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.

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.

Why incarcerated D.C. youth keep calling for special education in federal prisons - WAMU

For those with disabilities, those educational resources can be even more limited.

Jessica Giles, executive director of Education Reform Now D.C., said the lack of special education in prisons reflects a larger citywide inequity. Whether or not they’re incarcerated, students with disabilities in D.C. have limited access to education. That’s due in part due to growing vacancies in special education roles, which factor into growing teacher turnover rates overall. “The failures of education start from a very young age,” she said

(read more)

Mayor's office prepares sweeping reforms to tackle truancy crisis in DC schools - Fox 5 DC

Education reform advocate Jessica Giles expressed support for the council's scrutiny of truancy in the District but emphasized the importance of multifaceted solutions, including early intervention, safe passage efforts, and better coordination between schools and attendance-related agencies.

"It’s really important that we do a few things correctly," Giles said. "We have to make sure we have early intervention and support for students when we see them beginning to miss days. We also have to make sure that our students are getting to school and home safely. So, we have to expand safe passage efforts. We also have to make sure there is better collaboration and coordination between schools and the agencies responsible for school attendance."

(read more)

A Slew of Legislation on the Way to Tackle Truancy - Washington Informer

For months, Jessica Giles has demanded an interagency response to chronic absenteeism. In her role as executive director of Education Reform Now DC, she continues to make a case that chronic absenteeism and low postsecondary enrollment are closely connected. 

Giles extolled the D.C. Council’s recent efforts to address chronic absenteeism, telling The Informer that legislation must aim at removing systemic barriers, addressing root cause and executing evidence-based practices. She however remained concerned about how to ensure seamless implementation of bills amid talks of a budget crunch. 

“At the end of the day, there’s no silver bullet,” Giles said. “Truancy is a symptom of issues affecting students’ lives. Funding is going to be critical. That’s something I’m looking out for in the budget. Attendance is at the center of it all.”

(read more)

Councilmember introduces legislation to reduce DC's chronic truancy rate - NBC4

Eleven D.C. public high schools have truancy rates higher than 70% with two hovering around 80%. News4’s Derrick Ward reports on new legislation to address chronic truancy.

Watch here

ERN DC’s Statement on Mayor Bowser HIT and ATC for FY25 Statement

Mayor Bowser Invests in HIT and ATC for FY25 Statement

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

Washington, D.C. (March 20, 2024) — In response to Mayor Bowser announcement of new investments in high-impact tutoring and reimagining high school Jessica Giles, executive director of Education Reform Now D.C., released the following statement:

“We applaud Mayor Bowser for her evidence-based investments aimed at tackling education’s most pressing issues: attendance and achievement. By directing substantial resources into high-impact tutoring, expanding the Advanced Technical Center to ward eight, and opening up additional career pathways, these initiatives will address and improve education and career outcomes for D.C. students, particularly for students of color who have historically lagged behind. Mayor Bowser’s commitment today lays a solid foundation for our students’ long-term success.” 

# # #

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.

School absenteeism rates in D.C. are alarmingly high. What’s the city doing about it? - WAMU

Jessica Giles, executive director of Education Reform Now D.C., a think tank and advocacy organization, said chronic absenteeism in the District is “absolutely” a crisis and that the city needs urgent solutions.

“Student attendance is fundamental,” Giles said. “Without it, even the best school investments falter.”

If current rates persist, D.C. faces a slew of long-term challenges. It means high dropout rates and lower high school and college graduation rates. Because rates are highest in disadvantaged communities, it leads to widening income and education disparities. It also means more young people are disconnected not only from school, but also from opportunities like afterschool activities, sports, as well as support programs and social services offered through schools. Giles said students are at higher risk of becoming victims of crime or getting caught up in the justice system when they’re missing school.

Giles noted that D.C. has long struggled with chronic absenteeism (which was at 30% before the pandemic, according to OSSE data), and that the city “can do so much more.”

“This is the time to really, really ensure that we’re doing everything we can,” she said.

(read more)

Majority of DC Parents Want to Overhaul Math Education, New Survey Reveals

Majority of DC Parents Want to Overhaul Math Education, New Survey Reveals

FOR IMMEDIATE RELEASE 

Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (March 11, 2024) — A new poll surveying 325 parents of DC Public Schools (DCPS) and DC public charter school students reveals a strong desire to overhaul math education. An overwhelming 87% of respondents agree that Mayor Bowser and the DC Council must prioritize investments in improving math education.

 Additional key findings:

• 79% of parents ranked math as the most important subject their children take among nine academic subject options presented, including 81% of Black parents and 73% of Latino parents.

• 89% say they believe anyone can become a “math person” with the right teaching methods and support.

• ​​70% would like to see a math innovation and research hub to improve the quality of their child’s math education through evidence-based solutions led by a task force.

• Two out of eight ideas most picked for improving math education by parents were “making math education better apply to the real world” (49%) and “making math education more relevant to student interests” (34%). 

• 66% of parents want their children to receive extra math tutoring at school. 

“Math is integral for students’ success in life, school, and career. Yet last year, 78% of DC public school students did not meet expectations in math. This statistic is grim yet solvable. When you add high-quality teaching plus the right kinds of support for students and families, you get confident students ready to take on the world,” said Jessica Giles, executive director at Education Reform Now D.C. “We are calling on the Mayor and Council to solve DC’s math problem by developing a statewide strategy implementing evidence-based, proven practices and supports.”

“Parents feel strongly that the city should invest in improving math education,” said Josh Boots, executive director of EmpowerK12. “Building upon these survey findings, EmpowerK12 will release a report that identifies where investments will have the greatest impact.”

In school year 2022-23, 78 percent of DC public students did not meet grade level expectations, down from 81 percent in school year 2021-22. Despite these worsening trends, math education has received little policy attention from city leaders. 

EmpowerK12’s report will be released on March 14, 2024, and highlights five key evidence-based practices observed in 36 District schools that have demonstrated notable growth in math. 

For the survey results memo, visit here, and for full results, visit here. 

# # #

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.

High-Impact Tutoring Improves Student Attendance Statement

High-Impact Tutoring Improves Student Attendance Statement

FOR IMMEDIATE RELEASE 

Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (March 4, 2024) — In response to early findings on high-impact tutoring boosting student attendance in DC from the National Student Support Accelerator at Stanford University, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“These early findings show High-Impact Tutoring (HIT) is critical to reduce our extremely high levels of chronic absenteeism and improve our students’ reading and math skills, where D.C. students are struggling.” 

“With the fiscal year 2025 budget season upon us and a fiscal cliff on the horizon, the Mayor and D.C. Council must preserve this evidence-based program to meet the urgent academic needs of our students and position D.C. as a national leader in accelerating reading and math outcomes.”

# # #

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

"The Right to Read" Documentary Screening - Washington Informer

Join us this Black History Month for the FREE documentary screening of The Right to Read on Tues., Feb. 20th, from 6:30pm-8:45pm at Alamo Drafthouse (DC Bryant St) to learn about the nation's reading crisis and how to solve it in the District. The film shares the stories of an NAACP activist, a teacher, and two American families who fight to provide our youngest generation with the most foundational indicator of life-long success: the ability to read. When a child doesn't learn to read, their chances of incarceration, homelessness, and high school dropout increase. That's why Oakland-based NAACP activist Kareem Weaver's message is clear: literacy is the greatest civil right of our time.

(read more)

ERN DC Applauds Mayor Bowser’s Commitment to Students

ERN DC Applauds Mayor Bowser’s Commitment to Students 

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

Washington, D.C. (February 14, 2024) — In response to Mayor Bowser announcing a 12.4% increase to the uniform per student funding formula (UPSFF) in her fiscal year 2025 budget proposal, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“Despite heading into one of the most challenging budget seasons in recent memory, Mayor Bowser demonstrated an unwavering commitment to funding the needs of our learners and their educators. The historic boost to the District’s per-student funding formula sends a clear message to parents: your learner’s academic achievement is my top priority. 

As the District faces an approaching Elementary and Secondary School Emergency Relief (ESSER) cliff, it is critical for all our leaders to continue funding evidence-based solutions that improve attendance and safety while preparing our students to be the leaders of tomorrow: strengthening early literacy, innovating in math, and building high-wage career pathways.”  

  # # #

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.

ERN DC Applauds Expansion of the Advanced Technical Center

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

Washington, D.C. (January 25, 2024) — In response to Mayor Bowser announcing a $4.1m grant to expand access to the Advanced Technical Center, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“We applaud the Mayor’s office and the Biden-Harris Administration for their continued investment in expanding access to DC’s Advanced Technical Center. Effective, innovative programs like the ATC dismantle barriers to college access and open pathways to high-wage careers. Encouraging a seamless integration between high school, college, and career is now more urgent than ever to ensure students graduate college and career ready. We hope this grant serves as a catalyst for additional investments to expand dual enrollment access for all students, particularly students of color who live East of the River.”

# # #

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’s Public Comments on the Draft DC Financial Literacy Standards

ERNA DC’s Public Comments on the Draft DC Financial Literacy Standards

Thank you to the Office of the State Superintendent of Education for allowing Education Reform Now Advocacy to submit a public comment on the November 2023 draft of the DC Financial Literacy Standards. Overall, the draft standards are vital as they infuse valuable local, modern, and culturally relevant perspectives on personal finance compared to the National Standards. Additionally, we believe it’s essential that every student takes a financial literacy course. This should be built into D.C.’s high school graduation requirements because they are vital skills in a student’s life, education, and career.

We have three recommendations to strengthen the standards.

1. The Earning Income standard needs to include guidance on the financial impact of higher education and career choices. Students must understand their options when considering earning income in the 21st century.

a. The Earning Income-4 or 5 standard should include comparing post-secondary education costs with the potential income increase for a career of choice.
b. The Earning Income-4 standard should explicitly name dual enrollment opportunities as a program that helps students pay for college.
c. The Earning Income-5 standard should include support with creating a resume. We’ve heard from schools that students should leave high school with one.

2. The Investing standard should include guidance on the role of behavioral finance/cognitive biases in investing decisions, the role of financial technology in investing, tax rules for retirement investing (Roth IRAs vs. Traditional IRAs, etc.), the impact of inflation on returns, index investing, and basics like the difference between saving and investing.

3. The Managing Risk standard should tackle financial decisions more relevant to high school students’ immediate lives, such as protection from fraud and scams while on social media and while shopping on mobile apps.

After Delay, D.C. Council Conducts Hearing on Chronic Absenteeism - The Washington Informer

In the days and weeks leading to the Dec. 12 hearing, Jessica Giles of Education Reform Now DC (ERN DC) made the rounds at the John A. Wilson Building in Northwest in demand of an interagency response to chronic absenteeism and declining postsecondary enrollment. 

ERN DC and Leaders of Color, an ERN DC leader fellowship program, also facilitated testimony preparation sessions for parents who want to see the council and District agencies provide resources to students. 

ERN DC released a study in November that designated chronic absenteeism as a roadblock in student achievement and long-term career advancement. Giles, executive director of ERN DC, told The Informer that many students in D.C., a city with some of the highest rates of chronic absenteeism in the country since before the pandemic, are missing school, in part, out of fear for their safety. 

That’s why Giles cited the Office of the Attorney General, Office of the Deputy Mayor for Education, Court Social Services, CFSA, Office of the State Superintendent of Education (OSSE), and the D.C. Office of Victims Services and Justice Grants as instrumental in executing a strategy that supports student safety and improves attendance.  

“Students are concerned about getting to school safely, and it’s contributing to the chronic absenteeism issue before us,” Giles said. “The decline in student mental health and well-being plays a factor. The D.C. government and our council committees need to make sure our students go to school every day and consistently. It’s incumbent upon the agencies that have oversight over attendance to take urgent steps to make sure we’re addressing this crisis.”

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43% of DC students considered chronically absent last year - DC News Now

“DC has some of the highest chronic absenteeism rates in the country. And while chronic absenteeism has decreased, it’s still unacceptably high,” said Jessica Giles, Executive Director of Education Reform Now DC.

Giles said this loss of learning can have severe impacts on students in the long term.

“When students attend school consistently, they’re more likely to perform on grade level, they’re more likely to graduate, get and hold great jobs. So, this has a direct connection to our student’s future,” she said.

OSSE said reducing chronic absenteeism is a top priority. The agency is taking several steps to address the issue, including, “expanding trainings and supports provided to schools on how to design and implement systems that promote mental health and wellness for students and staff,” the agency said in an email.

Giles said other measures, including “nudge notifications” can be effective.

“Letting families know that your child has this number of days so students can make sure they’re coming to school consistently,” she explained.

She also said strengthening safe passages, making sure there is a clinician in every school and home visits are equally important.

(read more)

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

Chronic Absenteeism Remains Stubbornly High In D.C. Schools - DCist

D.C. has some of the highest absenteeism rates in the country when measured against most states. Its pre-pandemic chronic absenteeism rate in 2018-2019 was the second-highest in the country, according to a report by Education Reform Now.

Earlier this month, Jessica Giles, the executive director of Education Reform Now D.C., told DCist/WAMU that challenges vary from family to family but that in some communities, public safety is a “big concern.” Living in Ward 7, Giles said she’s observed an “unease” about getting children to and from school safely.

Giles said investing in more mental health resources and better transportation for students would help boost attendance as well. Schools can also build stronger relationships with parents to encourage students to come to the classroom.

Ultimately, Giles said boosting attendance must be a District-wide effort.

“This isn’t just something schools can address,” Giles said. “My biggest push is that there is a full government urgency around this issue.”

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Giles’ Testimony, 4 Bills

Jessica Giles
Executive Director
Education Reform Now Advocacy

D.C. Council’s Committee of the Whole Hearing:

• Bill 25-35, Universal School Meals Amendment Act of 2023

• Bill 25-317, Extended Students’ Right to Home and Hospital Instruction Amendment Act of 2023

• Bill 25-436, Institution of Higher Education Sexual Misconduct Reporting and Resource Accessibility Act of 2023

• Bill 25-501, Universal Free Application for Federal Student Aid Graduation Requirement 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 Education Reform Now Advocacy (ERNA DC), an organization fighting for a just and equitable public education system for all DC students. I am pleased to testify at this Committee of the Whole hearing. I will give oral testimony on Bill 25- 501, the Universal Free Application for Federal Student Aid Graduation Requirement Act of 2023, although my written testimony contains support for all four bills under consideration today.

Bill 25-501, Universal Free Application for Federal Student Aid Graduation Requirement Act of 2023

Bill 25-501 will require each District of Columbia public high school student file a Free Application for Federal Student Aid (FAFSA) with the United States Department of Education as a prerequisite to receiving a high school diploma, with an option to opt-out of this requirement by completing a waiver form administered by the Office of the State Superintendent. It also requires the Mayor to collect data on FAFSA completion and postsecondary enrollment. We support this legislation and I want to make five points:

#1) Every student will need additional education and training beyond a high school diploma/GED to make a livable wage. 58% of jobs in D.C. require a degree.1 Unfortunately, DC is experiencing a quiet crisis in college access and completion, necessitating DC Council to take action. 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. Only eight out of 100 students will complete postsecondary within six years, pre-pandemic this number was 14. 2

#2) The number-one reason students do not enroll in and complete postsecondary education is due to financial barriers related to the cost of college or the need to work. We know this from national and local research. According to 2023 research from the Lumina Foundation and Gallup, financial barriers are most frequently identified as primary reasons why adults are not currently enrolled in postsecondary education, including costs of programs (55%), inflation (45%) and the need to work (38%). 3  CityWorks DC, an initiative that is working to establish a D.C. education-to-employment ecosystem, surveyed more than 200 high school graduates from DCPS and D.C. public charter schools who had either attended college and dropped out (also known as “stopped-out”). 4  The need for financial assistance was frequently cited as the number-one reason for not completing college. OSSE’s D.C. ReEngagement Center convened a 2022-2026 strategic planning group comprising 47 organizations, agencies, and schools, and conducted five focus groups with 30 youth (ages 16-24). During these sessions, OSSE identified several key challenges that youth experienced. Most of the challenges revolved around needing income, support, and more information and resources. 5

#3) Requiring FAFSA completion is a good thing. High school seniors who complete the FAFSA are 84% more likely to immediately enroll in postsecondary education. 6 For low-income students, FAFSA completion is associated with a 127% increase in immediate college enrollment. 7 Several states have adopted a Universal FAFSA policy already. 8 Louisiana presents the best case of how successful this policy can be. The estimated percentage of seniors who completed FAFSA increased, by more than 11 percentage points from 58.8% to 69.9%, moving Louisiana from being ranked 12th in the country to second. 9 It has consistently been ranked in first place almost every year since.

#4) The DC Council should make amendments to the bill.

1.  Clarify Opt-Out Provision: OSSE should create an opt-out system 10 for students who are unable to access parental financial information, have undocumented parents (who are not eligible for FAFSA), or whose parents allow them to abstain.

2. Build-in Support for Students:

   1. Build and provide robust training and support through school counselors and/or college and career advisers 11 to ensure students are helped throughout the process of filling out FAFSA and that they actually enroll in college or a career school. There’s little information on what type of college and career counseling students actually receive.

   2. Consider aligning with the implementation of financial literacy standards so that students fully understand what it takes to pay for postsecondary and make a plan that works for them.

3. Slow Down When the Requirement Goes Into Effect: Allow at least one full FAFSA cycle to pass before the actual requirement takes effect, especially in light of the new FAFSA rules. 12 The U.S. Department of Education (ED) recently shared a new press update on FAFSA. 13 The “better” FAFSA form will be available for students and parents by Dec. 31, 2023 (previously shared as December). ED predicts that updates to student aid eligibility will mean 2,468 more D.C. students will get Pell and that 6,957 more students will be eligible for full Pell.

4. Show Us the Data: Disaggregate FAFSA completion rates and add this information to the D.C. School Report Card to create transparency and to ensure LEAs share the responsibility for students applying for financial aid.

#5)  To be clear: our students need help at every stage of postsecondary education: applying for aid, enrolling in postsecondary, and receiving support so they can complete. ERN DC released a report titled this month, “D.C.’s Quiet Crisis in College Access and Completion” which shared eight strategies. One strategy is expanding dual enrollment and early college opportunities in DC because one of the best things we can do is help students earn free college credit and career experience while in high school. Only 1,100, or 9%, of public high school students had an opportunity to take advantage of this last school year, which is mindblowing to me.

Dual enrollment – college course enrollment during high school – leads to greater two-year and four-year college enrollment, degree attainment, and earnings six years after high school, with stronger effects for traditionally underrepresented students. 14 Students in early college programs during high school are more likely than their peers to go on to college and earn a degree. Within six years after expected high school graduation, early college students were significantly more likely than control students to enroll in a four-year college (84% vs. 77%) and to enroll in two-year colleges (66% vs. 47%). 15

D.C. must establish additional early college partnerships and expand dual enrollment so it is free, easily accessible, and a core part of a student’s sophomore through senior year by providing in-person, cohort-based dual enrollment courses at local education agencies so students can earn a regular high school diploma at the same time they earn no less than 12 transferable, free college credits. Programs should cover books, curriculum development and materials, faculty training, ongoing support, and support for credit transfers. There are several positive examples in D.C. 16

To do this, D.C. will need to (1) encourage and financially incentivize institutions of higher education to select and train instructors for high school cohort classes and (2) identify high school instructors with credentials to teach college to offer dual credit courses. D.C. Council can lead and support this effort.

We’d also urge the D.C. Council to eliminate barriers for postsecondary enrollment, including banning the use of legacy admissions in Washington, DC. 17

Bill 25-35, Universal School Meals Amendment Act of 2023

This legislation would offer free universal school breakfast, lunch, and afterschool snacks to students in public, charter, and participating private schools in the District of Columbia, which we are supportive of. Hungry children cannot learn and unfortunately far too many children in Washington, DC go hungry. According to 2021 data from Feeding America, approximately 14% of children under 18 years of age experience food insecurity in DC. 18 For children living in wards 7 and 8, predominantly Black areas with the lowest median household income, there are far fewer full-service grocery stores than in wards west of the river, and this supply has remained relatively unchanged since 2021. 19 By offering students in schools with free meals regardless of their financial status would remove the stigma associated with poverty, and ultimately barriers to learning.

Bill 25-317, Extended Students’ Right to Home and Hospital Instruction Amendment Act of 2023

This legislation would add pre-birth complications, childbirth, and postpartum recovery to the list of health conditions that render students eligible for home or hospital instruction under the Students’ Right to Home or Hospital Instruction Act of 2020. Beginning in the school year 2022-2023, Law 23-204 required all District local education agencies to adopt a home or hospital instruction program for students who have been or will be absent from their school of enrollment for 10 or more consecutive or cumulative school days due to a physical or psychological condition. We are supportive of this legislation.

Students should be able to learn no matter where they are. We all should have learned this during the COVID-19 pandemic. By expanding eligibility to home and hospital instruction for students experiencing pre-birth complications, childbirth, and postpartum recovery-related health conditions, students with these conditions are given the medically necessary time to heal while continuing their education. In 2020, there were 301 teen births, so there is a need. 20 As the DC Council considers expanding this legislation, I encourage you all to inquire into whether this law has been implemented by LEAs since there have n>10 incidences, according to OSSE’s oversight responses. 21

Bill 25-436, Institution of Higher Education Sexual Misconduct Reporting and Resource Accessibility Act of 2023

This legislation addresses sexual misconduct at institutions of higher education in the District and would establish minimum criteria for institutions’ sexual misconduct policies; require annual training for certain personnel; require retention of a confidential resource advisor to support reporting parties; require amnesty protections for reporting parties; allow institutions to grant waivers from academic requirements; require annual reports; and establish penalties.

B25-436 would put policies in place that make it more likely that students can be heard and treated fairly throughout the reporting process. It puts college students in a better position to resolve challenging situations and ultimately be more likely to stay and complete their college education. We support the intent behind this legislation.

Thank you for holding this hearing. I am available to answer any questions you may have.

###

1 Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov.2021, www.dcpolicycenter.org/publications/measuring-outcomes/
2 Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 14 2021-22. D.C. Policy Center, 15 March 2023, www.dcpolicycenter.org/publications/schools-21-22/
3 State of Higher Education 2023. Gallup and Lumina Foundation, May 2023. https://www.luminafoundation.org/wp-content/uploads/2023/05/State-of-Higher-Education-2023.pdf
4 Pohlman, Richard. “On The D.C. Policy Center’s ‘State of D.C. Schools’ Report State of Schools.” CityWorks DC, March 2023. www.cityworksdc.org/in-the-news/state-of- schools
5 District of Columbia, Office of the State Superintendent of Education. Districtwide Strategic Plan to Decrease Youth Disengagement from Education, 2022-2026.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Final%20Districtwide%20Strategic%20Plan%20to%20Decrease%20Disengagement%20-%20Executive%20Summary.pdf
6 National College Access Network. “National FAFSA Completion Rates for High School Seniors and Graduates.” https://www.ncan.org/page/NationalFAFSACompletionRatesforHighSchoolSeniorsandGraduates
7 Ibid.
8 National College Attainment Network. “Digging Deeper into Universal FAFSA Impacts in Four States” September 7, 2022. Accessed: November 30, 2023. Source: https://www.ncan.org/news/613062/Digging-Deeper-into-Universal-FAFSA-Impacts-in-Four-States.htm
9 Ibid.
10 National College Attainment Network. Universal FAFSA Completion With Supports. Accessed November 30, 2023. Source: https://www.ncan.org/page/UniversalFAFSA
11 Ibid.
12 Ibid.
13 “U.S. Department of Education Releases New Data Highlighting How the Simplified, Streamlined, and Redesigned Better FAFSA® Form Will Help Deliver Maximum Pell Grants to 1.5 Million More Students” Source: https://www.ed.gov/news/press-releases/us-department-education-releases-new-data-highlighting-how-simplified-streamlined-and-redesigned-better-fafsa%C2%AE-form-will-help-deliver-maximum-pell-grants-15-million-more-students
14 College in High School Alliance. “Evidence of Success.”collegeinhighschool.org/what-we-do/evidence-of-success/. Accessed 26 Sept. 2023.
15 Ibid.
16 Ibid. D.C.’s Quiet Crisis in College Access & Completion
17 Ibid.
18 DC Health Matters. “Child Food Insecurity Rate.” Accessed November 29, 2023. Source:
“https://www.dchealthmatters.org/indicators/index/view?indicatorId=2108&localeId=130951
19 D.C. Hunger Solutions. “Still Minding the Grocery Gap in D.C. A 2023 Update.” Accessed November 29, 2023. Source: https://www.dchunger.org/wp-content/uploads/2023/08/DCHS-Report_Still-Minding-the-Grocery-Gap-2023_FV.pdf
20 Washington, DC Data. Accessed November 29, 2023. Source: https://powertodecide.org/what-we-do/information/national-state-data/washington-dc
21 OSSE. Accessed November 29, 2023. Source: https://dccouncil.gov/wp-content/uploads/2023/06/attachments.pdf

Postsecondary Report ERN DC

New Report Highlights D.C.’s Quiet Crisis in College Access & Completion

Policy Recommendations Address Disparities in College Completion and Solutions for Students of Color in D.C.

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

Washington, D.C. (November 1, 2023) — Today, Education Reform Now D.C. released a report titled “D.C.’s Quiet Crisis in College Access & Completion” that outlines eight recommendations for policymakers to close the college completion gap for students of color.

The report finds that D.C. has the highest bachelor’s degree attainment in the country yet the widest racial disparities. Fueling this crisis is for every 100 D.C. public school students who start high school together; only eight will complete postsecondary within six years, locking students out of the 58% of jobs requiring a degree.

“D.C. ‘s alarming racial disparities in bachelor’s degree attainment is only getting worse and must be addressed by policymakers immediately,” said Jessica Giles, executive director of Education Reform Now D.C. “ This report identifies policy solutions to help make D.C.’s postsecondary education system fast, flexible, affordable, and first-rate. It’s urgent that we blur the lines between high school, college, and career so all students have pathways to high-wage careers.”

More than 80% of D.C. voters support expanding dual enrollment programs, improving financial aid, reforming the University of the District of Columbia, and requiring D.C. private universities to be transparent, according to a new poll conducted by Emerson College Polling between August 29-September 2, 2023. 

“High school is a crucial turning point, guiding students toward their future paths. Yet, disparities in support services, college and career guidance, and learning loss from the pandemic create substantial hurdles,” said Chelsea Coffin, director of the Education Policy Initiative at D.C. Policy Center. “Recognizing and tackling these issues is imperative to empower D.C.’s high school graduates and ensure they are well-prepared for postsecondary education and beyond.”

“The students most academically impacted by COVID shutdowns will soon enter high school, with incoming freshmen requiring substantial support,” said  Josh Boots, executive director at EmpowerK12. “ERN DC’s report on college access & completion illuminates the need to re-envision the next generation’s high school experience. By taking a collaborative, data-driven approach, we can ensure that every D.C. student excels in their college and career pursuits.”

“Education Reform Now D.C.’s analysis of college-going among District of Columbia residents makes clear that the city’s work to improve the life prospects of its neediest citizens needs to include more opportunities to get to and through college and other meaningful post-secondary programs. High school graduation isn’t enough,” said Thomas Toch, director of FutureEd at the McCourt School of Public Policy, Georgetown University.

Key recommendations in the report include:

1. Focus on academic excellence, starting with improving student attendance.

2. Implement flexible graduation requirements.

3. Adopt financial literacy standards.

4. Expand state-level financial aid offerings.

5. Scale dual enrollment and early college opportunities and make them more accessible.

6. Strengthen the University of the District of Columbia (UDC).

7. Collect and publicly share data on D.C. student outcomes.

8. Help D.C. residents re-enroll into college and persist.

To download the full report, “D.C.’s Quiet Crisis in College Access & Completion,” please visit here.

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About Education Reform Now D.C. 

Education Reform Now DC (ERN DC) is a local chapter of a national non-profit, non-partisan think tank and advocacy organization that promotes increased resources and innovative reforms in preK-16 public education, particularly for students of color and students from low-income families. ERN DC believes that all public school students must graduate from high school with essential skills and receive a high-quality, affordable postsecondary education and the work-based experience and credentials necessary to earn a livable wage.