ERNA DC Provides Written Testimony on Child Behavioral Health Services Dashboard

Minetre Martin

Organizing Manager, DC

Education Reform Now Advocacy

Committee on Health Hearing on:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

Education Reform Now Advocacy DC Testifies at Public Hearing on Chronic Absenteeism and Truancy

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

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

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

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

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

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

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

Chairman Mendelson, members, and staff of the Committee of the Whole,

My name is Jessica Giles. I am a ward seven resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable public education system for all DC students. Thank you for holding a hearing on B25-740, B25-754, B25-758, and B25-791.

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

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

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

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

Improve reporting of student attendance

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

Strengthen the referral process

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

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

Support students and families through evidence-based practices

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

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

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

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

(Introduced by Councilmember Robert White)

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

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

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

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

(Introduced by Councilmember Charles Allen)

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

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

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

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

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

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

(Introduced by Councilmember Zachary Parker)

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

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

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

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

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

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

(Introduced by Mayor Muriel Bowser)

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

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

[1] Ibid

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

[3] Ibid.

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

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

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

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

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

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

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

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

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

ERNA DC Jessica Giles Testimony Youth Employment

Jessica Giles
Executive Director – DC
Education Reform Now Advocacy

Committee on Executive Administration and Labor Hearing on:

• B25-0353- Middle School Career Exploration Pilot Amendment

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

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

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

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

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

B25-0353 – Middle School Career Exploration Pilot Amendment

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

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

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

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

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

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

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

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

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

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

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

###

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

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

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

[4] Ibid.

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

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

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

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

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

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

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

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

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

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

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

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

DFER DC Commits to Collaborating with Election Winners to Address Educational Challenges

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

Washington, DC (June 10, 2024) — Today, Jessica Giles, executive director of DFER DC, issued the following statement: 

“Democrats for Education Reform DC (DFER DC) extends its heartfelt congratulations to Ward 2 Councilmember Brooke Pinto and U.S Rep. Dr. Adeoye “Oye” Owolewa on their successful re-election. We also offer a special congratulations to Wendell Felder, who will build on Councilmember Vince Gray’s legacy of fighting for the needs of Ward 7’s children and families. Thank you to all candidates who ran for office in this Democratic primary, particularly Veda Rasheed.   

Additionally, we congratulate all other candidates for securing the Democratic Primary nomination:

• President Joe Biden 

• Congresswoman Eleanor Holmes Norton

• At-Large Councilmember Robert White 

• Ward 4 Councilmember Janeese Lewis George 

• Ward 8 Councilmember Trayon White

• Ankit Jain for U.S. Senate

We look forward to rolling up our sleeves and working hand-in-hand with each leader to address our students’ urgent needs. Working together, we can and must put all students first by improving literacy and math outcomes, increasing student attendance, expanding pathways to college and high-wage careers, and protecting funding equity.  

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

Josh Boots: How to help D.C.’s kids learn the math they need to succeed

Josh Boots, founder and executive director of EmpowerK12, a nonprofit data analysis organization that focuses on DC schools, made a case for a statewide strategy to improve math education in The Washington Post.

The importance of early math education cannot be overstated. Readiness for eighth-grade algebra is strongly linked with students’ math fluency as early as first grade. Students who successfully complete Algebra I in middle school are more likely to pursue advanced math courses in high school and subsequently enroll in STEM fields in college.

There are ways schools can help. A review of schools where students’ math skills were improving most quickly identified five instructional strategies that help students develop confidence, conceptual understanding and procedural fluency.

The D.C. Council’s fiscal 2025 budget must include a citywide strategy to support schools that adopt evidence-based programs and scale these strategies. Such action could position D.C. to set a historic precedent, enabling Black and Brown students and students from low-income backgrounds to meet or surpass the national average in academic performance by decade’s end.

(read here)

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.

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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.

New Legislation Aims to Solve DC’s Math Problem

Education Reform Now DC Supports Bill to Address the Math Proficiency Crisis, Promising Comprehensive Overhauls and Expert-Led Solutions 

Washington, D.C. (May 1, 2024) — Today, Jessica Giles, executive director at Education Reform Now DC (ERN DC), issued a statement on the "Mathematics Education Improvement Amendment Act of 2024," introduced by Councilmember Zachary Parker. The bill establishes a Mathematics Education Task Force to overhaul math education for students in grades K-12 in the District of Columbia, consisting of local and national experts and representatives from various educational bodies, and will convene every four weeks until it submits a required report by June 15, 2025.

The task force's report will outline actionable areas to improve math instruction and achievement, including recommending high-quality teaching materials, creating a state catalog of professional development resources, producing a list of approved curricula, and suggesting intensive training for school leaders. It will also recommend strategies to support parents, suggest systems for assisting students who are below grade level, and provide guidance on the allocation of funding and resources to implement these strategies.

“I am thrilled to see the Mathematics Education Improvement Amendment Act of 2024 move forward, especially as we face the grim reality that more than three out of four of our students are currently underperforming in mathematics. This bill is a critical first step towards addressing this issue by assembling a task force of experts dedicated to improving our math education framework,” said Jessica Giles, executive director of Education Reform Now DC. “Our children deserve the highest standard of education to prepare them for successful futures, and this bill lays down the foundation to achieve just that.”

 
# # #

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

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

• District of Columbia State Athletic Association

• Public Charter School Board

• Deputy Mayor for Education (Government Only)

• University of the District of Columbia

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

Equitable Funding for Students

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

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

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

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

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

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

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

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

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

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

• Provide free corequisite courses with wraparound support.

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

• Deepen dual enrollment investments.

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

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

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

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

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

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

Civic Leader Vonique Bolluck Advocates for FY2025 Investment in Math

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

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

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

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

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

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

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

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

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

Civic Leader Olivia Chase Advocates for FY 2025 Investment in Math

Olivia A. Chase
Civic Leader
Education Reform Now Advocacy

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

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Greetings, Chairman Mendelson and Committee of the Whole members,

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

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

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

The Mayor’s proposed FY2025 Budget and Fiscal Plan includes several key investments to expand dual enrollment opportunities in DC: $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and maintain dual enrollment seats.3

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

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

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

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

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

Thank you for your time and consideration.

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1  OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 DC Policy Center. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/
3 Mayor Bowser Presents Fiscal Year 2025 Budget Proposal, A Fair Shot: Strategic Investments and Shared Sacrifice. April 3, 2024. Source: https://mayor.dc.gov/release/mayor-bowser-presents-fiscal-year-2025-budget-proposal-fair-shot-strategic-investments-and#:~:text=The%20FY25%20budget%20and%20financial,billion%20in%20capital%20improvement%20funds.

Civic Leader Emmanuel Bestman Advocates for FY2025 Investment in Math.

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

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

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

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

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

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

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

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

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

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

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

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

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

Civic Leader Kenya Johnson Advocates for FY2025 Investment in Math

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

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

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

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

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

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

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

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

• $17 million investment to expand ATC at Penn Center

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

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

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

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

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

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

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

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

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

Civic Leader Andre Aina Advocates for FY2025 Investment in Math

Andre Aina
CEO, Third Eye Education Analytics
Budget Oversight Hearing

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

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

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

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

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

Investing in the Future: A Comprehensive Strategy

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

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

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

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

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

Cultural Engagement

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

The Economic and Social Imperative

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

A Call to Action: Seize the Moment for Transformational Change

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

Closing

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

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

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole Hearing:

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

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

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

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

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

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

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

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

Jessica Giles’ Testimony at Committee of the Whole and Committee on Business and Economic Development Joint Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole and Committee on Business and Economic Development Joint Hearing on:

B25-0581, the “Medical Cannabis Clarification Amendment Act of 2023”
B25-0691, the “Medical Cannabis Program Enforcement Amendment Act of 2024”

Greetings, Chairman Mendelson, Chairman McDuffie, Members, and Staff of the Committee of the Whole and Committee on Business and Economic Development. 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. 

I am submitting written testimony on B25-0581, the “Medical Cannabis Clarification Amendment Act of 2023,” and B25-0691, the “Medical Cannabis Program Enforcement Amendment Act of 2024.” We urge you to remove the following paragraph from the emergency, temporary, and permanent legislation: 

“(c) For purposes of this section, the 300-foot restrictions shall not apply  where the main entrance to the preschool, primary or secondary school, or  recreation center, or the nearest property line of the school or recreation  center, is actually on or occupies ground zoned commercial or industrial  according to the official atlases of the Zoning Commission of the District of Columbia.” 

We are opposed to this subsection for three reasons:

1. Cannabis use among high school students in DC is common, and it can negatively impact their health. According to the 2021 Youth Risk Behavior Survey: 1 out of 5 high school students used marijuana within the last 30 days. This rate increased for students with poor mental health and who identify as LGBTQ+.1 Teenagers who use cannabis recreationally are two to four times as likely to develop psychiatric disorders, such as depression and suicidality, than teens who don’t use cannabis at all.2
    

2. The proximity of cannabis retailers and advertisements can increase cannabis use among adolescents. A study found that “younger student cannabis use was most often linked to cannabis advertising exposure, while older student cannabis use was more common among students who attended high schools within 1 mile from a cannabis retailer.”3
    

3. Cannabis retailers and cultivation centers should be 300 feet or more from every public school, regardless of how it is zoned. The current subsection creates an exception that allows cannabis retailers and cultivation centers to open next door to a child care center, public school, or recreation center if the facility is located on a zoned commercial or industrial site. 

Ultimately, we are neutral on whether medical dispensaries should be legalized and regulated in the District of Columbia. However, we oppose the DC Council passing legislation that would likely adversely impact our youth. We encourage you to remove subsection c. Thank you for allowing me to submit written testimony. Please include this in the public record for this hearing.

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1 Office of the State Superintedent of Education. (2021) 2021 DC Youth Risk Behavior Survey. Source: https://osse.dc.gov/service/dc-youth-risk-behavior-survey-yrbs Accessed: March 6, 2024.
2 Columbia University Department of Psychiatry. (2023) “Recreational Cannabis Use By Teens Linked to Risk of Depression, Suicidality.” Source: https://www.columbiapsychiatry.org/news/recreational-cannabis-use-among-u-s-adolescents-poses-risk-adverse-mental-health-and-life-outcomes Accessed: March 6, 2024.
3 Firth, C. L., Carlini, B., Dilley, J., Guttmannova, K., & Hajat, A. (2022) “Retail cannabis environment and adolescent use: the role of advertising and retailers near home and school.” Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9189000/ Accessed: March 6, 2024.