. 

Thank you for considering this important issue. I am ready to answer any questions you may have.

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1 OSSE. School year 2021-22 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2021-22%20District%20of%20Columbia%20Statewide%20Assessment%20Results%20Presentation.pdf
2  DC Public Charter School Board. Accessed April 4, 2024. Source: https://dcpcsb.org/aspire-system

Civic Leader Olivia Chase Advocates for FY 2025 Investment in Math

Olivia A. Chase
Civic Leader
Education Reform Now Advocacy

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Greetings, Chairman Mendelson and Committee of the Whole members,

My name is Olivia A. Chase, a resident of Ward 6 and a steadfast advocate with the D.C. Chapter of Education Reform Now Advocacy. I stand before you as a grandparent raising a grandchild, navigating the complexities of our educational and justice systems. Today, I urge you to consider the profound impact of our decisions on students like my grandchild who is a student at McCarthur High School, particularly regarding secondary education pathways, public transportation, and safety.

The urgency of our task is underscored by stark statistics: nearly 80% of our students failed to meet math standards last year, a foundational skill critical for many high-demand careers.1 Moreover, only 51% of our students transition to college, with a mere 18% completing their degree within six years.2 These figures are not just numbers; they represent lost potential and diminished futures.

Our youth, especially those like my grandchild, face unique challenges that can derail their educational journeys. With my grandchild’s parents incarcerated, the obstacles multiply, making the promise of safe, accessible secondary education pathways not just an educational issue but a lifeline.

The Mayor’s proposed FY2025 Budget and Fiscal Plan includes several key investments to expand dual enrollment opportunities in DC: $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 maintain dual enrollment seats.3

Still, there are additional considerations needed to enhance our offerings. The Office of the State Superintendent of Education (OSSE) must do the following::

• Enhance marketing efforts for dual enrollment to reach more students like mine.

• Collect and analyze data to continuously improve and tailor the programs to our students’ needs.

• Expand in-person, cohort-based dual enrollment opportunities at local education agencies to help build these worthwhile opportunities into the school day.

Additionally, D.C. must continue to work to incentivize employers to hire students in high-demand, high-wage careers. In closing, I ask you to see beyond the statistics and recognize the faces they represent: students who aspire to learn and succeed despite the odds. Let’s ensure that our actions today forge a path to a brighter, more secure future for all our children.

Thank you for your time and consideration.

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1  OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 DC 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/
3 Mayor Bowser Presents Fiscal Year 2025 Budget Proposal, A Fair Shot: Strategic Investments and Shared Sacrifice. April 3, 2024. Source: https://mayor.dc.gov/release/mayor-bowser-presents-fiscal-year-2025-budget-proposal-fair-shot-strategic-investments-and#:~:text=The%20FY25%20budget%20and%20financial,billion%20in%20capital%20improvement%20funds.

Jessica Giles’ COW Testimony to DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

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 (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 improving student attendance, literacy, math, and secondary pathways to college and career. I am pleased to provide testimony today.

In a year marked by significant financial constraints, Mayor Bowser’s proposed Fiscal Year 2025 Budget and Fiscal Plan is forward-thinking in public education investments and provides a solid foundation for innovation and future success.

• An increase to the foundation level of per-student funding: This investment of $14,668 per student provides critical funding for all public schools.

• 3.1% increase to the facilities allotment in FY 2025: Supports safe and well-maintained buildings for public charter schools, which do not have access to capital dollars.

• Enhanced At-Risk Weight Funding: Addresses equity head-on through increased support for students designated as “at-risk.”

• Improving Supports for Student Attendance: Provides additional student-first investments, such as:

  • $4.8 million allocation to High-Impact Tutoring, which is proven to boost student attendance and academic success. 

  • $375,000 in “nudge” technology to target text and mail communication to families of students who are chronically absent or truant.

  • $9.7 million investment in safe passage to support students going to and from school and home. 

  • $7 million to increase capacity to serve 500 additional youth through the Department of Human Services Parent and Adolescent Support Services (PASS) program and 180 youth through Alternatives to the Court Experience (ACE) Diversion program. 

• Investments in Secondary College and Career Pathways: These efforts will provide students with greater access to college-level courses and career pathways, bridging the gap between high school and higher education. 

  • $668,000 along with capital funding, to establish the Office of Education through Employment Pathways, which will 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.

  • $1.1 million for the University of the District of Columbia (UDC) to bolster student success and outcomes, along with other key investments. 

Still, there are areas where the budget should further align to solve the District’s academic achievement crisis. For the sake of time, I will focus only on two.

#1 – There is no proposed funding for a statewide strategy for math research and innovation—zero—even though students have experienced the greatest declines in math.  

Why math is important

In DC we are always talking about the many vacancies that exists in various career fields from school-based behavioral health clinicians to nurses, social workers, psychologists, and police – well guess what? All of these professions require strong math skills. Math helps students develop critical thinking skills, expands college and career options, and improves student outcomes later in life. Research says that student need to pass Algebra I by the eighth grade to put them on a trajectory of future postsecondary success.1

DC students need more and different support

Unfortunately, the overwhelming majority of our students need more and different kinds of support. In the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet or exceed expectations.2 

DC parents want to overhaul math education

A recent poll surveying 325 parents of DC Public Schools (DCPS) and DC public charter school students revealed 87% of respondents agree that Mayor Bowser and the DC Council must prioritize investments in improving math education. 79% of parents ranked math as the most important subject their children take among nine academic subject options presented, including 81% of Black parents and 73% of Latino parents.3 ​​70% would like to see a math innovation and research hub to  improve the quality of their child’s math education through evidence-based solutions led by a task force.4

Here’s how DC Council can help

We urge the DC Council to fund the establishment of a Mathematics Innovation and Research Task Force (“Task Force”) comprised of local and national experts to support pre-K-8th grade students, educators, and families with math. These experts can implement a statewide math strategy that includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers. 

#2 – We are grateful for the $2 million proposed investment, but it does not fully fund the Early Literacy Education Taskforce recommendations. 

Why literacy is important

Yesterday, at the Public Briefing on the Mayor’s Fiscal Year 2025 Proposed Budget and Financial Plan, Mayor Bowser mentioned the progress that DC has made because of the investments in literacy. I can think of no better reason to enhance an investment in this evidence-based approach. Reading is a fundamental skill that all students need in order to succeed in school, life, and career. Every child must read on grade level by third grade regardless of where in the city they live and what school they attend. That is not currently the case and too many students, and adults, struggle to read in the District of Columbia. In the 2022-23 school year, 66% of students did not meet or exceed expectations on the PARCC exam in English Language Arts.5 Further, the Washington Literacy Center recently reported that the literacy rate for DC residents in wards 7 and 8 is alarmingly only 49.8 percent.6 When I say that we have a literacy crisis in DC, I am not exaggerating.

Here’s how DC Council can (continue to) help

Because of the DC Council’s leadership, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of ahigh-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.7 Now, these recommendations must be implemented. The Mayor has proposed $2 million to implement high quality instructional materials for teachers based on recommendations from the literacy task force. In this austere budget, I do not take this investment lightly but I also know that it’s not enough. We urge the DC Council to fully fund the implementation of these recommendations. 

In closing, I want to reiterate my gratitude for the investments that have been proposed and to encourage the DC Council to enhance investments in learning acceleration. Namely by establishing a Mathematics Innovation and Research Task Force and fully fund the recommendations of the Early Literacy Education taskforce. In addition, I ask the DC Council during these budget oversight hearings to investigate whether the proposed investments to support attendance are enough to meet the vast need.  Thank you for allowing me to testify today. I am available for any questions you may have.

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1 Predictors of Postsecondary Success. American Institutes for Resarch. Source: https://ccrscenter.org/sites/default/files/CCRS%20Center_Predictors%20of%20Postsecondary%20Success_final_0.pdf Accessed January 22, 2024.
2 OSSE. School year 2021-22 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2021-22%20District%20of%20Columbia%20Statewide%20Assessment%20Results%20Presentation.pdf
3 Education Reform Now DC. Majority of DC Parents Want to Overhaul Math Education, New ERN DC Survey Reveals. Accessed April 4, 2024. Source: https://edreformnow.org/2024/03/11/majority-of-dc-parents-want-to-overhaul-math-education-new-ern-dc-survey-reveals/
 4 Ibid.
5 OSSE. 2022-23 Assessment Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
6 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/
7 OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. Accessed April 4, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf

Civic Leader Emmanuel Bestman Advocates for FY2025 Investment in Math.

Emmanuel Bestman
Civic Leader
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

I am Emmanuel Bestman, a ward 4 resident, financial literacy coach, and dedicated advocate for the D.C. Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable education for all students in the District of Columbia. Today, I stand before you not as an educator but as a resident deeply concerned about our community’s future, especially regarding our students’ mathematical skills.

Here’s the hard truth: nearly 80% of our students didn’t meet math standards last year.1 In a city where every job of the future will demand strong math skills, this is a red flag we can’t ignore. The absence of proposed funding for a statewide strategy on math research and innovation is alarming, particularly when our students have faced unprecedented declines in math proficiency. 

Math is not just a subject; it is a critical tool that shapes our children’s future, fostering analytical skills and opening doors to numerous career opportunities.

My journey in financial literacy has shown me firsthand how math underpins the ability to make informed decisions, manage finances effectively, and navigate the complexities of our economic system. This skill set begins in the classroom. Still, the Mayor’s proposed FY2025 Budget and Fiscal Plan provides no funding for improving math instruction. Given our students’ math outcomes, this omission is troubling. Therefore, I am urging the DC Council to include a budget support act title that would:

1. Create a Mathematics Innovation and Research Task Force: To lead a city-wide strategy, turning around our math education crisis.

2. Invest in Evidence-Based Math Practices: Let’s fund programs that work, shown by real results, to transform our students’ math abilities.

3. Support for Teachers and Families: Provide resources and training to those on the front lines of education, ensuring they have what they need to turn the tide.

The data is clear: when students excel in math, their chances for success skyrocket. This isn’t just an investment in education; it’s an investment in our city’s future. Thank you for considering this call to action.

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1 OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

Civic Leader Kenya Johnson Advocates for FY2025 Investment in Math

Kenya Johnson
Civic Leader, Education Reform Now Advocacy D.C.
Budget Oversight Hearing

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

My name is Kenya Johnson, and I am a Career Pathways Educator in Ward 4 and an advocate for Education Reform Now Advocacy D.C. In the fight for just and equitable education for all students in D.C., even in a fiscally challenging year, we must consider how our budget will yield a return on investments in the years to come. Today, I come before you, to add on to Jessica Giles and Andre Aina’s testimony by offering a glimpse into our youth’s future and advocating for a budget that champions career pathways and dual enrollment programs as paths to success.

When I think about the students I serve, their brilliance shines not simply through their grades but through their dreams to serve their community. Yet, in a city where opportunity and inequality walk side by side, my students’ dreams risk remaining unfulfilled. This is not just their story; it reflects the reality of many students in D.C., where only 7% have access to dual enrollment—a critical step toward higher education and career readiness.

With only 18% of the 2011-12 9th grade cohort completing their postsecondary degree within six years of high school graduation and D.C. residents between 18 and 34 only making half of what transplants do ($31,658 versus $58,547), it is a necessity for our city’s economic revival to invest in our young adults earning to move beyond a whisper of survival to a promise of prosperity.

We have a proven path illuminated by programs like the Advanced Technical Center (ATC) at Trinity Washington University that we commend OSSE for helping to establish. A program that students like mine can use to ensure their dreams come true if we expand those opportunities to them. 

In the Mayor’s FY2025 proposed budget, there are many worthwhile investments in secondary college and career pathways, including the following: 

• $668,000 investment in establishing the Office of Education through Employment Pathways

• $17 million investment to expand ATC at Penn Center

• $600,000 to support the opening of a new ATC at the Whitman-Walker Max Robinson Center in Ward 8

• $5 million to Reimagine High School, support the ATC in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats

Still, there are remaining challenges with dual enrollment opportunities, such as the following:

• Enhancing marketing efforts for dual enrollment to reach more students like mine.

• Collecting and analyzing data to continuously improve and tailor the programs to our students’ needs.

• Expanding in-person, cohort-based dual enrollment opportunities at local education agencies will help build these worthwhile opportunities into the school day.

• Continuing to work to incentivize employers to hire students in high-demand, high-wage careers.

Our call to action is clear: By investing in dual enrollment, we are investing in our students’ futures and the economic vitality of our community. We must seize this opportunity to transform the educational and economic landscape of D.C.

Thank you for your time, and I am available for further discussion and collaboration on this critical matter.

Civic Leader Andre Aina Advocates for FY2025 Investment in Math

Andre Aina
CEO, Third Eye Education Analytics
Budget Oversight Hearing

DC Council’s Committee of the Whole Budget Oversight Hearing: Office of the Deputy Mayor for Education, Office of the State Superintendent of Education, and DC Public Schools 

Honorable Chairman Mendelson, esteemed members of the Committee of the Whole, and dedicated staff, I’m Andre Aina, CEO of Third Eye Education Analytics. In collaboration with Education Reform Now Advocacy DC (ERNA DC), I’m here today to speak to you about our commitment to improving student achievement in math education. Third Eye Education Analytics remains committed to empowering educators and children with data-driven insights, fostering a future where every kid in D.C. thrives academically.

I return before you to emphasize the importance of improving math instruction in the District. My first testimony at the performance oversight hearing on these agencies articulated a vision; today, I give a call to action backed by tangible solutions for a funding framework. 

In school year 2022-23, 78% of DC students who took the Math PARCC assessment were not on or above grade level, which is a 2.6 percentage point increase from the school year 2021-2022.1 Data reveals a stark disparity in math proficiency rates across wards, with underfunded areas demonstrating the most significant gaps. 

In OSSE’s strategic plan,2 the agency cites the need to improve progress in math for student groups with the greatest needs. However, in the Mayor’s proposed FY2025 budget, there is no funding for a statewide strategy to support students and their families who struggle with math. 

Investing in the Future: A Comprehensive Strategy

Our proposal for a statewide math strategy is not merely an educational reform; it’s an investment in our community’s future. Funding is needed for the following:

• A Math Task Force: Spearheading systemic reform requires collaborative expertise. Funding a task force ensures a coalition of voices, including those from underserved communities, shaping a math education that reflects the diversity and needs of our students.

• Curriculum (Development) Enhancement and Coaching: Modernizing our approach to math education necessitates resources for developing curriculum on a school-by-school basis. Ensure there is a math coach for every elementary school by increasing the availability of coaches trained in evidence-based practices.

• Support for Families and RTI Frameworks: To build a supportive ecosystem around each student, we should engage families in the educational process and implement Response to Intervention (RTI) models; this requires resources like workshops, digital tools, and targeted instructional materials.

• Monitoring and Evaluation: A data-driven approach to funding for monitoring and evaluation mechanisms is critical for transparency and continuous improvement.

Cultural Engagement

A Math Innovation and Research Task Force, which we estimate would cost $300K, would allow local and national experts, teachers, and families to engage on how math is perceived and its impact on students’ identities with it. We can identify how demographic backgrounds and attitudes shape students’ relationships with math. This approach will enable targeted strategies to nurture a positive math identity among students.

The Economic and Social Imperative

Investing in math education transcends academic achievement; it’s about economic resilience and social equity. Enhanced funding for math education promises a future where every student can pursue careers in STEM fields, contributing to a robust, innovative economy. By addressing the achievement gap, we lay the groundwork for a more equitable society.

A Call to Action: Seize the Moment for Transformational Change

The urgency to act has never been greater. With the DC Council’s support, we can initiate a transformative journey towards a future where math education is a beacon of excellence, equity, and empowerment. The proposed budget allocations are not merely expenditures; they are investments in the potential of our students and, by extension, the prosperity of our community.

Closing

In closing, we request $300,000 to establish a Math Innovation and Research Task Force. Thank you once again for the privilege of addressing this esteemed body. Together, we have the power to enact meaningful change. I look forward to partnering with the Council, the OSSE, and our community to turn our shared vision into a reality.

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1 OSSE 2022-23 PARCC Assessment Results presentation. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 OSSE Strategic Plan. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/OSSE%20Strategic%20Plan%202023.pdf

Lori Danley’s Testimony at DC’s State Board of Education Public Meeting

Lori Danley
Community Member
Education Reform Now Advocacy D.C.
Public Meeting

Good evening DC State Board of Education (SBOE) Representatives. My name is Lori Danley, and I live in Ward 6. I’m here as a community member for Education Reform Now Advocacy D.C., a non-profit organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to advocate for the State Board of Education to introduce a resolution to expand secondary college and career pathways, which are crucial for our high school students.

From my experience as a community member, I’ve seen how the lack of opportunity after high school contributes to undesirable situations within my community. This stems from a loss of hope in our youth and feelings of disenfranchisement after high school. 

Every student wants to succeed, but most do not know how.  If the path to success is unclear for them, life after high school becomes less inspiring. With no way to progress in sight, he or she is now vulnerable to eventual extreme hardship. I believe the answer to student success and the success of my community is dependent on providing secondary pathways for our youth. 

Preparation to enter society as a fully functioning and capable adult is vital. We must provide opportunities for our students that help them see a way forward after high school. Dual enrollment provides an entryway to college, which lays the foundation for the successful completion of secondary education. When one sees a way to success that they perceive as achievable, they are motivated to strive for it.

Not all students will want to go to college, but this does not mean that they are any less capable of acquiring the skills needed to earn a good living. These opportunities should be provided while in high school, and our communities need them.  When you see a way forward, you are inspired and driven to strive for this success. Having a pathway that will equip our students to enter the workforce in high-demand and high-earning positions makes a difference. It not only makes a difference in the lives of the students but also the lives of the community. 

If you have two students, one with a clear path to a solid productive future and one who does not see a positive future ahead, we have failed the latter. We have done our communities a disservice and consciously contributed to a future community of disenfranchised citizens. We must be a part of the solution by providing optimal opportunities for our students, they are the future of our community. 

Here’s what’s happening right now:  

• Only 18 out of 100 ninth graders in D.C.’s 2011-12 cohort completed a postsecondary degree within six years of high school graduation.1 

• Approximately 7% (1300) of our students are participating in dual enrollment.2 There are 19,625 students in grades 9-12 who could benefit. We must ask ourselves why and solve this problem.

• Washington D.C., the nation’s capital, is in the lower ranks with regard to dual enrollment access. Again the question is why?

• Failing to provide secondary pathways to college and career for our students contributes to issues we do not want, such as having higher unemployment and a population of people who feel disenfranchised which sometimes leads to depression as they begin to grapple with not having opportunities to provide for themselves after high school.

Here are the steps we suggest:

Looking ahead to next year, we must begin to address the inequities in our public education system regarding preparing students for life after high school. That’s why we’re asking the SBOE to provide our high school students with a positive way forward by providing secondary pathways in high school. This plan will: 

• Tell more students and families about these programs so they know they can join.

• Set aside money to help colleges offer these classes to high school students either at their schools or on college campuses.

• Keep track of how students do in these programs to make sure they’re working.

• Incentivize employers to hire DC students in high-demand, high-wage careers by establishing a fund for employers to receive support for hiring DC students and allowing them to earn points towards the First Source law.

We are urging the D.C. State Board of Education to introduce a resolution that will create secondary pathways for the students of Washington, D.C. Having opportunities to receive formal education and on-the-job training provides a firm foundation for our students as they head out into the world. Thank you for considering this important issue. I’m ready to provide any additional details or help needed.

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1: DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. 8 March 2024. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/.
2: Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” December 11, 2023. Source: https://dme.dc.gov/publication/strengthening-student-access-and-success-dual-enrollment.

Jessica Giles’ Testimony at Committee of the Whole Hearing on Baseball Deal

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole Hearing:

B25-0640, the Ballpark Budget and Maintenance Amendment Act of 2023

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 students’ needs first and focus on improving student attendance, literacy, math, and secondary pathways to college and careers. 

Today, I am pleased to present testimony regarding B25-0640, the “Ballpark Budget and Maintenance Amendment Act of 2023.” This legislation creates a long-term partnership with the Nationals, which is laudable. I have been a fan for many years and appreciate its contributions to the District. However, I believe the team can do more to help foster career opportunities for DC residents. 

Now is the perfect time for the D.C. Council to work with the Washington Nationals (Nats) to create an employment program like the one initially proposed in the Nats’ enabling legislation in 2005. A great example of this program is already in the deal negotiated with D.C. United at Audi Field. I am including more information about that partnership in my written testimony.1

We can imagine that the employment program would incorporate a training program in sports management and field maintenance or other vital parts of the Major League Baseball experience. D.C. residents could then apply to be part of the program and begin to get the essential work experience it takes to get on the path to a stable, well-paid career. Obviously, a program like this would benefit the residents who can enroll, but it would also benefit the Nationals. The team would have a steady stream of D.C. residents who are career-ready, trained on the job, and willing to support the team. 

I am bringing this issue to your attention because D.C., as a whole, needs to do more to prepare our young people for college and careers. Only 18 out of 100 ninth graders in D.C.’s 2011-12 cohort completed a postsecondary degree within six years of high school graduation.2 Further, D.C. residents 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.3 With the legislation before us, we can make a better proposal by including this community benefit and ensuring D.C. residents earn a livable wage.

Let’s envision a future with D.C. residents at its core, where we are cheering on our favorite players and those pursuing careers that enable us to continue enjoying America’s favorite pastime. Thank you for letting me testify today. I am available to answer any questions you may have.

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1  “A Stadium For All: Economic and Community Benefits of the D.C. United Soccer Stadium at Buzzard Point Source: https://dmped.dc.gov/sites/default/files/dc/sites/config/publication/attachments/Stadium%20for%20All_v5%20Economic%20and%20Community%20Benefits.pdf
2 DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. 8 March 2024. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/.
3 DC Policy Center. Coffin, Chelsea and Julie Rubin. Measuring early career outcomes in D.C. 17 November 2021. Source: https://www.dcpolicycenter.org/publications/measuring-outcomes/