ERNA DC Testifies at Public Oversight Hearing on Academic Achievement

Jessica Giles
Executive Director
Education Reform Now Advocacy - DC

Committee of the Whole Hearing: Academic Achievement

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy, a non-profit organization committed to advocating for a just and equitable public education system for all students in the nation’s capital. I am pleased to testify today at the Committee of the Whole’s public oversight hearing on Academic Achievement.

Washington, D.C. can lead the nation in academic achievement. When I speak with education advocates in other parts of the country about D.C., they are amazed at what leaders here have achieved: 

• D.C. educates our youngest learners: D.C. was the first to adopt pre-kindergarten and has the highest percentage of 3- and 4-year-olds enrolled in preschool in the country.[1]

• D.C. invests in students: D.C. has the highest base funding ($14,668 per student) in the country.[2] 

• D.C. supports educators: D.C. has the highest starting teacher salary in the country.[3]

• D.C. commits to adult education: D.C. has one of the largest adult learner populations in the country, if not the largest. 47 percent of adult learners attend publicly funded schools.

There is no doubt about it - funding is essential for academic achievement, but how states and local education agencies (LEAs) use their funding is even more crucial. While there have been slight improvements in academic outcomes since the nationwide COVID-19-related drop in proficiency, D.C. students continue to experience deep disparities in academic achievement between student groups in literacy and math. 

D.C.’s high chronic absenteeism and truancy rates undoubtedly play a significant factor in our low proficiency rates. In the 2023–24 school year, 39.2 percent of students were chronically absent (3.9 percent decrease), and 30.3 percent were chronically truant (6.6 percent decrease).[4] High school students, in particular, continue to struggle with attendance. Last year, 56 percent of high school students were chronically absent, and 31 percent were chronically truant. These challenges, while enormous, can be addressed at the state level, and we are optimistic that recent shifts in policy and practice will continue to yield positive outcomes. 

Improve D.C. Student Literacy Rates

In 2024, about a third of D.C. students met or exceeded grade-level expectations in English Language Arts on the DC CAPE.[5] This represents a 0.3 percent increase over last year. There was a 58 percent point gap between Black and white students and a 50-point gap between Hispanic/Latino and white students. Economically disadvantaged students (18.4 percent), Homeless (15.5 percent), English learners (12.9 percent), and students with disabilities (9.7) lagged behind their peers.

For several years, we’ve been advocating for the District to fully fund science of reading training and coaching for all elementary educators to improve how students learn to read. In the fiscal year 2025 budget, however, the Mayor and D.C. Council funded only some of the Office of the State Superintendent of Education (OSSE) Early Literacy Education Task Force recommendations.[6] Namely, $2.2 million in high-quality instruction materials, and $566k in fiscal year 2025 and $2.9 million in fiscal year 2026-2028 for kindergarten structured literacy training and coaching pilot at up to 20 schools.[7] Still, there are far too many first through fifth educators without coaching and training - grades that are crucial for reading proficiency. 

Our asks:

1. We request that the Committee of the Whole follow up with OSSE today on the implementation of FY 2025 funding.

2. We urge the Mayor and D.C. Council to continue their commitment to D.C. students by funding science of reading training and coaching for all elementary educators and providing strong oversight of implementation efforts, particularly where there are areas to improve.[8]

Strengthen D.C. Students’ Math Proficiency Rates

In 2024, only 22.5 percent of students who took the math DC CAPE assessment met or exceeded grade-level expectations in math, a 0.7 percent increase over last year. There was a 65 percent point gap between Black and white students, and a 51-point gap between Hispanic/Latino and white students. Economically disadvantaged students (8.5 percent), Homeless (7.1 percent), English learners (9.6 percent), and students with disabilities (7.6 percent) greatly lagged their peers. While these scores only represent a snapshot in time, they are a mirror to the deep chasms of inequities that exist in D.C. overall, and in our public schools. Although our students, educators, and parents are confronted with these challenges, we believe that everyone can be a math person. 

We’ve been advocating for D.C. to improve math education for all students in the District with the launch of the Math 4 All campaign.[9] The Math 4 All campaign advocates for the adoption of a statewide strategy for addressing students’ low math skills. D.C.’s statewide strategy must include High-Impact Tutoring, strengthening a math teacher pipeline, providing high-quality instruction materials and professional development, and stong parent/caregiver support. 

• High-Impact Tutoring

• Tutoring that is intensive, frequent, personalized, curriculum-aligned, and delivered by a skilled educator. Research shows that D.C. Economically disadvantaged students, who participated in high-impact tutoring (HIT) programs saw a median increase of three points in math scale scores on the DC CAPE assessment, compared to a median increase of only one point for students who did not participate in HIT programs.[10]

• High Quality instruction Materials (HQIM) and professional learning opportunities that support students with disabilities. 

• D.C. should develop a list of high-quality instructional materials (HQIM) and require LEAs to choose from this approved list. Investing in and adopting high-quality instructional materials provides teachers with easy access to top-tier content and assignments, ensuring that students engage daily with grade-level material. 

• This approach helps students build conceptual understanding, develop procedural skills and fluency, and apply their knowledge to real-world challenges. It is critical that not only do teachers have access to these materials, but they are also trained on how to apply the materials to the classroom. These professional learning opportunities should focus on teaching how to get students on grade level that are already behind.

• A high-quality math teacher pipeline. 

• Teachers are the number one in-school factor for student academic achievement. D.C. is in need of a high-quality math teacher pipeline. In the Office of the State Superintendent of Education’s (OSSE) recent Educator Workforce report, it is revealed that there were slightly less math teachers (12 percent) than English Language Arts teachers (15 percent) in the 2023-2024 school year.[11] Having high-quality educators is essential. 

• Support for parents and caregivers by establishing a list of easy-to-use high-quality tools, resources, and games to support caregivers at home.

• These resources empower caregivers to reinforce classroom lessons, making learning more engaging and accessible for students. By equipping parents with effective strategies and materials, we can help bridge the gap between school and home, fostering a stronger partnership that promotes academic success and supports students' overall development.

Our asks:

1. As OSSE convenes the Interagency Math Task Force, we ask them to adopt the Math 4 All pillars in their recommendations, and for their recommendations to be funded in the fiscal year 2025 budget. 

2. Support the passage of B25-0800 - Mathematics Education Improvement Amendment Act of 2024.[12]

In closing, all students can learn and succeed with the right support. Our District leaders can play an active and instrumental role in improving academic achievement by funding what works, so that D.C. can lead the nation. Thank you for holding this hearing and allowing me to testify. I am available to answer any questions you may have.

---

[1] On Its Tenth Anniversary, Here’s Where D.C.’s Free Preschool Program Stands Source: https://dcist.com/story/19/03/15/on-its-tenth-anniversary-heres-where-d-c-s-free-preschool-program-stands/ 

[2] The Uniform Per Student Funding Formula provides funding to all public schools and provides a weighted funding based on student demographics.

[3] National Education Association Educator Pay Data 2024. Source: https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank

[4] District of Columbia Attendance Report - School Year 2023-2024 Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2023-24%20Attendance%20Report%20%28Final%29.pdf

[5] OSSE. 2024 Statewide Assessement Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2024-08-22-DCCAPE_MSAA_2324_PublicDeck_with_appendix.pdf

[6] Early Literacy Taskforce Recommendations. https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf 

[7] B25-0784 - Fiscal Year 2025 Budget Support Act of 2024 Source: https://lims.dccouncil.gov/Legislation/B25-0784

[8] National Council of Teacher Quality. District of Columbia: Recommendations to Strengthen Implementation of the Science of Reading Souce: https://www.nctq.org/dmsView/DCSOTSReadingProfileUpdated

[9] Math 4 All DC Campaign: https://www.math4alldc.org/

[10]  National Student Support Accelerator: Implementation of the OSSE High Impact Tutoring Initiative: First Year Report School Year 2022 – 2023 Source: https://studentsupportaccelerator.org/briefs/implementation-osse-high-impact-tutoring-initiative

[11]  OSSE. 2024 Educator Workforce Report. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2024%20Educator%20Workforce%20Report%20%28Oct%2028%29.pdf

[12] https://lims.dccouncil.gov/Legislation/B25-0800

---

WASHINGTON, DC: 4301 50th St. NW, Suite 300, #2028 NW Washington, DC 20016 · NEW YORK CITY: 276 5th Avenue, Suite 704 #915, New York, NY 10001

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.

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.

Statement from Democrats for Education Reform D.C. on the Final Budget Vote

CONTACT: Joshua Hodge

jhodge@dfer.org 

The D.C. Council Makes Historic Investments in Public Education, a Win for Students

WASHINGTON, D.C. (June 7, 2022) – Democrats for Education Reform D.C. (DFER D.C.) State Director Jessica Giles released the following statement on the inclusion of DFER D.C.’s priorities in the FY2023 budget:

“Our community urged Mayor Muriel Bowser, Chairman Phil Mendelson, and the D.C. Council to pass an education budget that helps fix school funding inequity, invests in safe and positive learning environments, and supports our educators; and they delivered,” Giles said.

“Last Tuesday, the D.C. Council voted in support of historic investments in per-pupil funding, greater funding for schools serving high percentages of students designated as at-risk, an updated adequacy study for education, a 3.1% increase in the charter facilities allotment, structured literacy training for educators, school-based behavioral health supports, and an expansion of a pre-existing first-time homeowner financial assistance program to educators.

“Our elected officials continue to show that education is of utmost importance by making these historic investments. 

“Our students must come first  – no matter what. Their race, gender, sexual orientation, class, zip code, or disability should not impact the quality of education they receive. This is why we fight for a budget that works in the best interest of our students and our community. 

“We look forward to continuing to partner with the office of the Mayor, D.C. Council, and the D.C. State Board of Education to ensure all students—especially those who have been historically disenfranchised — have the opportunity to have a fair, equitable, and high-quality public education.”

On Tuesday, June 7, 2022, the fiscal year 2023 budget and financial plan included the following investments: 

• Two new concentration at-risk weights in the Uniform Per Student Funding Formula (UPSFF), for a total of $10.4 million in recurring funding;

• A $300,000 adequacy study every five years to ensure the UPSFF increases adequately for all students;

• A 5.9% increase to the foundation of the UPSFF for all schools in FY 2023;

• A 3.1% increase to the public charter facilities allotment in FY 2023 to keep up with rising costs in the District;

• Structured literacy training for D.C. Public School teachers, a $2,000 stipend for those who complete the training, and a task force; 

• An increase in community-based organization grant sizes in the School-Based Behavioral Health program and $150,000 to fund a cost study; 

• Expansion to educators of a pre-existing first-time homeowner financial assistance program; and 

• Continued funding for restorative justice, dual enrollment, and High-Impact Tutoring.

New Analysis of Best Practices from State High-Impact Tutoring Programs

WASHINGTON, D.C. (Feb. 23, 2022)—As states seek to combat missed learning due to the COVID-19 pandemic, a new report highlights promising practices from five states for implementing high-impact tutoring (HIT), a proven strategy for accelerating student learning.

The report was jointly released by Education Reform Now (ERN), The Education Trust, and Future Ed, and shares blueprints for state tutoring programs based on those in Colorado, Louisiana, New Mexico, Tennessee, and Texas.

“If implemented with fidelity, high-impact tutoring holds tremendous promise for not only helping students recover from interrupted learning during the pandemic, but in helping to close opportunity gaps for historically underserved students,” said Charles Barone, vice president for K-12 education policy at ERN. “We hope this analysis will facilitate knowledge-sharing among the 20 states who plan on implementing tutoring programs so that every child has access to high-quality instructional support.”

Each state highlighted has incorporated at least three of seven strategies that are proven to support student learning—particularly for historically underserved students. These include:

• Statewide investments in creating a tutoring workforce

• Research-based program guardrails

• Publicly available resources for district and school leaders

• Statewide professional development opportunities

• Legislative action

• Creation of central sources of information on state-approved, high-quality tutoring programs and vendors

• Targeting services to schools’ most underserved students

“The federal government, through the American Rescue Plan, invested unprecedented resources for state and district leaders to re-envision education, especially for undeserved students,” said Allison Socol, assistant director of P-12 Policy for The Education Trust. “Targeted, intensive tutoring programs show promising results not just for addressing unfinished learning as a result of the pandemic, but for addressing longstanding inequities.”

“Well-designed tutoring programs can give students the academic help and personal connections many need to recover from the ravages of the pandemic,” added FutureEd Director Thomas Toch.

You can read the full analysis here.

###

About Education Reform Now
Education Reform Now (ERN) is a non-partisan, nonprofit think tank and advocacy organization that promotes increased resources and innovative reforms in K-16 public education, particularly for students of color and students from low-income families. We seek forward progress in public education—at the federal, state, and local level—developing and advocating for new, bold ideas and mutually reinforcing policies in elementary, secondary, and post-secondary education.

About The Education Trust
The Education Trust is a national nonprofit that works to close opportunity gaps that disproportionately affect students of color and students from low-income families. Through our research and advocacy, Ed Trust supports efforts that expand excellence and equity in education from preschool through college; increase college access and completion, particularly for historically underserved students; engage diverse communities dedicated to education equity; and increase political and public will to act on equity issues. Learn more:www.EdTrust.org/.

About FutureEd
FutureEd is an independent, solution-oriented think tank at Georgetown University’s McCourt School of Public Policy. We are committed to bringing fresh energy to the causes of excellence, equity, and efficiency in K-12 and higher education on behalf of the nation’s underserved students.