Giles’ Testimony on Academic Achievement

D.C. Council’s Committee of the Whole Public Roundtable on:

Academic Achievement in the District of Columbia

Jessica Giles
Executive Director
Education Reform Now Advocacy

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 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 pleased to testify at the Committee of the Whole’s hearing on Academic Achievement in the District.

The road to academic recovery remains long. DC students are navigating many different challenges: public safety concerns and declines in mental health and well-being, extremely high rates of chronic absenteeism and truancy, and low math and reading proficiency. Consequently, fewer students are enrolling in postsecondary education and completing.

Public safety concerns and declines in mental health and well-being

DC has gone backward on public safety. Schools went from COVID-19 shutdowns to shooting investigation lockdowns. Students are getting robbed on their way to school and SAT prep. Bullets are being sprayed throughout our neighborhoods. Multiple studies and anecdotal evidence reveal that students across the nation and  in DC Public Schools and public charter schools are suffering from declines in mental well-being made worse by the pandemic. For example, the 2021 Youth Risk Behavior Study revealed that 35% of D.C. students reported feeling so sad or hopeless for as long as two weeks that they stopped doing some usual activities, up from 31% in 2019. 1 This rate is 67.6% for transgender students. 2 Additionally, EmpowerK12’s Student and Educator Wellbeing Survey in 2022 found that roughly 1 in 10 elementary school students experienced a significant well- being challenge during the fall term of the 2021-2022 school year. 3 In middle school, the rate was higher – one in eight students. DC Council must continue making critical investments in youth’s behavioral health – and increase the reach and efficacy of the school-based behavioral health program. Every school should have at least one clinician but I am hearing from schools that they have not received one or they get one late into the school year.

Extremely high rates of chronic absenteeism and truancy

While DC’s chronic absenteeism and truancy rates have declined, it is still unacceptedly high. In the 2022-2023 school year, DC’s chronic absenteeism rate fell from 48% to 43% and truancy fell from 42% to 37%. 4 Notably, high school students had very high rates of chronic absenteeism and truancy at 60% and 47% respectively, and 9th graders had profound rates of chronic absenteeism. 5 Additionally, Black and Latino students were much more likely to have high chronic truancy rates than Asian and White students. DC Council must ensure there is an immediate, whole government response to chronic absenteeism and truancy and analyze best practices from schools who’ve made improvements in student attendance post-pandemic.

Low proficiency in math and reading

Overall, math and reading proficiency continues to be low. This is undoubtedly connected to the high chronic absenteeism and truancy rates. Namely, the percentage of students who met or exceeded expectations on the Partnership for Assessment of Readiness for College and Careers (PARCC) has not yet risen to pre-pandemic levels. Only 37.0% of students met or exceeded expectations in English Language Arts (ELA) in school year 2018-2019, 30.8% in school year 2021-2022, and 33.7% in school year 2022-2023. In Math, only 31.0% of students met or exceeded expectations in school year 2018-2019, 19.5% in school year 2021-2022, and 21.8% in school year 2022-2023. Opportunity gaps persist and even widened between White students and Black and Latino students. Economically disadvantaged students, those with disabilities and English learners continue to score the lowest of every student group.

To address low academic achievement, OSSE and LEAs have committed to using evidenced-based practices such as High Impact Tutoring 6 to combat learning loss and structured literacy training for elementary school educators. As DC Council considers how to bolster academic achievement for students, it should fund the Early Literacy Taskforce recommendations and examine support for educators to enhance the teaching of math.7

More students are graduating high school, but fewer are enrolling into postsecondary education and completing

DC’s graduation rate continues to rise yearly though the percentage of students enrolling into and completing postsecondary education has declined. The four-year high school graduation rate increased from 68% in the school year 2018-2019 (pre-pandemic) to 75% in 2021-2022 (post-pandemic) to 76% in the school year 2022-2023. While all student groups experienced overall increases in graduation rate, opportunity gaps remained evident. Of note, the four-year graduation rate for male students continued to lag behind female student graduation rate by 12 percentage points.

The percentage of graduates from the classes of 2020 and 2021 who enrolled in a postsecondary degree-granting institution within six months dropped from 53% to 51%, respectively. 8 Postsecondary enrollment decreased most for Black high school graduates, from 52% to 49%. Latino students’ enrollment within six months of graduation decreased slightly, from 44% to 43%. However, White students went to college at higher rates, from 72% to 76%. Other subgroups experienced increased college enrollment during the same timeframe; however, rates remained problematically low. Students with disabilities increased their college-going from 27% to 35%, and English learners from 31% to 33%. College enrollment for students designated as “at-risk” stayed the same at 38%.

Postsecondary completion rates also decreased. In 2020, 14 out of a 9th-grade cohort of 100 students were expected to complete a postsecondary degree within six years. In 2021, only eight were.9

To be clear: DC voters are deeply concerned about our students’ future. Recently, we launched our advocacy campaign: Breaking Barriers for Black & Latino Youth From High School to Career. This campaign is focused on urging a change in policy and practice to directly address the fact that so few students obtain a college degree even though 58% of jobs require one. So far this year, we have knocked on more than 800 doors East of the River. Voters have shared with us their top issues: Education, Public Safety, more school funding, and expanding extracurricular activities. A total of 208 people 10 have signed our petition so far urging the Mayor and DC Council to take action to ensure that Black and Latino students’ academic experience includes meaningful college and career opportunities through the expansion of dual enrollment and early college, pathways to high-wage careers, and reforms to the college admissions process. We look forward to speaking with more voters to elevate this issues.

In closing, the DC Council can support academic achievement by:

● Making critical investments in children’s behavioral health – and increase the reach and efficacy of the school-based behavioral health program.
● Ensuring there is an immediate, whole government response to chronic absenteeism and truancy and analyze best practices from schools who’ve made improvements in student attendance post-pandemic.
● Funding the Early Literacy Taskforce recommendations and examine support for educators to enhance the teaching of math.
● Ensuring that Black and Latino students’ academic experience includes meaningful college and career opportunities through the expansion of dual enrollment and early college, pathways to high-wage careers, and reforms to the college admissions process.

Thank you for allowing me to testify at this hearing. I am available for any questions you may have.

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1 OSSE. 2021 DC Behavioral Health Academic Achievement Report. 2 Nov. 2023. osse.dc.gov/node/1689511. Accessed 6 Dec. 2023.
2Ibid.
3 EmpowerK12. Wellbeing Survey. May 2022. http://www.empowerk12.org/research-source/wellbeing-survey. Accessed 6 Dec. 2023.
4 OSSE. District of Columbia Attendance Report 2022-23 School Year.
osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf. Accessed 6. Dec. 2023.
5 OSSE. District of Columbia Attendance Report 2022-23 School Year. osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf. Accessed 6. Dec. 2023.
6 OSSE. High-Impact Tutoring Report: Fiscal Year 2023. 21 Aug. 23. osse.dc.gov/page/high-impact-tutoring-hit-initiative. Accessed 6 Dec. 2023.
7 OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. 3 Oct. 23. osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf. Accessed 6 Dec. 2023.
8 The data in this paragraph was included on the prior version of the DC School Report Card (accessed November 1, 2023). The new school report card does not show this information, which is something that OSSE should address.
9 Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 14 2021-22. D.C. Policy Center, 15 March 2023, dcpolicycenter.org/publications/schools-21-22/ Accessed 6 Dec. 2023.
10 Breaking Barriers for Black and Latino Youth! https://p2a.co/7baah6d Accessed 6 Dec. 2023.