FY2025 Budget Wins for Students
Yesterday’s final budget vote marked a major victory for our students. Building on Mayor Bowser’s proposed investments, the Chairman and DC Council doubled down on reforming our public education system.
FY2025 Budget Wins for Students
FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org
Washington, D.C. (June 26, 2024) — In response to the D.C. Council’s final vote on the FY 2025 Local Budget Act of 2024 and Budget Support Act of 2024, Jessica Giles, Executive Director of Education Reform Now DC (ERN DC), released the following statement:
“Earlier this year, ERN DC launched an advocacy campaign called “District Heroes” to urge the Mayor and DC Council to invest in tomorrow’s heroes—our students. Through digital advocacy, grassroots organizing, and dozens of conversations with the DC Council, this campaign galvanized critical support from Education Reform Champions for four important education investments: student attendance, literacy, secondary pathways, facilities, and math.
Yesterday’s final budget vote marked a major victory for our students. Building on Mayor Bowser’s proposed investments, the Chairman and DC Council doubled down on reforming our public education system.
The Fiscal Year 2025 Budget and Financial Plan includes a 12.4% increase to the Uniform Per Student Funding Formula, along with an increase to the weight for at-risk students. Additionally, there are several impactful investments from our advocacy campaign:
Supports student attendance by funding:
$2.7 million for grants to address truancy, a case manager to expand the Addressing Truancy Through Engagement and Negotiated Dialogue (ATTEND) truancy prevention program, and to maintain investments in “nudge technology” to address chronic absenteeism at the District’s public schools
Provides innovative and evidence-based early literacy investments by prioritizing:
$2.2 million for high-quality literacy instructional materials
$566k in FY25 and $2.9M in FY 26-28 for kindergarten structured literacy training and coaching pilot at up to 20 schools
Ensures safe and conducive learning environments by securing:
Funding for the 3.1% annual increase to the public charter facilities allowance ($17.5 million across the financial plan)
Builds secondary pathways to college and career by providing:
$150,000 for the subtitle, “Reporting Requirements for Career and Technical Education and Dual Enrollment,” which includes a youth-focused career preparation study
Funds for the establishment of the Office of Education through Employment Pathways to implement a data system to provide key insights into education and workforce outcomes
Significant investments to expand dual enrollment opportunities, including $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats
Giles continued, “In the coming months, we look forward to supporting the implementation of these critical investments so that all of our students are put on the path to success. We will also focus on ways to address our math education problem. When more than three out of four students are struggling in math, it is clear that our work is far from over.”
# # #
About Education Reform Now D.C.
ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.
Education Reform Now Advocacy DC Testifies at Public Hearing on Chronic Absenteeism and Truancy
Jessica Giles, executive director at Education Reform Now Advocacy DC (ERNA DC), testified at the DC Council Committee of the Whole public hearing related to four separate bills addressing chronic absenteeism and truancy in DC schools, a crisis that significantly hampers students ability to learn.
FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org
Washington, D.C. (June 26, 2024) — Today, Jessica Giles, executive director at Education Reform Now Advocacy DC (ERNA DC), testified at the DC Council Committee of the Whole public hearing related to four separate bills addressing chronic absenteeism and truancy in DC schools, a crisis that significantly hampers students ability to learn.
"All year long we’ve been sounding the alarm about our attendance crisis and we’ve named it the number one issue facing our public school system, ”said Jessica Giles, executive director of Education Reform Now Advocacy DC.
“While we've seen a slight improvement in attendance rates, nearly half of our students still miss critical educational opportunities. Our testimony emphasized the need for robust legislative action and systemic enhancements to accurately report and effectively address absenteeism. We urged the DC Council to implement more frequent and detailed attendance reporting, strengthen our referral processes, and invest in proven interventions that support our students and families. Only through a coordinated, community-wide effort and strong legislative support can we ensure that all our students have the opportunity to attend school consistently and thrive."
The bills under consideration are 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 Showing Up for Students Amendment Act of 2024, and Bill 25-791 Utilizing Partnerships, Local Interventions for Truancy and Safety (UPLIFT) Amendment Act of 2024.
# # #
About Education Reform Now Advocacy
ERNA DC is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, DC. We seek progress in DC Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.
FY2025 Budget Wins for Students
Earlier this year, ERN DC launched an advocacy campaign called “District Heroes” to urge the Mayor and DC Council to invest in tomorrow’s heroes—our students. Through digital advocacy, grassroots organizing, and dozens of conversations with the DC Council, this campaign galvanized critical support from Education Reform Champions for four important education investments: student attendance, literacy, secondary pathways, facilities, and math.
FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org
Washington, D.C. (June 26, 2024) — In response to the D.C. Council’s final vote on the FY 2025 Local Budget Act of 2024 and Budget Support Act of 2024, Jessica Giles, Executive Director of Education Reform Now DC (ERN DC), released the following statement:
“Earlier this year, ERN DC launched an advocacy campaign called “District Heroes” to urge the Mayor and DC Council to invest in tomorrow’s heroes—our students. Through digital advocacy, grassroots organizing, and dozens of conversations with the DC Council, this campaign galvanized critical support from Education Reform Champions for four important education investments: student attendance, literacy, secondary pathways, facilities, and math.
Yesterday’s final budget vote marked a major victory for our students. Building on Mayor Bowser’s proposed investments, the Chairman and DC Council doubled down on reforming our public education system.
The Fiscal Year 2025 Budget and Financial Plan includes a 12.4% increase to the Uniform Per Student Funding Formula, along with an increase to the weight for at-risk students. Additionally, there are several impactful investments from our advocacy campaign:
Supports student attendance by funding:
$2.2 million in one-time funds for the Office of the State Superintendent of Education truancy grants to non-profit and community-based organizations
the Office of the Attorney General’s ATTEND (Abating Truancy Through Engagement and Negotiated Dialogue) Mediation Program
Provides innovative and evidence-based early literacy investments by prioritizing:
$2.2 million for high-quality literacy instructional materials
$566k in FY25 and $2.9M in FY 26-28 for kindergarten structured literacy training and coaching pilot at up to 20 schools
Ensures safe and conducive learning environments by securing:
Funding for the 3.1% annual increase to the public charter facilities allowance ($17.5 million across the financial plan)
Builds secondary pathways to college and career by providing:
$150,000 for the subtitle, “Reporting Requirements for Career and Technical Education and Dual Enrollment,” which includes a youth-focused career preparation study
Funds for the establishment of the Office of Education through Employment Pathways to implement a data system to provide key insights into education and workforce outcomes
Significant investments to expand dual enrollment opportunities, including $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats
Giles continued, “In the coming months, we look forward to supporting the implementation of these critical investments so that all of our students are put on the path to success. We will also focus on ways to address our math education problem. When more than three out of four students are struggling in math, it is clear that our work is far from over.”
# # #
About Education Reform Now D.C.
ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.
ERNA Provides Testimony on Student Attendance Bills
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. 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.
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/
Mayor's office prepares sweeping reforms to tackle truancy crisis in DC schools - Fox 5 DC
Education reform advocate Jessica Giles expressed support for the council's scrutiny of truancy in the District but emphasized the importance of multifaceted solutions, including early intervention, safe passage efforts, and better coordination between schools and attendance-related agencies.
Education reform advocate Jessica Giles expressed support for the council's scrutiny of truancy in the District but emphasized the importance of multifaceted solutions, including early intervention, safe passage efforts, and better coordination between schools and attendance-related agencies.
"It’s really important that we do a few things correctly," Giles said. "We have to make sure we have early intervention and support for students when we see them beginning to miss days. We also have to make sure that our students are getting to school and home safely. So, we have to expand safe passage efforts. We also have to make sure there is better collaboration and coordination between schools and the agencies responsible for school attendance."
A Slew of Legislation on the Way to Tackle Truancy - Washington Informer
For months, Jessica Giles has demanded an interagency response to chronic absenteeism. In her role as executive director of Education Reform Now DC, she continues to make a case that chronic absenteeism and low postsecondary enrollment are closely connected.
For months, Jessica Giles has demanded an interagency response to chronic absenteeism. In her role as executive director of Education Reform Now DC, she continues to make a case that chronic absenteeism and low postsecondary enrollment are closely connected.
Giles extolled the D.C. Council’s recent efforts to address chronic absenteeism, telling The Informer that legislation must aim at removing systemic barriers, addressing root cause and executing evidence-based practices. She however remained concerned about how to ensure seamless implementation of bills amid talks of a budget crunch.
“At the end of the day, there’s no silver bullet,” Giles said. “Truancy is a symptom of issues affecting students’ lives. Funding is going to be critical. That’s something I’m looking out for in the budget. Attendance is at the center of it all.”
Councilmember introduces legislation to reduce DC's chronic truancy rate - NBC4
Eleven D.C. public high schools have truancy rates higher than 70% with two hovering around 80%. News4’s Derrick Ward reports on new legislation to address chronic truancy.
Eleven D.C. public high schools have truancy rates higher than 70% with two hovering around 80%. News4’s Derrick Ward reports on new legislation to address chronic truancy.
School absenteeism rates in D.C. are alarmingly high. What’s the city doing about it? - WAMU
Jessica Giles calls chronic absenteeism in the District a crisis.
Jessica Giles, executive director of Education Reform Now D.C., a think tank and advocacy organization, said chronic absenteeism in the District is “absolutely” a crisis and that the city needs urgent solutions.
“Student attendance is fundamental,” Giles said. “Without it, even the best school investments falter.”
If current rates persist, D.C. faces a slew of long-term challenges. It means high dropout rates and lower high school and college graduation rates. Because rates are highest in disadvantaged communities, it leads to widening income and education disparities. It also means more young people are disconnected not only from school, but also from opportunities like afterschool activities, sports, as well as support programs and social services offered through schools. Giles said students are at higher risk of becoming victims of crime or getting caught up in the justice system when they’re missing school.
Giles noted that D.C. has long struggled with chronic absenteeism (which was at 30% before the pandemic, according to OSSE data), and that the city “can do so much more.”
“This is the time to really, really ensure that we’re doing everything we can,” she said.
(read more)
High-Impact Tutoring Improves Student Attendance Statement
“These early findings show High-Impact Tutoring (HIT) is critical to reduce our extremely high levels of chronic absenteeism and improve our students’ reading and math skills, where D.C. students are struggling.”
High-Impact Tutoring Improves Student Attendance Statement
FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org
Washington, D.C. (March 4, 2024) — In response to early findings on high-impact tutoring boosting student attendance in DC from the National Student Support Accelerator at Stanford University, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:
“These early findings show High-Impact Tutoring (HIT) is critical to reduce our extremely high levels of chronic absenteeism and improve our students’ reading and math skills, where D.C. students are struggling.”
“With the fiscal year 2025 budget season upon us and a fiscal cliff on the horizon, the Mayor and D.C. Council must preserve this evidence-based program to meet the urgent academic needs of our students and position D.C. as a national leader in accelerating reading and math outcomes.”
# # #
About Education Reform Now D.C.
ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.
Jessica Giles’ Testimony at Committee of the Whole
Chronic absenteeism and truancy is the number one issue facing our public education system. 43% of students were chronically absent in the 2022-2023 school year, and 37% of students were truant (more than 1 and 3 students). Why does this matter? If students are not attending school daily or consistently, then they will fall behind in school and could drop out of school altogether.
Jessica Giles
Executive Director, DC
Education Reform Now Advocacy
DC Council’s Committee of the Whole Performance Oversight Hearing on:
● Office of the Deputy Mayor for Education
● District of Columbia Public Schools
● Office of the State Superintendent of Education
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 improving student attendance, literacy, math, and secondary pathways to college and career. Because l have limited time, my testimony today will focus on the Office of the State Superintendent of Education (OSSE) and the Office of the Deputy Mayor for Education (DME), and how we can continue to make progress in education in DC, and transform the lives of our students.
(1) Treat Student Attendance with the Urgency it Deserves
Chronic absenteeism and truancy is the number one issue facing our public education system.1 43% of students were chronically absent in the 2022-2023 school year, and 37% of students were truant (more than 1 and 3 students).2 Why does this matter? If students are not attending school daily or consistently, then they will fall behind in school and could drop out of school altogether. The Criminal Justice Coordinating Council released a report in 2020 that showed educational indicators have the largest magnitude of association with juvenile justice involvement, higher than homelessness and neglect/abuse.3 Youth with an average number of unexcused absences are 3.16 times more likely to become justice system involved than if they had no unexcused absences.4 Unfortunately, there are no magic solutions for addressing our attendance crisis. All of our agencies must play an active role in supporting student attendance. When faced with smaller budgets, schools must keep evidenced-based practices that work in driving student attendance, including nudge communications. I’ll end by asking: who is ultimately responsible for attendance? From my experience, when no one leads, nothing gets done.
(2) Become a Math Hub for Innovation and Research
Math helps students develop critical thinking skills and opens up career pathways. A student’s ability to pass Algebra I by the eighth grade is an indicator of future postsecondary success.5 However, in the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet expectations.6 While OSSE’s Division of Teaching and Learning Professional Development offers resources on standards and implementation, assessments, instructional materials, distance learning, and professional development, there is no comprehensive, statewide PreK-8 mathematics strategy. A statewide strategy 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. The DC Council should pass legislation to establish a Mathematics Innovation and Research Task Force (“Task Force”), as there has been in literacy. As the ESSER cliff approaches and high-impact tutoring funds are spent, there must be a statewide strategy and interventions in place to continue providing support for students who struggle with math. Our civic leader Andre Aina will be testifying later today about the need for this statewide math strategy.
(3) Transform how Literacy is Taught in DC
Every student has a right to read. Reading is a fundamental skill that all students need to succeed in school, life, and career. Children 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. Last school year, 66.3 percent of students who took the English Language Arts section of the PARCC assessment did not meet expectations.7
For the last three years, ERNA DC has been advocating for the expansion of science of reading. We have been pleased by the Mayor and OSSE’s tremendous leadership in this area. OSSE has invested $20 million over five years and released a comprehensive literacy plan.8 Additionally, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of a high-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.9 Thanks to the leadership of Councilmember Pinto and Chairman Mendelson for funding this task force. Now, these recommendations must be implemented. Recently, we shared a sign-on letter on behalf of literacy advocates urging full investment in the science of reading. We urge the Mayor and DC Council to fully fund the recommendations in the report.
(4) Build Strong, Accessible College and Career Pathways for Students
About half of DC students enroll in college within six months of graduating, but only 8 out of 100 9th-grade cohort students will complete postsecondary education within six years of graduating high school.10 There are many consequences for students not earning a degree or credential that have an impact on their ability to earn a livable wage and the little data we have now indicates that 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.11 To put bluntly, we are doing a great disservice to our students by not adequately preparing them for what comes next. Last November, ERNA’s affiliate organization, Education Reform Now DC, published a report titled, “D.C.’s Quiet Crisis in College Access & Completion,” which included several recommendations DC leaders can take to address these challenges.12
Rapidly Expand Dual Enrollment and Early College
Dual enrollment is known to lead to greater two-year and four-year college enrollment, degree attainment, and earnings six years after high school, with stronger effects for students who are traditionally underrepresented.13 Despite this fact, only 1,300 students (7%) of D.C. public high school students participated in these opportunities.14 Over the last year or so, the DME convened a dual enrollment working group with education stakeholders to figure out how to equitably scale up dual enrollment opportunities, and the office released a report titled, “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.”15 While OSSE has worked diligently to increase the number of students participating in dual enrollment opportunities over the last few years – this is not enough. We urge OSSE to double the number of dual enrollment seats in fiscal year 2025, enhance the program’s marketing, and collect data on student outcomes. This must include a strategy for expanding in-person cohort-based dual enrollment at local education agencies for students furthest from opportunities.
Maintain and Build out the Education to Employment Data System
DME officially launched the Education Through Employment Data System recently, which we are very excited about. We appreciate that there is an intention to ground the data in community feedback and cross-partner collaboration. We urge the Mayor and DC Council to maintain an investment in the Education to Employment data system in fiscal year 2025 and beyond, and to include a return-on-investment analysis on current career programming to see what works and what does not.
Implement a Strategy for Incentivizing Employers in High-Wage, High-Demand Career Fields
Lastly, the Deputy Mayor for Education and DC Council must identify incentives for employers to hire DC students, such as establishing a fund for employers in high-demand, high-wage industries to receive support for hiring DC students and removing barriers for them.
In closing, we want to thank Mayor Bowser for a proposed 12.4% increase to the foundation level of the uniform per student funding formula, or $14,668 per student, which includes educator pay. We applaud this investment and hope the DC Council approves it, as well as the charter facilities allotment. Still, we know that local education agencies (LEAs) in both sectors will have to make gut-wrenching decisions about their staffing and funding in FY 2025 due to lower revenue and the approaching ESSER cliff. We look forward to seeing the results of the DC Council-mandated adequacy study and ask the Committee of the Whole to ask for an update on its progress.
Thank you for letting me testify today. I am available for any questions you may have.
###
1 Education Reform Now DC. 12 December 2023. ERN DC Testimony on Chronic Absenteeism & Truancy. Source: https://edreformnow.org/2023/12/13/ern-dc-testimony-on-chronic-absenteeism-truancy/
2 District of Columbia Attendance Report 2022-23 School Year. 30 November 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
3 Criminal Justice Coordinating Council. November 2020. A Study of the Root Causes of Juvenile Justice System Involvement. Source: https://cjcc.dc.gov/sites/default/files/dc/sites/cjcc/CJCC%20Root%20Cause%20Analysis%20Report_Compressed.pdf
4 Ibid
5 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.
6 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
7 Ibid. School year 2021-22 PARCC assessment results.
8 Office of the State Superintendent of Education. District of Columbia Literacy Plan. December 2021. https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/CLP2021_Booklet2021_DecUpdate.pdf
9 Office of the State Superintendent of Education. Recommendations for Structured Literacy Instruction in the District of Columbia. September 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf
10 DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2021-22. D.C. Policy Center, 15 March 2023, www.dcpolicycenter.org/publications/schools-21-22/.
11 DC Policy Center. Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov. 2021, www.dcpolicycenter.org/publications/measuring-outcomes/.
12 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/
13 College in High School Alliance. “Evidence of Success.” Source: collegeinhighschool.org/what-we-do/evidence-of-success/
14 Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” 11 December 2023. Source: https://dme.dc.gov/sites/default/files/dc/sites/dme/publication/attachments/Strengthening%20DC%20Student%20Access%20and%20Success%20in%20Dual%20Enrollment_0.pdf
15 iBid.
DC State Board of Education Panel on Chronic Absenteeism & Truancy
Today, I urge the SBOE to urgently address chronic absenteeism and truancy by advocating for the following: 1. Expanding Home Visiting Services 2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention 3. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage 4. Enhanced Oversight for Government Agencies
DC State Board of Education
Panel on Chronic Absenteeism & Truancy
Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC
Good evening, D.C. State Board of Education (SBOE) representatives! My name is Minetre Martin. I am a Ward 4 resident, former teacher, and Organizing Manager for Education Reform Now Advocacy DC. (“ERNA DC”). ERNA D.C. is fighting for a just and equitable public education system for all students. Today, I urge the SBOE to urgently address chronic absenteeism and truancy by advocating for the following:
1. Expanding Home Visiting Services
2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention
3. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage
4. Enhanced Oversight for Government Agencies
Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year1 – one of the highest rates in the country.2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color.3
So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:
1. Expand Home Visiting Services
Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…”4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.
Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.
DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step.5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.
However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next 3 points.
2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions
Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.
3. Prioritize Student Support: Stabilize School Based Behavioral Health Funding and Expand Safe Passage
With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism.8
4. Enhanced Oversight for Government Agencies
Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency (CFSA) and Family Court Social Services Division (FCSSD). This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.
We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.
Lastly, since the SBOE led the charge in getting rid of the 80/20 rule, I would ask that your agency look into the impact of this policy change on attendance in the District.
Thank you for holding a public meeting on this issue.
###
1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
After Delay, D.C. Council Conducts Hearing on Chronic Absenteeism - The Washington Informer
ERN DC released a study in November that designated chronic absenteeism as a roadblock in student achievement and long-term career advancement.
In the days and weeks leading to the Dec. 12 hearing, Jessica Giles of Education Reform Now DC (ERN DC) made the rounds at the John A. Wilson Building in Northwest in demand of an interagency response to chronic absenteeism and declining postsecondary enrollment.
ERN DC and Leaders of Color, an ERN DC leader fellowship program, also facilitated testimony preparation sessions for parents who want to see the council and District agencies provide resources to students.
ERN DC released a study in November that designated chronic absenteeism as a roadblock in student achievement and long-term career advancement. Giles, executive director of ERN DC, told The Informer that many students in D.C., a city with some of the highest rates of chronic absenteeism in the country since before the pandemic, are missing school, in part, out of fear for their safety.
That’s why Giles cited the Office of the Attorney General, Office of the Deputy Mayor for Education, Court Social Services, CFSA, Office of the State Superintendent of Education (OSSE), and the D.C. Office of Victims Services and Justice Grants as instrumental in executing a strategy that supports student safety and improves attendance.
“Students are concerned about getting to school safely, and it’s contributing to the chronic absenteeism issue before us,” Giles said. “The decline in student mental health and well-being plays a factor. The D.C. government and our council committees need to make sure our students go to school every day and consistently. It’s incumbent upon the agencies that have oversight over attendance to take urgent steps to make sure we’re addressing this crisis.”
DC Council sounds alarm as schools continue to see spike in chronic absenteeism - ABC 7
“My daughter often has doctor’s visits, follow-up visits, evaluations because she’s going through medical and mental health,” parent LaJoy Johnson-Lewis said.
A parent gave another reason, speaking about her daughter who is a special needs student.
“My daughter often has doctor’s visits, follow-up visits, evaluations because she’s going through medical and mental health,” parent LaJoy Johnson-Lewis said.
ERN Affiliate ERNA DC Provides Written Testimony on Chronic Absenteeism & Truancy
Today, I urge the DC Council to urgently address chronic absenteeism and truancy by doing the following: 1. Expanding Home Visiting Services, 2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention, 3. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage, 4. Enhancing Oversight for Government Agencies
Chronic Absenteeism & Truancy
Minetre Martin
Organizing Manager
Education Reform Now DC
Good morning Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former teacher and literacy tutor, and an Organizing Manager for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students. Today, I urge the DC Council to urgently address chronic absenteeism and truancy by doing the following:
1. Expanding Home Visiting Services
2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention
2. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage
3. Enhancing Oversight for Government Agencies
Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year 1 – one of the highest rates in the country. 2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color. 3
So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:
1. Expand Home Visiting Services
Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…” 4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This half-hearted remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.
Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.
DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step. 5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.
However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next point.
2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions
Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.
3. Prioritize Student Support: Stabilize School School Based Behavioral Health Funding and Expand Safe Passage
With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism. 8
4. Enhance Oversight for Government Agencies
Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency and Family Court Social Services Division. This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.
We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.
Thank you for your time and consideration.
###
1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
43% of DC students considered chronically absent last year - DC News Now
“DC has some of the highest chronic absenteeism rates in the country. And while chronic absenteeism has decreased, it’s still unacceptably high,” said Jessica Giles, Executive Director of Education Reform Now DC.
“DC has some of the highest chronic absenteeism rates in the country. And while chronic absenteeism has decreased, it’s still unacceptably high,” said Jessica Giles, Executive Director of Education Reform Now DC.
Giles said this loss of learning can have severe impacts on students in the long term.
“When students attend school consistently, they’re more likely to perform on grade level, they’re more likely to graduate, get and hold great jobs. So, this has a direct connection to our student’s future,” she said.
OSSE said reducing chronic absenteeism is a top priority. The agency is taking several steps to address the issue, including, “expanding trainings and supports provided to schools on how to design and implement systems that promote mental health and wellness for students and staff,” the agency said in an email.
Giles said other measures, including “nudge notifications” can be effective.
“Letting families know that your child has this number of days so students can make sure they’re coming to school consistently,” she explained.
She also said strengthening safe passages, making sure there is a clinician in every school and home visits are equally important.
Giles’ Testimony on Academic Achievement
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.
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.
###
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.
Chronic Absenteeism Remains Stubbornly High In D.C. Schools - DCist
D.C. has some of the highest absenteeism rates in the country when measured against most states. Its pre-pandemic chronic absenteeism rate in 2018-2019 was the second-highest in the country, according to a report by Education Reform Now.
D.C. has some of the highest absenteeism rates in the country when measured against most states. Its pre-pandemic chronic absenteeism rate in 2018-2019 was the second-highest in the country, according to a report by Education Reform Now.
Earlier this month, Jessica Giles, the executive director of Education Reform Now D.C., told DCist/WAMU that challenges vary from family to family but that in some communities, public safety is a “big concern.” Living in Ward 7, Giles said she’s observed an “unease” about getting children to and from school safely.
Giles said investing in more mental health resources and better transportation for students would help boost attendance as well. Schools can also build stronger relationships with parents to encourage students to come to the classroom.
Ultimately, Giles said boosting attendance must be a District-wide effort.
“This isn’t just something schools can address,” Giles said. “My biggest push is that there is a full government urgency around this issue.”
Postsecondary Report ERN DC
The report finds that D.C. has the highest bachelor’s degree attainment in the country yet the widest racial disparities. Fueling this crisis is for every 100 D.C. public school students who start high school together; only eight will complete postsecondary within six years, locking students out of the 58% of jobs requiring a degree.
New Report Highlights D.C.’s Quiet Crisis in College Access & Completion
Policy Recommendations Address Disparities in College Completion and Solutions for Students of Color in D.C.
FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org
Washington, D.C. (November 1, 2023) — Today, Education Reform Now D.C. released a report titled “D.C.’s Quiet Crisis in College Access & Completion” that outlines eight recommendations for policymakers to close the college completion gap for students of color.
The report finds that D.C. has the highest bachelor’s degree attainment in the country yet the widest racial disparities. Fueling this crisis is for every 100 D.C. public school students who start high school together; only eight will complete postsecondary within six years, locking students out of the 58% of jobs requiring a degree.
“D.C. ‘s alarming racial disparities in bachelor’s degree attainment is only getting worse and must be addressed by policymakers immediately,” said Jessica Giles, executive director of Education Reform Now D.C. “ This report identifies policy solutions to help make D.C.’s postsecondary education system fast, flexible, affordable, and first-rate. It’s urgent that we blur the lines between high school, college, and career so all students have pathways to high-wage careers.”
More than 80% of D.C. voters support expanding dual enrollment programs, improving financial aid, reforming the University of the District of Columbia, and requiring D.C. private universities to be transparent, according to a new poll conducted by Emerson College Polling between August 29-September 2, 2023.
“High school is a crucial turning point, guiding students toward their future paths. Yet, disparities in support services, college and career guidance, and learning loss from the pandemic create substantial hurdles,” said Chelsea Coffin, director of the Education Policy Initiative at D.C. Policy Center. “Recognizing and tackling these issues is imperative to empower D.C.’s high school graduates and ensure they are well-prepared for postsecondary education and beyond.”
“The students most academically impacted by COVID shutdowns will soon enter high school, with incoming freshmen requiring substantial support,” said Josh Boots, executive director at EmpowerK12. “ERN DC’s report on college access & completion illuminates the need to re-envision the next generation’s high school experience. By taking a collaborative, data-driven approach, we can ensure that every D.C. student excels in their college and career pursuits.”
“Education Reform Now D.C.’s analysis of college-going among District of Columbia residents makes clear that the city’s work to improve the life prospects of its neediest citizens needs to include more opportunities to get to and through college and other meaningful post-secondary programs. High school graduation isn’t enough,” said Thomas Toch, director of FutureEd at the McCourt School of Public Policy, Georgetown University.
Key recommendations in the report include:
Focus on academic excellence, starting with improving student attendance.
Implement flexible graduation requirements.
Adopt financial literacy standards.
Expand state-level financial aid offerings.
Scale dual enrollment and early college opportunities and make them more accessible.
Strengthen the University of the District of Columbia (UDC).
Collect and publicly share data on D.C. student outcomes.
Help D.C. residents re-enroll into college and persist.
To download the full report, “D.C.’s Quiet Crisis in College Access & Completion,” please visit here.
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About Education Reform Now D.C.
Education Reform Now DC (ERN DC) is a local chapter of a national non-profit, non-partisan think tank and advocacy organization that promotes increased resources and innovative reforms in preK-16 public education, particularly for students of color and students from low-income families. ERN DC believes that all public school students must graduate from high school with essential skills and receive a high-quality, affordable postsecondary education and the work-based experience and credentials necessary to earn a livable wage.
DC Council, Committee of the Whole Public Oversight Hearing on Attendance, Chronic Absenteeism, and Truancy in the District
Recent attendance data has shown an increase in chronic absenteeism since the pandemic. Though the increase was primarily due to excused absences related to Covid, areas that were present pre-pandemic still persist. For example, middle school students, high school students, students designated as at-risk, and students of color still show high rates of chronic absenteeism. Additionally, the Office of State Superintendent’s (OSSE) teacher and principal retention report highlights the correlation between school leadership and student attendance.
DC Council, Committee of the Whole
Public Oversight Hearing
Attendance, Chronic Absenteeism, and Truancy in the District
Community Organizer, Minetre Martin
Education Reform Now DC
Good afternoon Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former classroom teacher, and a Community Organizer for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students.
Recent attendance data has shown an increase in chronic absenteeism since the pandemic. Though the increase was primarily due to excused absences related to Covid, areas that were present pre-pandemic still persist. For example, middle school students, high school students, students designated as at-risk, and students of color still show high rates of chronic absenteeism. Additionally, the Office of State Superintendent’s (OSSE) teacher and principal retention report highlights the correlation between school leadership and student attendance.
These reports are devastating and based on conversations with parents, students, and community advocates, I can attest to the impact of this data. In my previous testimony, I recounted the story of one parent who was reported to (CFSA) the D.C. Child and Family Services Agency (CFSA) after a substitute teacher confused their child with another student. Additionally, a second parent disclosed to me the trauma their child experienced around attendance after being attacked by a group of students, first on school grounds and later after being followed to their residence. A third parent reported that their child was terrified of the behaviors of students experiencing mental health issues. In a more recent conversation, a student at a public school in D.C. affirmed that the school environment, mental health issues, the absence of teachers, and students’ behavior make getting up for school more difficult. Attendance advocates also pointed out the lack of resource allocation for 7th and 8th grade students and families, which has often resulted in students dropping out by 9th grade. None of these stories are okay. We all have a duty to be relentless in maintaining families’ trust and that includes keeping students safe and in school.
How are we addressing this data?
As a community, under the guidance of the Deputy Mayor or Education (DM), OSSE, and the State Board of Education (SBOE), and partner programs, we have worked to shift from the “80/20 rule” to the “60/40 rule,“, improved safe passage for students, fund programs to provide technology that nudges schools and parents about their child’s attendance, and more. But we must not stop there. We must ask: How can we make school more meaningful for students? We offer one overarching solution and four ways to achieve that goal.
Reimagine how we make school more joyful and meaningful for students
Recently, two 8th-grade students, an attendance counselor, and a community partner coordinator were individually interviewed by me about attendance. One student had nearly perfect attendance while the other student’s attendance was unsatisfactory prior to this school year. When asked what the one thing that motivated them to attend school was, they both stated “knowing the importance of education and the role it plays in my future.” Additionally, both adults said their most effective conversations were about why school attendance was important for the students’ future.
Based on students, parents, and educators, we believe that helping students comprehend the significance of education in their life is the first step to making school more joyful and meaningful.
Achieving the Goal
Continuing to aggressively invest in safe passage and other safety efforts
On Tuesday, November 28, 2022, Jakhi Snider became the 18th person under 18 to be shot and killed in D.C. this year. Additionally, since 2020, the number of youth suffering from car incidents have increased as well. We can no longer wait for another child to die while waiting for the D.C. Council to take action. The time is now, and we strongly urge you all to take aggressive action towards investing in safe passage effort. A good first step would be to approve amendments to the Safe Routes to School Act.
Address the mental health crisis
Investment in the Behavioral Health’s school-based behavioral health program (SBBH) is as important as ever, as the behavioral health crisis our children are experiencing continues to grow. In D.C., the rates of children and teens with anxiety or depression in 2020 were the highest in the previous five years of data (11.7% children). Among D.C. high schoolers, 17% reported a suicide attempt, compared to about 7.4% nationally. As of 2020, 48.7% of D.C. youth with Major Depressive Disorder (MDE) did not receive mental health services.
To increase attendance rates, we must prioritize students’ mental health challenges and social and emotional needs. With investments that raise the at-risk weight of the uniform per student funding formula, schools are better situated to provide critical services that increase their capacity for supporting students with chronic absenteeism. To ensure every school has a clinician, the D.C. Council should continue to invest in the SBBH program to:
Build a pipeline of mental health providers.
Maintain stable funding for SBBH, including robust grants to Community-Based Organizations (CBOs) – adjusted for inflation – so that every school has a clinician;
Expand information-sharing and family engagement efforts by directing DC education agencies and LEAs to make the implementation of SBBH a top priority and providing any necessary resources; and
Ensure inclusive and actionable data collection and program evaluation by providing the resources needed to bring all stakeholders into these processes.
Take advantage of the multimillion-dollar investment from XQ-DC Institute to reimagine high school and to help improve attendance
In SY 23-24, XQ-DC will be partnering with two schools in D.C. to help them dream big about what high school could be, turn their innovative ideas into action, and create a more rigorous and equitable school. It would be unfortunate if we didn’t take advantage of this opportunity to prioritize what attendance could look like at all schools in the District. XQ mentions in a number of articles that school attendance has been a major factor in remaining high school. We highly recommend Chancellor Ferebee use this opportunity to ensure that our two pilot schools prioritize improving attendance in their plans.
Consider incentivizing 7th and 8th students financially for attending class and doing well in school.
Education is the primary work of young people. DC has tried many strategies to increase school attendance, but incentivizing students had not been considered as a quality solution.
In 2008, D.C. paid 6th-8th grade students for a combination of attendance, behavior, and academics through private funding via participation in a study from Allan and Fryer (2011). The intervention distributed $3.8M in D.C., paying students up to $100 every two weeks, or up to $1500 for the year. While the intervention in D.C. was not associated with statistically significant gains on the state assessment, it was successful in getting students to school. After many disruptions in school, D.C. may want to explore incentivizing students and families in DC in raising attendance at a critical time of year.
While there are several ways we can continue to improve attendance, we believe that reimagining how to make school more meaningful again will move us all closer to closing the attendance, and eventually the opportunity gap.
My previous testimony related to school attendance can be found here. Thank you for your time and consideration.
Minetre Martin State board of Education SR22-3 Student Attendance Testimony
Clarifying our attendance policies is an important start to adequately supporting DC public school students with attendance. Therefore, we generally support SR22-3, “Approve the District of Columbia’s Amendments to the Compulsory Education and School Attendance Regulations. ” However, our attendance policy enforcement and support system for students would be stronger if we had early warning indicators, clarity on certain terms, adequate attendance training, and appropriate staffing for students with attendance issues. We urge the Office of State Superintendent of Education (OSSE) to address these issues, described below:
Good evening, my name is Minetre Martin. I am a ward four resident, former educator, and Community Organizer for Education Reform Now D.C. (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students. Thank you all for turning your attention to the multifaceted nature of reported chronic absenteeism and truancy in the District of Columbia.
Clarifying our attendance policies is an important start to adequately supporting DC public school students with attendance. Therefore, we generally support SR22-3, “Approve the District of Columbia’s Amendments to the Compulsory Education and School Attendance Regulations. ” However, our attendance policy enforcement and support system for students would be stronger if we had early warning indicators, clarity on certain terms, adequate attendance training, and appropriate staffing for students with attendance issues. We urge the Office of State Superintendent of Education (OSSE) to address these issues, described below:
1. Include early warning indicators to inform parents of absences in a timely manner at all schools
DCPS and charter schools have a duty to be relentless in maintaining families’ trust and keeping students safe, that includes being keenly aware of their daily attendance and taking immediate action to contact parents when students are absent. In a conversation with parents in ward 6, they expressed concerns with not being made aware of their child’s absences immediately. Two parents shared that they received an automated call notifying them that their child missed over 40 days of school without being informed. Another parent revealed that their child informed them that their homeroom teachers were often late, resulting in attendance not being taken. Our families cannot afford these kinds of mistakes, especially when they are having to take time off from work to address these problems. Local Education Agencies (LEAs) should adopt solutions for quickly and consistently notifying parents about a student’s attendance record; this may include, allowing time during professional development days to update parents on the state of their child’s attendance, or considering applications or technology that will immediately alert parents when students are late or absent.
2. Provide clarity on the terms being used, such as “chronic absenteeism”, “truancy”, and “partially present”.
During your July 6th working session with the OSSE, many board members, as well as Councilmember Trayon White, sought clarification regarding the meaning, purpose and application of attendance. There were many clarifying questions around how we define terms such as chronic absenteeism, truancy, and partially present that will not be changed in this revision. Given that these questions came from individuals who work with education policy daily, we can only imagine how unfamiliar and confusing the terms must seem. In order to ensure school administrators responsible for reporting attendance data can fully understand, clearly articulate, and ensure adherence to the new policy, encourage LEAs to create a chart and visuals that schools can share with their staff, families, and students. An excellent PowerPoint presentation has been provided to the public by the Everyday Counts! Taskforce explaining the policy in detail, and it could be a valuable resource when presenting changes to leaders.1
3. Provide adequate training to teachers on how to report absences
In your 2021 Teacher and Principal Attrition in the District’s Public Schools Report2, on average, twenty-five percent of DC public schools teachers leave their schools annually and continues to be a persistent problem especially since the COVID-19 pandemic. The process of filling these positions will take time and a great deal of attention for schools severely understaffed. It is important that OSSE make note of severely understaffed schools, especially ones with multiple administrative 1 The Everyday Counts! Taskforce: Chronic Absenteeism PowerPoint2 Teacher and Principal Attrition in the District’s Public Schools Report vacancies and prepare quality materials to support with training new staff on reporting attendance.
4. Ensure that every school staff includes a variety of specialized support personnel such as school nurses, counselors, psychologists, social workers, or other pupil support personnel for case management and counseling.
Clarifying school attendance policies are a start to improving our student attendance rates. However, ensuring schools have a robust attendance management system in place and increasing investments in our schools can help to improve attendance, engagement, and overall academic achievement.
Thank you for allowing me to testify today. I welcome any questions you may have.