ERNA DC Testimony Before SBOE on Legacy Admissions

Cesar Toledo
Deputy Director
Education Reform Now Advocacy - DC

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

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

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

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

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

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

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

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

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

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

• National leaders have spoken out against legacy, including 

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

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

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

Postsecondary Crisis for DC Students

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

Legacy Admissions Are Part of the College Access Problem

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

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

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

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

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

Increasing Resistance to Legacy Preference

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

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

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

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

End Legacy Preference

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

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

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

Thank you. I welcome your questions.

FY2025 Budget Wins for Students

FY2025 Budget Wins for Students  

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

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

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

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

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

Supports student attendance by funding:

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

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

• $2.2 million for high-quality literacy instructional materials 

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

Ensures safe and conducive learning environments by securing: 

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

Builds secondary pathways to college and career by providing:

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

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

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

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

# # #

About Education Reform Now D.C. 

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

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:

• $2.2 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 DC Jessica Giles Testimony Youth Employment

Jessica Giles
Executive Director – DC
Education Reform Now Advocacy

Committee on Executive Administration and Labor Hearing on:

• B25-0353- Middle School Career Exploration Pilot Amendment

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

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

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

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

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

B25-0353 – Middle School Career Exploration Pilot Amendment

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

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

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

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

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

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

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

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

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

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

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

###

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

[2] D.C. Policy Center. March 8, 2024. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/

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

[4] Ibid.

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

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

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

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

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

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

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

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

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

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

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

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

FY2025 Budget Wins

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

Washington, D.C. (May 29, 2024) — In response to the D.C. Council’s first 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, released the following statement:

“Today’s vote on the budget is a victory for our students. Building on the Mayor’s proposal, the Chairman and DC Council proactively commit to improving our public education system in several impactful ways: 

Provides innovative and evidence-based early literacy investments that prioritize reading in kindergarten and support educators in teaching the science of reading ($566,291 in FY 2025 and $2.9 million across the financial plan). 

Ensures safe and conducive learning environments by reversing the repeal of the 3.1% increase to the public charter facilities allowance to keep pace with inflation in fiscal year 2026 and beyond ($17.5 million across the financial plan).

Strengthens secondary college and career pathways to prepare our students for the demands of workforce and higher education by restoring the D.C. Futures program for current enrollees ($4.3 million in FY 2025 and $14.4 million across the financial plan) and supporting the evaluation and planning necessary to enhance Career and Technical Education and dual enrollment programming ($150,000).

Still, the DC Council must address a glaring hole in the budget: a lack of a plan to address our math problem. When only 11% of Black students are proficient in math, it is clear that our work is far from over. We strongly urge the DC Council to fund and scale evidence-based strategies to support students struggling in math.”

# # #

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.

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

Minetre Martin

Organizing Manager

Education Reform Now Advocacy DC

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

• “Fiscal Year 2025 Local Budget Act of 2024”

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

• “Fiscal Year 2025 Budget Support Act of 2024”

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

Good afternoon, Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Today, I am here to urge the DC Council to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

###

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

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

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

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

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

Civic Leader LaDan Johnson Advocates for FY2025 Investment in Math

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

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

“Fiscal Year 2025 Local Budget Act of 2024”

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

“Fiscal Year 2025 Budget Support Act of 2024”

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

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

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

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

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

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

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

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

Our asks:

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

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

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

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

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

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

• Enhance marketing for these programs.

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

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

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

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

Thank you for your attention to this important matter.

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

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

• District of Columbia State Athletic Association

• Public Charter School Board

• Deputy Mayor for Education (Government Only)

• University of the District of Columbia

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. With limited time today, I want to discuss two topics. 

Equitable Funding for Students

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

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

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

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

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

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

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

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

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

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

• Provide free corequisite courses with wraparound support.

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

• Deepen dual enrollment investments.

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

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

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

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

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

###

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

Students Take on Legacy Admissions - 730

Ever since SCOTUS struck down race-based affirmative action, affirmative action for the wealthy and white (AKA legacy admissions) has come under the chopping block. This week, a Georgetown student wrote to the Washington Post urging the DC Council to ban the practice at all DC universities, continuing recent efforts by petition organizers at the school.

(read more)

Opinion: Colleges need diversity of all kinds - The Washington Post

As a Black, first-generation college student at Georgetown University, I am frequently reminded that I am part of a severely underrepresented group on campus. Nine percent of Georgetown’s undergraduate class of 2024 are legacy students; the overall student population is just 7 percent Black, significantly less than the 13.6 percent of the U.S. population identifies as Black or African American. Georgetown’s overall endowment net assets have grown to $3.2 billion, yet according to a 2017 New York Times analysis, just 3.1 percent of Georgetown students came from families in the lowest income quintile. Now that the Supreme Court has struck down affirmative action, this lack of diversity could get worse.

(read more)

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

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

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

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

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

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

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

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

Here’s what’s happening right now:  

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

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

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

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

Here are the steps we suggest:

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

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

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

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

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

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

###

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

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole Hearing:

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

Good morning, Chairman Mendelson, Members, and Staff of the Committee of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put students’ needs first and focus on improving student attendance, literacy, math, and secondary pathways to college and careers. 

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

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

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

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

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

###

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

Jessica Giles’ Testimony at Committee of the Whole

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.

Jessica Giles’ Testimony at DC’s Committee of the Whole

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

• University of the District of Columbia

• District of Columbia Public Charter School Board

• State Board of Education

• Office of the Student Advocate

• Office of the Ombudsman for Public Education

• District of Columbia State Athletic Association

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, an organization fighting for a just and equitable public education system for all students. We’re focused on improving student attendance, literacy, math, and secondary pathways to college and career. With low student outcomes in each of these areas, I urge the Committee of the Whole to review how each of these agencies is assisting with improvement. With limited time today, I will focus my testimony on the University of the District of Columbia (UDC). 

Currently, in Washington, D.C. only 8 out of 100 9th-grade cohort students will complete postsecondary education within six years of graduating high school.1 Consequently D.C. residents 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.2 It’s vital that D.C. leaders act with urgency to implement the eight student-first recommendations in ERNA’s affiliate organization, Education Reform Now DC’s report titled, “D.C.’s Quiet Crisis in College Access & Completion.”3 One of these recommendations calls for strengthening UDC. 

As D.C.’s only public university, UDC is a critical partner in ensuring residents are able to earn an affordable degree and launch a career that allows them to thrive in their hometown. However, with low student enrollment (3,855 – Fall 2024, compared to 5,1188 – Fall 2014) and completion rates across campuses, there are many obstacles for UDC to overcome.4 

To strengthen its services, UDC must do the following: 

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

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

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

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

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

• Provide free corequisite courses with wraparound support.

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

We urge the Committee of the Whole to ask follow-up questions to determine how far along the University is in implementing these recommendations.

Additionally, UDC should expand its dual enrollment partnership with the city. Although 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,5 only 1,300 students (7%) of D.C. public high school students participated.6 According to UDC’s performance oversight responses, the University is working to “expand the early college program at Anacostia High School”  with a Spring 2024 cohort of 20 students. How many students are currently taking advantage of dual enrollment opportunities with the University? Is the Early College program at Anacostia on track to meeting its goal this spring? 

Lastly, UDC should elaborate on the challenges facing the University in implementing the Teacher Preparation Emergency Amendment Act of 20217 as there appears to be very little progress that has been made. 

Thank you for allowing me to testify today. I am available for any questions you may have.

###

1 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/.
2 Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov. 2021, www.dcpolicycenter.org/publications/measuring-outcomes/.
3 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/
4  University of the District of Columbia. “2024 UDC Performance Oversight Hearing Responses.” 22 February 2024. Source: https://lims.dccouncil.gov/Hearings/hearings/242
5 College in High School Alliance. “Evidence of Success.” Source: collegeinhighschool.org/what-we-do/evidence-of-success/.
6 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
7 The Teacher Preparation Emergency Amendment Act of 2021 “requires OSSE to establish, in collaboration with UDC, District university grantees, and the District’s LEAs, a dual pathway “Grow Your Own” Teacher Preparation Support Program for the purpose of educating, training, and providing financial support to public high school dual enrollment students, public high school graduates, and paraprofessionals to become licensed teachers at DCPS schools or certified teachers at District public charter schools.” Source: 2024 UDC Performance Oversight Hearing Responses https://lims.dccouncil.gov/Hearings/hearings/242

Jessica Giles’ Testimony at the DC State Board of Education Public Meeting

DC State Board of Education
Public Meeting

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

Good evening DC State Board of Education Representatives, Executive Director Butler, and staff; 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 students in Washington, DC. I am pleased to provide testimony this evening. 

SR24-5 To Approve the Categories and Format of the District of Columbia School Report Card

For several years, we’ve been actively engaged in the discussion regarding the DC School Report Card. We’ve provided multiple testimonies, held focus group meetings, shared information with our community, filled out surveys, and attended information sessions. We’ve repeatedly stated the importance of transparently sharing the federally required summative score now referred to as an accountability score. We are happy to see that this data point is included in the DC School Report Card. We are also pleased to see postsecondary pathways data is being recommended by the State Board. Our parents and community deserve to have all school-related information at their fingertips, so they can make a well-informed decision about their child’s education and future. We hope the State Board approves this resolution and continues working on ways to raise the quality of our schools.

Fiscal Year (FY) 2025 Budget Priorities

Currently, our schools are grappling with safety concerns, high chronic absenteeism/truancy rates, and widening gaps in academic achievement in core subjects like reading and math. It is crucial for the State Board of Education to study and advocate for, and the Mayor and DC Council to invest in, what works, namely: structured literacy training for educators, innovative math supports, and ensuring every high school student graduates with at least one semester of free college and experience in a high-demand, high-wage career. This way, every step on a student’s education journey leads them on a path to future success. 

Our FY 2025 budget recommendations are the following:

Per-student funding: Maintain the 12.4% increase in the foundation level of the uniform per student funding formula (UPSFF). Ensure all funding, including educator pay, is provided equitably to all local education agencies (LEAs) through the UPSFF, while prioritizing students designated as  “at-risk”. 

Invest in Early Literacy: Fully fund the recommendations of OSSE’s Early Literacy Education Taskforce.1

Provide Innovative Math Support: Implement a statewide strategy for providing innovative mathematics support by studying best practices from local and national experts and providing grants to eligible community-based organizations and local education agencies that promote positive math culture ($5.3M).

Build High-Demand, High-Wage Secondary Career Pathways:

• Double the number of dual enrollment seats, enhance the marketing of the program, and collect data ($5.3M)

• Maintain an investment in the Education to Employment data system and require a return on investment analysis on current job and career programming to see what works and what does not.

Continue to support safe and educationally appropriate buildings: Maintain the public charter school facilities allotment at 3.1%.

Support Students’ Behavioral Health: Make critical investments in children’s behavioral health – and increase the reach and efficacy of the school-based behavioral health (SBBH) program by sustaining compensation for the school-community-based clinicians, with inflationary adjustments ($25M); providing compensation and guidance for the SBBH Coordinator role ($381K); and piloting the addition of non-clinical staff positions to SBBH teams ($2.4M). These asks are aligned with the Strengthening Families through Behavioral Health Coalition.

Thank you for holding this public meeting. I look forward to working with you all throughout this year and beyond.

###

 1September 2023. OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Official%20Early%20Literacy%20Task%20Force%20Report.pdf 

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.

###

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.

DC's Quiet Crisis in College Access & Completion - DC News Now

Giles’ Testimony on B25-540

DC Council’s Committee of the Whole Hearing:
Bill 25-540, “School Improvement Amendment Act of 2023”

Jessica Giles
Executive Director
Education Reform Now DC

Good morning, Chairman Mendelson, members, and staff of the Committee of the Whole, my name is Jessica Giles. I am a ward 7 resident and the Executive Director of Education Reform Now DC (ERN DC), a non-partisan, non-profit organization fighting for a just and equitable public education system for all DC students.

At ERN DC, we believe all students can learn and be successful in life, school, and career. It’s vital that adults create the conditions under which that is possible. 1 Unfortunately, this is not happening for all students in every area of DC. DC has deeply entrenched racial inequities that permeate our entire public education system and affect outcomes for our students, many of whom live East of the River.

In school year 2021-22, for every 100 students who start high school together, 25 will not graduate, 37 will graduate but not pursue further education, and 30 will start college but not complete within six years. 2 Only eight out of 100 students will complete postsecondary within six years. 3

In 2018, the average annual income of young adults (age 18 to 24) born and living in DC was only $15,095. 4  The average income for those who did not complete high school was $10,103. 5 Those who completed high school and postsecondary earned an average of $26,889.  6 This is why it is critical for DC to demand academic excellence from every single one of our schools.

Bill 25-540, the “School Improvement Amendment Act of 2023” provides the Office of the State Superintendent of Education (OSSE) with additional support and resources to drive educational excellence at schools for DC’s lowest-performing schools. It is critical for all schools to set high expectations and demand high performance from every student.

As the Committee of the Whole examines this legislation further, we offer several recommendations to clarify and strengthen the current language:

1. Clarify how the DC Council is defining the “at minimum, the lowest 5% of all public schools” to prevent any confusion. (Line 28) Consider using the categories in the Every Student Succeeds Act (ESSA) State Accountability Plan to determine the lowest-performing schools, rather than creating a new, additional framework.

2. Require all lowest-performing schools to participate in the support program. Program participation should not be optional, based on whether schools want the additional “resources”. (Line 31)

3. Articulate that academic outcomes must substantially improve within the 3- year school improvement cycle. (Line 33-34) Five years is too long to wait.

4. OSSE already supports schools in the bottom 5% per federal requirements. Explicitly require OSSE to audit bottom-performing schools to examine inputs and outputs. e.g., What are the staff experience and vacancy rates? Are some teachers teaching out of their field (e.g., a teacher with social studies certification teaching math)? What are the targeted supports for student groups that are doing worse than others? What is the school’s chronic absenteeism rate and how is it being addressed? Does the school claim to be using evidence-based practices? If so, what are they and how impactful have they been? Any turnaround best practices, continuous school improvement models findings, or recommendations should be in response to those findings.

5. Emphasize the need for schools to effectively utilize the funding they already receive to raise the bar in academic excellence. Funding is important, but ultimately it will take a change in how funding is used to see results. As written, schools in the program will receive additional funding as long as they are in the program, which provides a disincentive to exit.

I cannot stress enough how important it is to ground ourselves in the truth: that not enough is not being done for our students in DC, and any changes should be done with the best interest of students and their futures in mind. Thank you for ensuring school improvement is a part of your oversight duties and holding this hearing today. I am available to answer any questions you may have.

###

1 Education Reform Now DC. “D.C.’s Quiet Crisis in College Access & Completion.” 1 Nov. 2023, http://www.edreformnow.org/2023/11/01/new-report-highlights-d-c-s-quiet-crisis-in-college-access-completion/.
2 Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 14 2021-22. D.C. Policy Center, 15 March 2023, http://www.dcpoli- cycenter.org/publications/schools-21-22/.
3 Ibid
4 Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. D.C. Policy Center, 17 Nov. 2021, http://www.dcpolicycenter.org/publications/measuring-outcomes/.
5 Ibid.
6 Coffin, Chelsea and Tanaz Meghjani. Transition to College and Career for the District’s High School Students. D.C. Policy Center, 30 June 2020. http://www.dcpolicycenter.org/ publications/student-transition-college-career/.

Will top schools continue ‘legacy’ admission preferences? Many say yes. - Washington Post

Some universities have postponed the issue by appointing task forces to study admissions procedures. “Colleges are just hoping that nobody’s going to notice they haven’t done much of anything to actually remove barriers to access in admissions,” said James Murphy, an opponent of legacy preferences with the group Education Reform Now.

(read more)

A drive to end legacy admissions - Axios DC

A student-led petition urging Georgetown University to ban legacy admissions has gained more than 800 signatures in several weeks.

Why it matters: In the wake of the Supreme Court banning race-based admissions, students and faculty worried about the future of diversity at Georgetown want the end of legacy advantages.

The big picture: About one in 10 Georgetown students had legacy status in the Class of 2021, meaning they were applicants who received an advantage in admissions for being a descendant of faculty, staff, or alumni, the Hoya reported in 2020.

• A Georgetown report from this year suggested that "eliminating admissions preferences for legacy students" is one way for selective colleges to maintain diverse student populations.

(read more)